Name
M.A. Curriculum and Instruction '19
Preliminary Multiple Subject Teaching Credential '19
B.A. Integrated Educational Studies '18
Chapman University
Data Collection & Goal Setting
Throughout my time in my first student teaching placement, the importance of collecting data was evident. My master teacher kept a range of data on her students including test scores, Reading Counts words read, progress monitoring, and behavioral logs. Keeping track of this data longitudinally enables her to accurately track student growth, stagnation in growth, or any emerging themes. When questioned about a student being tracked for SST, IEP, or Progress Monitoring, she would be able to pull out organized data to support her conclusion. I assisted her in keeping the data organized. She would also use the data to be very clear with students. She would use her data to help students make attainable, yet challenging goals. As a result, my master teacher consistently produces significant growth in her students every year.
I was very inspired by my master teacher's took these methods of data tracking and adapted them to my 3rd and 4th grade classes where I was the primary teacher.
This is a scaffolding, pacing, and progress checklist I created to monitor the students' progress through the science unit I created for them.
This is a progress monitoring tool used to keep track of six target students' progress over time.
This is a blank template of our homogenous small groups for ELA based upon students' needs.
These soccer balls represent students' self-made goals at the beginning of the year.
This is a scoring sheet for the Basic Phonics Skills test. I helped my master teacher in assessing students. I conducted a follow-up in the second column for the second trimester and all students showed growth! I continued to use this form for formative assessment when I taught my own 3rd grade classroom.
This is the goals sheet my master teacher created and used to inform goal setting with students. This was also the form she used in parent-teacher conferences.
This is the progress monitoring tool I used based on the Basic Phonics Skills test. I tested these students, calculated their percentage correct, and then analyzed the data. Analysis and discussion with my master teacher concluded that we would begin working with consonant sounds, digraphs, and consonant blends. Small group lesson plans I taught for these needs are depicted in the "ELA" section of this website.