Fieldwork Edu 511

The Fieldwork Experience
CRITICAL ASSIGNMENT for EDU 411/511 Theories and Methods for Teaching Diverse Students
Daniela Cupples
California Baptist University

Multiple/Single Subject Preliminary Credential Program
EDU 411/511
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Begin Positively: Know the Purpose!!
The purpose of the EDU 411/511 practicum is to provide each candidate an opportunity to carefully
examine issues of diversity within California public schools. The experience is carefully coordinated with
the following aspects of the Multiple/Single Subject Preliminary Credential Program Student Learning
Outcomes:
1) MS/SS SLO 1.0 Professional view of teaching and learning
2) MS/SS SLO 2.0 Prioritizesocietal valuesoptimize school outcomes that serve culturally diverse
students.
3) MS/SS SLO 3.1 Deliver meaningful learning experiences
4) MS/SS SLO 3.2 Verify student progress by designingmultiple means of assessment
5) MS/SS SLO 3.3 Ability to select and integrate appropriate technologies into instructional
practices
6) MS/SS SLO 4.0 Design instructional practices that serve individualpromotes optimized learning
opportunities
7) MS/SS SLO 5.0 Leadership as is marked by thoughts and actions that value the inherent dignity
of others
The Fieldwork Experience consists of three events:
1) Event 1 includes activities 1 (one), 2 (two), and 3 (three). These activities require you to spend
seven (7) hours working in a public school environment.
a. Activity 1 (one) consists of shadowing an EL student for two (2) hours and then one-half (0
) hour collaborating with the master teacher. The goal is to gather relevant and
quantitative assessment data related the academic abilities of the selected EL student.
b. Activity 2 (two) consists of shadowing a SN student for two (2) hours and then one-half (0
) hour collaborating with the master teacher. The goal is to gather relevant and
quantitative assessment data related the academic abilities of the selected SN student.
c. Activity 3 (three) consists of tutoring the selected student from activity one OR activity two
for two (2) hours. Tutoring work must incorporate strategies that will improve the
individuals reading-language arts abilities.
2) Event 2 is connected to activity 4 (four). This activity requires that you spend two (2) hours
observing the same master teacher selected for event 1.
a. Activity 4 (four) consists of document the master teachers effectiveness at implementing
Universal Design and SDAIE strategies. Specific references to course concepts and readings
are required.
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3) Event 3 is connected to activity 5 (five). This activity requires that you spend one-half (1/2) hour
interviewing a special needs support provider and one-half (1/2) hour interviewing an EL support
provider.
a. Activity 5 (five) consists of synthesizing material gathered during the interview with course
concepts and readings.
The master teacher you select for this activity must verify your hours for activities 1 (one), 2 (two), 3
(three), and 4 (four) as well as complete an evaluation form (see Appendix A for the required forms). I
suggest you collect the forms on the last day you work with the master teacher. Please carefully review
the items on the evaluation form as they summarize the minimum abilities you need to possess prior to
being advanced to student teaching.
The fieldwork activities comprise the Critical Assignment for this course.
Failure to submit this assignment will result in the award of zero (0) points and a course grade that will
not be higher than a C.
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Activity #1: Gathering and Using EL Data

Objective:
Given the desire to successfully complete the TPA requirement, candidates will gather quantitative data on
an EL student so that they will be able to determine the potential need for adaptations and/or
modifications during the Fieldwork: Activity #3 tutoring assignment.
Requirements:
Use the following Shadowing Data Matrix to gather data during the two (2) hours of shadowing
(Matrix from WestEd, 2006)
General Student Information:

Student 1
Time
Gender: Male Grade: 2
Specific student
activity/location of student
Academic
Speaking
Home Language: Spanish

Academic Listening
1-way
2-way
No /
Not
5-minute intervals
2/23
Academic
Writing
Academic
Reading
Comments
Listen to instructions about

ELA Benchmark
Assessment/at desk
no
yes
No
no
yes
The student is on task

but appears confused
about the assignment
takes extra time to get
ready.
12:15
Teacher clarifies ELA BM

instructions/ at desk
yes
yes
yes
no
no
The teacher asks the

student a question, the
student responds
accurately.
12:20
Work on ELA BM/back of

room by pencil sharpener
no
no
no
no
no
The student gets up to

sharpen his pencil; he
misses the sentence
the teacher reads.
12:25
Work on ELA BM/at desk
no
yes
no
yes
yes
On task
12:30
no
yes
no
no
no
The student hides his

work by building a fort
out of the testing
divider and a folder.
12:35
no
yes
yes
yes
yes
Student on task
12:40
no
no
no
yes
yes
The student is on the

wrong test question, he
did not track the
problems with his
finger and missed that
the teacher had them
skip a problem.
2/24
Whole group direct

instruction prefix/suffix
review/at desk
no
no
no
no
no
Looks for items in his

desk
12:10
12:10
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12:15
Direct instruction prefix/suffix

practice/at desk
no
yes
no
no
no
Does not raise his hand

to participate.
12:20
Direct instruction prefix/suffix

practice /at desk
yes
yes
yes
no
yes
Teacher calls on the

student; the student
tries to respond, does
not understand the
concept.
12:25
Transition paper passing

getting pencils out/at desk
no
yes
yes
no
no
Engaged on task
12:30
Getting into groups/walking

around room
no
no
no
no
no
Talks to friend
12:35
Working on partner
prefix/suffix word building
activity/ on floor
yes
yes
yes
yes
yes
The student works well

with his partner is
engaged and
motivated.
12:40
Partner Prefix/suffix
activity/on floor
yes
yes
yes
yes
yes
Takes initiative makes

words; the student is
proud of his work I am
good at this!
2/25
Students continue partner

prefix/suffix activity/ on floor
yes
yes
yes
yes
yes
Needs reassurance and

feedback
8:50
Whole class share of words

created in groups/at desk
no
yes
no
no
no
The student is not

ready he needs extra
time to transition.
8:55
Whole class share of words

created in groups/at desk
no
yes
yes
no
yes
Student raises his hand
9:00
Spelling test/at desk
no
yes
no
yes
no
On task
9:05
Spelling test/at desk
no
yes
yes
yes
no
On task, engaged
9:10
Transition turning in tests/at

desk
no
yes
no
no
no
Digs for things in his

desk.
9:15
Whole group reading with

teacher, CA Treasures text
displayed through LCD
projector/at desk
no
yes
yes
no
yes
Tracks text with finger

follows along
9:20
Whole group reading with

teacher, teacher asks
questions to support the
students understanding/at
desk
yes
yes
yes
no
yes
Raises hand and

answers a question, the
teacher guides his
reply.
9:25
Whole group reading
no
yes
yes
no
yes
On task
9:30
CA Treasures comprehension
check whole group/at desk
yes
yes
yes
yes
yes
Student participates
and is engaged.
9:35
no
no
no
no
no
The student loses

interest and crawls
under his desk to find a
pencil.
8:45
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9:40
no
yes
yes
no
no
The teacher calls on the

student and asks him
to sit back down. The
student returns to the
task.
Use the following Content Knowledge Expertise Matrix to gather data during the one-half (0 )
hour of collaboration (for the class test and assignment rows consider carefully reviewing the work
submitted during the last two weeks)
Content Knowledge Expertise
Grade Level: 2
Scores
from Last
State Test
(note
highest
and
lowest
areas)
needs
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Subject Area: Language Arts
Content Area: Overall Language Development
No state test available, as the student is a 2nd grader. Scores from EADMS Baseline test.
Local Tests - CCSS ELA
CCSS ELA 02 RES Baseline
%
Total
20.41
Literary Response and Analysis
100
Reading Comp
100
Word Analysis, Fluency, and Systematic Vocabulary Development
0
Writing Strategies
0
Written and Oral English Language Conventions
50
Comprehension and Collaboration
0
Conventions of Standard English
9.09
Foundational Skills
41.67
Informational Text
20
Knowledge of Language
0
Presentation of Knowledge and Ideas
20
Research to Build and Present Knowledge
0
Text Types and Purposes
66.67
Vocabulary Acquisition and Use
16.67
CELDT
2015-2016
2014-2015
2013-2014
Assessment
SS
Prof
SS
Prof
SS
Prof
CELDT (Overall)
437 Early Int 411
Int
350
Early Int
CELDT Reading
395
Beg
409
Int
291
Early Int
CELDT Writing
450 Early Int 310
Beg
230
Beg
CELDT Listening
454
Int
393
Early Int
363
Early Int
CELDT Speaking
449
Int
441
Int
358
Early Int
CELDT
424
401
327
Comprehension
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Scores
from Class
Assignment
s (note
highest and
lowest
areas)
Homework Project Friends Rubric: Overall Score 2/4

Interviewed
five people
Write down
answers
0
Student did
not write
the answers
down
Write a
paragraph in
your own
words
Show
evidence
that you
know what
friendship
looks like
Oral
Presentation
1 Sister
provided
extensive
help writing
paragraph
Overall
Understandable
and rehearsed
The student
did not
include this
part.
Writing:
Presidents writing assignment: The student only wrote one sentence, the sentence is hard to
read, the letters are not clearly formed, and there are no spaces between words. Score 1/4
DLR: Grammar Practice: The teacher does not record scores; she uses DLR as evidence for
student progress and records error patterns. The examination of the DLRs provided for the
time period showed extensive errors. The student exhibited the following types of errors:
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The student forgets to make spaces between words.

Capitalization randomly used
The student does not understand subject word agreement.
The student does not use punctuation.
Rushes through work, which results in a not clean and neat product.
Penmanship is often hard to read.
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Class Tests
Test 1
Test 2
Test 3
Test 4
Test 5
AVG
Comprehension Tests
50
50
62.5
75
37.5
55
Spelling
70
70
70
50
95
71
100
90
80
70
60
50
Comprehension Tests
40
Spelling
30
20
10
0
Test 1
Test 2
Test 3
Test 4
Test 5
Tri 1
Tri 2
Benchmark Test heavily focused on

academic vocabulary
DIBELS
District
Reading
Benchmark
Assessment
Reading
Assessments
Correct
Whole
DORF Letter
Words Read Words
Sounds (CLS) (WWR)
Correct
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DORF Accuracy
DORF Retell
Quality
23/100
DORF Words
Correct
DORF Accuracy
DORF Retell
Quality
Retell
Retell
Student RS Support RS Support RS Support RS Support RS
RS Support RS Support RS
Quality
Quality
Name
Student1 58 Strategic 12 Intensive 28 Intensive 74 Intensive 8 1
69 Intensive 94 Intensive 25 2
Star Reading Test Trend Line GE Scores

Star Reading Test
EDU 411/511
10/100
25-Aug
27-Oct
9-Feb
1.4
1.3
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Star Reading Test

1.6
1.4
1.2
1
0.8
Star Reading Test
0.6
0.4
0.2
0
1-Feb
1-Mar
1-Apr
1-May
1-Jun
1-Jul
1-Aug
1-Sep
1-Oct
Star Reading Test Diagnostic Report (Report from Star Reading Software)
This report presents diagnostic information about the students general reading skills based
on the students performance on a STAR Reading test.
Time for First Part
3 minutes 46 seconds
This student's Grade Equivalent (GE) score is 1.3

.
Student1s test performance is comparable to that of an average first grader after the third
month of the school year. Student1 achieved a national Percentile Rank (PR) of 4. This
score is in the below average range and means that Student1 scored greater than 4% of
students nationally in the same grade.
.
The PR Range indicates that if this student had taken the STAR Reading test numerous
times most of his or her scores would likely have fallen between 2 and 7. It reflects the
amount of statistical variability in a students PR score.
.
These scores indicate that Student1 is probably beginning to read in a standard way:
He or she is applying basic concepts about print and books to unfamiliar text.
He or she is also beginning to read early reader books.
Student1 is building his or her understanding of print through repeated reading of
familiar texts and a variety of literature.
At this level, Student1 is probably recognizing many new words.
He or she is likely learning to separate words into smaller parts and to identify
beginning and ending consonant sounds and long and short vowel sounds.
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Student1 is probably also learning how to identify simple word parts, such as at, en,
and, op.
Student1 is beginning to use his or her growing knowledge of letter sounds and word
structure to gain meaning from print.
For optimal reading growth, Student 1 needs to:
Work on mastering basic word attack skills.
Listen to books read aloud at school and at home daily.
Have opportunities to read aloud to and with fluent readers
Have time set aside at school daily for guided independent reading practice
Student1s reading level is below the 25th percentile for his or her grade placement.
The following actions might be useful:
Increase the amount of time spent reading aloud to the student
Actively involve parents, paraprofessionals, and volunteers to act as tutors
Use paired reading tutoring to increase word recognition in context
Further assess the nature of the reading difficulty
This students Zone of Proximal Development (ZPD) for independent reading is
book level 1.3 - 2.3.
If Accelerated Reader reading management software is being used in your classroom or
school. Student1 should be encouraged to select books with book levels in the ZPD. These
books will provide optimal reading challenge without frustration. The ZPD, however, is
approximate. Success at any book level also depends on the students interest and prior
knowledge of a book's content.
The following techniques will also help ensure the student's continued growth in reading.
Guide reading practice so that Student averages at least 85 percent on Accelerated Reader
Reading Practice Quizzes.
Once Student1 is able to maintain an 85% average, encourage him or her to raise his or
her average to 90% or higher. High averages are associated with the greatest reading gain.
Use Accelerated Reader Reading Practice Quizzes to check listening comprehension of
books read aloud.
Use Accelerated Reader Reading Practice Quizzes to enhance motivation for reading
independently.
Use the Accelerated Reader Diagnostic Report and Student Record Report for more
detailed information about the student's reading practice
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Reading assessment data evaluation: Strengths: The student fairly consistently passes quizzes in the
independent instructional reading range of 1.2 1.7, student consistently fails quizzes about books at
higher levels that the teacher reads to the class. The student struggles with comprehending fiction and
nonfiction literature; scoring 55% on his comprehension tests. The student slightly increased his reading
level, but he is still reading below grade level standards. The student lacks critical vocabulary and
comprehension skills and needs extra support in those areas.
Teacher remarks regarding work habits: Student1 is not completing his reading responses that are part of
his weekly homework. He does not show evidence that he reads every day and does not complete a
reading response on one of the books he has chosen. He often does not complete other homework either.
This is the same work we are doing in class. If he does not practice these concepts, then he will not do well
on his weekly tests.
Accommodations and special supports:
The students desk is located in the front of room right next to teacher desk, right next to LCD projector
and in close proximity to the teacher to help the student focus better.
The student receives 45 minutes ELA RTI Tier 2 small-group intervention 4 times per week.
The student receives additional weekly support from a paraprofessional English learner tutor for 30
minutes. During this time, the EL tutor provides individualized support for the student by helping the
student one on one. Per district directive the EL tutor does not assist in Spanish, her focus is on clarifying
directions and working one on one with the student to provide extra support. The teacher provides the
work the student works on during the time the EL tutor provides the support. The teacher does not
provide modified assignments for the student. The teacher communicated the need for extra
individualized help for the student; the student works better with additional personalized support.
Furthermore, the EL tutor takes part in the school-home connection. Since the students parents speak
only limited English, the EL tutor provides translations at parent-teacher conferences. The language barrier
impacts parent communication; the student often acts as a translator when the teacher tries to
communicate with the parents. The student struggles to stay on task and often does not complete his
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homework. The parents express their willingness to support the student; they seem to struggle because
they do not understand parent communications that are sent home. The student is not self-directed, he
needs constant reminders and support; he would benefit from parental support with homework. Support
suggestion: translate parent communications through the use of the Google translator.
The student would undoubtedly benefit from a structured afterschool homework program, where he could
receive support with homework. At this time, no such program is available for second-grade students. Part
of the SIT team advocated extra support for this student is the use of technology-based resources. The
student uses school-based resources on his tablet at home. I interviewed the EL tutor, and she remarked
on his improved motivation, especially in mathematics. However, the student often struggles in class
because he needs extra time to think about the answers and has trouble understanding the directions. The
student struggles with handwriting; his handwriting is often illegible. The tutor provides additional support
with writing. The student is participating in an afterschool computer based math intervention and is very
engaged when working on the computer. It is great to see him feel success. The student could benefit from
scaffolded or modified assignments as he seems to struggle to ask for help.
The teacher made a conscious effort to make sure the student understood directions and could keep up
with the benchmark assessment. She tried to provide additional support by clarifying questions and
repeating instructions. However, the teacher did not recognize incremental progress towards success. The
student did not get to color a picture because he did not write an entire page. The student wrote more
sentences than in his other assignments; his penmanship showed some improvement.
Use the following Evaluation of EL Academic Abilities Matrix to evaluate the data (clearly
connect to Californias EL and Content Area Standards)
Evaluation of EL Academic Abilities

Grade Level:2
Academic Speaking
Mastery Level
Subject Area: English Language

Arts
Content Area: Overall Language

Development
The student has mastered the following standards:

2nd Grade ELD Standard 1. Exchanging information and ideas
ELD Proficiency Level Continuum: Emerging
Contribute to conversations and express ideas by asking and answering yes-no
and wh- questions and responding using gestures, words, and learned
phrases.
2nd Grade ELD Standard 9. Presenting
Plan and deliver very brief oral presentations (e.g., recounting an experience,
retelling a story, describing a picture).
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Kindergarten ELD Standard: 3. Offering opinions

Offer opinions and ideas in conversations using a small set of learned phrases
(e.g., I think X), as well as open responses.
The student has not mastered the 1st and 2nd-grade portion of the standard
yet. He is not able to offer opinions and ideas in order to gain and/or hold the
floor.
Academic Listening
Mastery Level
2nd Grade ELD Standard 5. Listening actively

ELD Proficiency Level Continuum: Expanding
Demonstrate active listening to read-alouds and oral presentations by asking
and answering detailed questions, with oral sentence frames and occasional
prompting and support.
The student is able to use actively listen to oral presentations and readalouds, he can ask and answer more detailed questions, but still needs
occasional prompting and support with oral sentence frames.
st
Academic Writing Mastery The students writing abilities are currently at a 1 grade level.
Level
1st Grade ELD 2. Interacting via written English
Collaborate with peers on joint writing projects of short informational and

literary texts, using technology where appropriate for publishing, graphics,
and the like.
1st Grade ELD 10. Writing
Write very short literary texts (e.g., story) and informational texts (e.g., a
description of an insect) using familiar vocabulary collaboratively with an
adult (e.g., joint construction of texts), with peers, and sometimes
independently.
Academic Reading
Mastery Level
2nd grade ELD Standard 6. Reading/viewing closely

Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g.,
main idea, characters, events) based on understanding of a select set of
grade-level texts and viewing of multimedia, with substantial support.
Content-Language
Mastery Level
2nd grade ELD Standard 7. Evaluating language choices

Describe the language writers or speakers use to present an idea (e.g., the
words and phrases used to describe a character), with prompting and
substantial support.
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3. Using verbs and verb phrases

a. Use frequently used verbs (e.g., walk, run) and verb types (e.g., doing,
saying, being/having, thinking/feeling) in shared language activities guided by
the teacher and sometimes independently.
Activity #2: Gathering and Using Special Needs Data

Objective:
Given the desire to successfully complete the TPA requirement, candidates will gather quantitative data on
a SN student so that they will be able to determine the potential need for adaptations and/or
modifications during the Fieldwork: Activity #3 tutoring assignment.
Requirements:
Use the following Shadowing Data Matrix to gather data during the two (2) hours of shadowing
(Matrix from WestEd, 2006)
Student Demographics:
Student 2
Gender: Male Grade: 2
Home Language: English
IEP: Disability: Autism (AUT) Disability: Speech or Language Impairment (SLI)

Time
Specific student
activity/location of student
Academic
Speaking
5-minute intervals
3/2
Academic Listening
1way
2way
No /
Not
Academic
Writing
Academic
Reading
Comments
The teacher asked the

students to get ready for
multiplication tables/standing
at desk
no
yes
yes
no
no
Participated/ on task
12:15
The students work silently on

multiplication tables while
the teacher checks homework
assignments/at desk
no
no
no
yes
yes
Most students are

milling about the room,
student2, however, is
at his desk and on task.
12:20
Work on multiplication
tables/at desk
no
no
no
yes
yes
On task seems very

focused
12:25
Teacher introduces schedule

for the afternoon/at desk
no
yes
yes
no
no
The student is excited

about the Dr. Seuss
activities. I actually
observed a big smile,
which is very rare for
him.
12:10
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12:30
Work on multiplication
tables/at desk
no
no
no
yes
yes
Works diligently, but

starts flipping back and
forth in packet and
skips many problems.
12:35
Turning in work/walking
around the room to find the
teacher.
no
yes
yes
no
no
The teacher asks if he

completed the work,
the student nods and
goes to get a drink
12:40
Students get ready to go to PE

teacher provides instruction
for clean up/at desk
Yes
yes
no
no
no
On task.
3/3
Vocabulary test/at desk
no
yes
yes
yes
yes
On task
12:15
yes
yes
yes
no
no
Raises his hand for

clarification.
12:20
no
yes
yes
yes
yes
On task/struggling
12:25
Spelling test/sitting at desk
no
yes
yes
yes
no
Played with pencil
12:30
Spelling test/sitting at desk
yes
yes
yes
yes
no
Repeats words to
himself, the strategy
seems to help him spell
the words.
12:35
Spelling test/standing at desk
no
yes
yes
yes
no
on task
12:40
Students turn in spelling

text/walking around the room
to find teacher
no
no
no
no
no
The student was not

following directions;
the teacher did not
redirect the student.
3/4
Pledge/at desk
yes
yes
yes
no
no
Participates and
follows in
synchronization with
the class.
8:05
Math pages worksheet on

telling time used as an
assessment/at desk
no
yes
yes
yes
yes
Teacher reads the

problems, and the
student uses his finger
to track words and
successfully follows
along to write the
answers.
8:10
Math pages/at desk
no
yes
yes
yes
yes
On task
8:15
Math pages/at desk
no
yes
yes
yes
yes
Repeats problem to
himself.
8:20
Math pages/at desk
no
yes
yes
yes
yes
Diligently working
8:25
The teacher reads a story and

asks questions to check for
undemanding/at desk
yes
yes
yes
no
no
The student raises his

hand and provides an
on-target answer.
8:30
Teacher reads story/at desk
no
yes
no
no
no
Lays his head on the

desk
12:10
8:00
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8:35
Teacher reads story/at desk
no
yes
no
no
no
His head is still on the

desk
8:40
Green Eggs and Ham

Readers theater practice in
group/group table
no
yes
yes
yes
yes
The teacher explained

how to highlight
parts/the student nods
his head and uses a
highlighter to mark his
part in the play.
8:45
Readers theater practice/at

group table
no
no
no
yes
yes
Highlights all parts for

Sam I Am
8:50
Readers theater practice

read part aloud to partner/on
floor
yes
yes
yes
no
yes
Nice job taking turns

works well with partner
8:55

read part aloud to partner/on
floor
yes
yes
yes
no
yes
Reads very fast, no

expression, monotone
9:00

reading w. partner/on the
floor
no
yes
yes
no
yes
Does not make eye

contact with
partner/follows along
as partner reads.
Use the following Content Knowledge Expertise Matrix to gather data during the one-half (0 )
hour of collaboration (for the class test and assignment rows consider carefully reviewing the work
submitted during the last two weeks)
Content Knowledge Expertise
Grade Level: 2
Scores
from Last
State Test
(note
highest
and
lowest
areas)
The
student is a
2nd grader,
therefore,
did not
take state
text.
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Content Area: Overall Language

Development
Local Tests - CCSS ELA
Total
Literary Response and Analysis
Reading Comp
Word Analysis, Fluency, and Systematic Vocabulary
Development
Writing Strategies
Written and Oral English Language Conventions
Comprehension and Collaboration
Conventions of Standard English
Foundational Skills
Informational Text
CCSS ELA 02 RES Baseline

Fall Baseline
%
22.45
0
0
0
100
50
33.33
36.36
25
10
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Scores
from
overall
ELA
Benchmar
k
DIBLES
District
Reading
Benchmark
Assessment
Scores
from Class
Tests
(note
highest
and
lowest
areas)
needs
Knowledge of Language
Presentation of Knowledge and Ideas
Research to Build and Present Knowledge
Text Types and Purposes
Vocabulary Acquisition and Use
Whole
DORF Correct Letter
Words Read Words
Sounds (CLS)
(WWR)
Correct
100
20
0
33.33
8.33
DORF DORF - Words DORF DORF - Retell

Retell
Correct
Accuracy
Quality
Quality
Student
Suppor
RS Support RS Support RS Support RS Support RS
RS Support RS Support RS Support
Name
t
Student2
57 strategic
1 intensive n/a n/a
Comprehension Tests
Several missing tests
Spelling
Test 1
0
DORF Accuracy
n/a n/a
Test 2
0
45
n/a n/a
Test 3
0
65
38 intensive 86 intensive
Test 4
50
70
Test 5
n/a
75
strategic
AVG
12.5
95
70
Comprehension tests: the teacher indicated the following data based on her anecdotal notes:
Student2 understands fiction and nonfiction literature.
His reading level is below grade level standards.
He needs to read every day to improve his fluency and comprehension.
Reading Star Reading Test
Star Reading Test Diagnostic Report as provided by Star Reading Assessment Software
Student 2s test performance is comparable to that of an average first grader after the fourth
month of the school year. Student 2 achieved a National Percentile Rank (PR) of 7 This score is in
the below average range and means that Student2 scored greater than 7% of students nationally
in the same grade. The PR Range indicates that, if this student had taken the STAR Reading test
numerous times, most of his or her scores would likely have fallen between 4 and 11. It reflects
the amount of statistical variability in a student's PR score.
These scores indicate that Student2 is probably beginning to read in a standard way- He or she is
applying basic concepts about print and books to unfamiliar text. He or she is also beginning to
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read early reader books. Student2 is building his or her understanding of print through repeated
reading of familiar texts and a variety of literature
At this level
- Student2 is probably recognizing many new words
- He or she is likely learning to separate words into smaller parts, and to identify beginning
and ending consonant sounds and long and short vowel sounds
- Student2 is probably also learning how to identify simple word parts, such as -at, -en, and
-op
- The student is beginning to use his or her growing knowledge of letter sounds and word
structure to gain meaning from print
For optimal reading growth the student needs to:
- Work on mastering basic word attack skills
- Listen to books read aloud at school and home daily
- Have opportunities to read aloud to and with fluent readers
- Have time set aside at school daily for guided independent reading practice
Students reading level is below the 25th percentile for his or her grade placement
The following actions might be useful:
- Increase the amount of time spent reading aloud to the student
- Actively involve parents, paraprofessionals, and volunteers to act as tutors
- Use paired reading tutoring to increase word recognition in context
- Further assess the nature of the reading difficulty
This student's Zone of Proximal Development (ZPD) for independent reading is book level
1.4-2.4. If Accelerated Reader reading management software is being used in your classroom or
school, Student2 should be encouraged to select books with book levels in the ZPD. These books
will provide optimal reading challenge without frustration. The ZPD, however, is approximate.
Success at any book level also depends on the student's interest and prior knowledge of a book's
content.
The following techniques will also help ensure the student's continued growth in reading:
Guide reading practice so that Student2 averages at least 85 percent on Accelerated Reader
Reading Practice Quizzes.
- Once Student2 is able to maintain an 85% average, encourage him or her to raise his or
her average to 90% or higher.
- High averages are associated with the greatest reading gain.
- Use Accelerated Reader Reading Practice Quizzes to check listening comprehension of
books read aloud.
- Use Accelerated Reader Reading Practice Quizzes to enhance motivation for reading
independently.
- Use the Accelerated Reader Diagnostic Report and Student Record Report for more
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detailed information about the student's reading practice.

Accelerated
Reader
Student2 failed 12 out of the 24 Accelerated Reader quizzes taken, is failing the quizzes on the
book levels that are higher than 1.8. He passed one quiz at a 3.1 level. The teacher read the book,
and the student used the read aloud feature to take the quiz, which indicates that the students
listening skills are more advanced than his reading skills. The student needs to read books at his
independent reading level to increase comprehension and fluency.
Scores
from Class
Assignment
s (note
highest and
lowest
areas)
need
Presidents writing assignment: The student only wrote two sentences, he needs to add more
detail. Score 2/4
His writing content continues to improve, and his is able to include more information in his
stories.
DLR: Grammar Practice: The teacher does not record the scores; she uses DLR as evidence for
student progress and records error patterns. Examination of the DLRs provided for the period
showed many errors. Student consistently exhibited the following types of errors
Penmanship: shows improvement, letters are getting neater

The student is starting to consistently use spaces between words.
Capitalization: the student needs to work on capitalizing names in sentences.
The student still needs to work on punctuation.
Accommodations and special supports: ELA RTI Tier 2 small-group intervention, 45 minutes 4 x per week.
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The student started the year in the SAI Max class and was mainstreamed for 2 hrs. per day. The student
transitioned to a regular 2nd-grade class at the end of the 1st trimester. The student still receives special
support for writing on a daily basis through a push in program, the special education teacher or her
instructional aide provide one on one support for 30 minutes.
The student also receives 2x 30 minutes of speech and language support by the Speech Pathologist.
Use the following Evaluation of SN Academic Abilities Matrix to evaluate the data (clearly connect
to Californias Content Area Standards)
Evaluation of SN Academic Abilities
Grade Level: 2
Academic Speaking
Mastery Level
Subject Area: English Language

Arts
Content Area: Language

Development
APPROACHING STANDARD Standard RL 2.1 Ask and answer such questions as

who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
BELOW STANDARD Standard RI 2.1 Ask and answer such questions as who,
what, where, when, why, and how to demonstrate understanding of key
details in a text.
NOT ASSESSED Standard RL 2.2 Recount stories, including fables and folktales
from diverse cultures, and determine their central message, lesson, or moral.
APPROACHING STANDARD Standard RL 2.5. Describe the overall structure of a
story, including describing how the beginning introduces the story and the
ending concludes the action
APPROACHING STANDARD SL 2. Recount or describe key ideas or details from
a text read aloud or information presented orally or through other media.
a. Give and follow three- and four-step oral directions.
Academic Listening
Mastery Level
APPROACHING STANDARD Standards RL 2.1 Ask and answer such questions as

who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
Academic Writing Mastery BELOW STANDARD W 2.1 Write opinion pieces in which they introduce the
topic or book they are writing about, state an opinion, supply reasons that
Level
support the opinion, use linking words (e.g., because, and, also) to connect
opinion and reasons, and provide a concluding statement or section.
BELOW STANDARD W 2.2 Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section
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Academic Reading
Mastery Level
BELOW STANDARD 3. Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal words to signal event order, and
provide a sense of closure.
BELOW STANDARD RF 2.3. Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding
words both in isolation and in text.
a. Distinguish long and short vowels when reading regularly spelled onesyllable words.
b. Know spelling-sound correspondences for additional common vowel
teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound
correspondences.
f. Recognize and read grade-appropriate irregularly spelled words
BELOW STANDARD RF 2. 4 FLUENCY Read with sufficient accuracy and
fluency to support comprehension.
a. Read on-level text with purpose and understanding
b. Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
The student is able to read and understand text at 1st-grade level.
Content-Language
Mastery Level
APPROACHING STANDARD Standard L 2.1. Demonstrate command of the

conventions of standard English grammar and usage when writing or
speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g.,
sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what
is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The
action movie was watched by the little boy.
BELOW STANDARD g. Create readable documents with legible print.
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Activity #3: Focus Student Tutoring

Objective:
Given the desire to successfully complete the TPA requirement, candidates will implement and reflect on
their ability to meet the learning needs of an EL or SN student so that they will be able to use adaptations
and modifications with confidence throughout their student teaching experience.
Overview:
The assignment provides evidence related to the candidates understanding of:

o
o
o
o
Course Objective 1.2, 1.3, 1.4, 2.3, and 3.1

MS/SS SLO 1.0 Professional view of teaching and learning
MS/SS SLO 3.1 Deliver meaningful learning experiences
MS/SS SLO 3.2 Verify student progress by designing, implementing, and using multiple
means of assessment
o MS/SS SLO 4.0 Design instructional practices that serve individualpromotes optimized
learning opportunities
o For TPE Information, see Appendix B
This activity requires the following documents be submitted to the professor through the courses
blackboard site:
o Tutoring Matrix
o Reflective Essay
o Relevant information recorded on the Time Verification form and Evaluation form (see
Appendix A)
Requirements:
Use the following Tutoring Matrix to report on your two (2) hours of tutoring
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Activity Description:
Multiple Meaning words worksheet
I am tutoring (circle one):
Activity #1 EL Student
Prompt
Activity #2 SN Student
Your Response
Hour 1
State the EL and/or Content

standard that is the focus of your
session
L 2.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or
phrase.
b. Determine the meaning of the new word formed when a known
prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the
meaning of compound words
(e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning dictionaries, both print, and digital,
to determine or clarify the meaning of words and phrases in all
content areas.
List and describe each strategy you

used to assisted student learning
1. I linked the lesson with previously learned content. I asked the

student about the reading he did in class that preceded the
assignment. We reviewed the key concepts from the reading.
2. I modeled how to do the activity and provided guided and
independent practice.
I provided multiple opportunities for guided practice.
3. I introduced the LPRR mnemonic device to the student to help
him look for context clues.
Look-before, at, and after the new word.
Predict the meaning of the word (a wrong prediction is still a good
start).
Reason: think more carefully about the meaning of the word.
Resolve: get extra help (look the word up, ask someone).
a. We practiced using the LPRR mnemonic device together
and resolved the meaning of two sentences using the strategy.
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b. Next, the student practiced the strategy on his own, and I

monitored his application and supported him as needed.
4. I used pictures to support the students understanding of
vocabulary words.
5. We wrote down common prefixes, and the student drew a
picture of each one.
Example: un- as in unhappy
List and describe the strategy you
used to monitor student learning
1. I monitored the students progress; the student was able to do

the sentences independently after I introduced the LPRR
strategy and reviewed the common prefixes with him.
2. 3-2-1 Strategy
3: Tell me three things you learned today
2: Things you want to know more about
1: Ask any questions
How did the data you gathered on

the student influence your planning
for this session?
The data I gathered clearly indicated that the student needs extra
support and practice in comprehension and academic vocabulary
practice. This guided my session. My observations of the student
also showed that the student lacks confidence in his ability and is
often hesitant to express his opinion.
Based on the students beginning to intermediate CELDT level
focused on:
1. Giving the student a chance to practice the language in a
comfortable environment, this is designed to strengthen
the students confidence.
2. I did not correct every error the student made, I focused on
getting the student talking and producing language and only
corrected multiple word meaning errors.
Hour 2
State the EL and/or Content

standard that is the focus of your
session
List and describe each strategy you

used to assisted student learning
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W 2.3
Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order,
and provide a sense of closure.
1. I worked with a group of three students on a personal
narrative. The EL student and two Special Ed. students were
part of the group. I selected a small group environment for
the activity to increase the students confidence level in
collaborating with peers.
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2. We talked about the parts of the narrative. I reviewed the

concepts with him and showed him an example.
3. We used a personal narrative graphic organizer to
brainstorm what to write.
4. We worked on the neatness of penmanship: I noticed that
the student is gripping the pencil in an awkward way, which
reduces his control over his writing; this may be part of the
cause for his sloppy writing. I provided a pencil grip to the
student to help the student get a better grip on the pencil
to help him produce neater writing.
5. I also provided the student with a magic pencil, a special
pencil to remind him to write his letters neatly and not to
rush through his writing.
6. I provided support with the writing of capital and lower
case letters: I provided the student with a highlighted paper
to help him with letter size differentiation.
6. We worked on making spaces between words: We used Skittles

as spacers. The student placed a Skittle between the words. At the
end of the lesson, the student got to eat the Skittles.
List and describe the strategy you
used to monitor student learning
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1. I tracked the students progress on the narrative.

2. I slowly reduced the amount of guidance to evaluate if the
strategies I used were working.
3. I monitored the students penmanship and had him redo
letters that were hard to read. The colored paper seemed
to help: the students writing was much easier to read
compared to previous attempts.
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4. I asked the student to self-monitor his writing: He used the

following checklist:
How did the data you gathered on

the student influence your planning
for this session?
The data clearly indicated that the student struggles with writing.
Based on the baseline assessment data, writing samples, graded
student work, and many comments of the teacher, I decided to
work on writing with the student. The students struggles with
writing and penmanship severely impact his performance in all
subjects. The student often does not get full credit for his work
because his work is illegible. I selected the writing activity because I
feel that this is an area of great need for this student, my goal was
to provide some active support to the student by giving him some
tools he can use to practice writing.
Construct a Reflective Essay on the time you spent Tutoring by responding to the following
prompts (make sure your response includes information from Activity 1 and/or 2 data gathering,
the Tutoring Matrix, Course Concepts, and Course Readings)
o Identify two personal strengths you possess in the area of making adaptations and/or
modifications
o Identify one area where you need to continue to grow in the area of making adaptations
and/or modifications
o Identify one area from your philosophy paper that was substantiated based on your work
with an EL/SN student
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My Reflection on My Tutoring Experience with an English Learner

Tutoring the 2nd grade English learner was an exciting, challenging, and eye-opening
experience. The shadowing of the student gave me insight into the students mannerisms, facial
expressions, habits, and behaviors. Since I watched the student closely for two hours, I gained a
much deeper understanding of the students learning experience. Since I work with the student in
the computer lab, it was very educational to see the student in his classroom environment. While I
saw a great surge of confidence, much-increased effort, and many areas of improvement in the
student when he works on activities in the computer lab, much of the confidence and enthusiasm
he exhibits in this setting was missing in the general education classroom. Therefore, I decided to
provide opportunities for success for the student by recognizing small increments of progress
towards a goal, and by setting clear goals during the tutoring activities.
One of my areas of strength is building connections with students and understanding the social
aspects of learning. When I observed the student, I could tell by his mannerisms, facial expressions,
and gestures that the student was struggling. Making a connection with the student opens an
opportunity to help the student feel safe to participate and to try despite the fact that he does not
always know the answers. The student often does not participate in class because he lacks
confidence in his abilities. Since oral language substantially supports the overall language
development of the student, it is important to get the student talking and participating. I,
therefore, selected a small group activity to work with the student instead of working in a one-onone environment. My second area of strength is researching tools and resources that support
students. Since the teachers strategy of continuously telling the student to write neater did not
seem to be effective and since I noticed that the student had a different grip on his pencil, I
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researched writing accommodations that may help the student overcome these challenges. As part
of a set of informal accommodations I tried a magic pencil with a pencil grip, colored lined paper,
used Skittles for spacers, provided extra time, and used self-monitoring through a writing checklist.
I also made sure to recognize the students improvement and to show him examples of proper
writing. The student showed a marked improvement using these additional tools; my hope is to
slowly build the students skills and confidence so that he will not need the tools once he gains
extra practice writing his letters correctly.
One area of continuous growth regarding modifications and accommodations is ongoing
evaluation of the effectiveness of the tools and strategies used. While I want to provide the
additional support for the student, I also want to make sure the student does not become
dependent on the accommodation, such as the lined colored paper. These informal
accommodations are used to scaffold the task for the student and build the students confidence
and skill; they are not meant to be used as formal accommodations since the student does not
have an IEP and therefore, would not be able to receive these accommodations in a testing
environment. Continuous evaluation of the effectiveness of tools and resources used is necessary
because tools and strategies that work with one student may not be useful to another student.
In my philosophy paper, I referred to the need of establishing a safe and nurturing learning
environment for all students and a need for collaboration between the school, community, and
family. In my fieldwork, I clearly experienced the challenges of the English learner. The 2nd-grade
student was at a clear disadvantage because his parents only speak limited English. The student
often did not complete his homework; he lacked the support of a parent to help him write and
practice his class presentation. Being a responsible translator and messenger is a challenging task
for the 2nd-grade student, translated parent communications would have been very beneficial in
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this case. I saw clear evidence that the cultural and linguistic background of the student creates
additional needs and challenges. My goal is to use available tools and resources, such as Google
translate to support the school-home connection and help the parent support his or her child and
through it strengthen the learning effort.
In conclusion, the tutoring activity affirmed my commitment to seek out the best tools,
strategies, and resources to support the specific needs of all of my students.
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Activity #4: Instructional Evaluation

Objective:
Given the desire to successfully complete the TPA requirement, candidates will examine the positive
manner in which their master teacher is implementing principles of Universal Design and SDAIE so that
they will be able to visualize an effective student-focused instructional plan.
Overview:

o Course Objective 1.2, 1.3, 1.4, 2.3, and 3.1
o MS/SS SLO 1.0 Professional view of teaching and learning
o MS/SS SLO #2.0 Prioritize personal and societal valuesso they can facilitateculturally
diverse students
o MS/SS SLO 3.2 Verify student progress by designing, implementing, and using multiple
means of assessment
o MS/SS SLO 4.0 Design instructional practices that servegrouppromotes optimized
blackboard site:
o Instructional Learning Plan Summary Matrix for each lesson observed during the two hours
of observation
o Reflection Paper
o Relevant information recorded on the Time Verification form and Evaluation form (see
Appendix A)
Requirements:
Use the following Instructional Learning Plan Summary Matrix to gather data during the two (2)
hours of observation
Summary Information: Lesson #1 Readers Theater
Grade Level: 2
Lesson Start Time: 12:10
Content Area: Reading
Lesson End Time: 1:10

Students practiced their reading every day and
performed the play at the end of the following
week.
Summary of Content Addressed
CCSS Standard
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RF 2. 4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.
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b. Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings.
Critical Concept
Demonstrate the ability to read a story fluently and with prosody by participating
in a Readers' Theatre performance of Green Eggs and Ham. The focus of the
activity is on reading the text with expressive voices, gestures, and student
created props.
Student-friendly objective: I can perform Green Eggs and Ham for the class.
Academic Language
1. Students will read the Green Eggs and Ham readers theater fluently.
2. Students will read the Green Eggs and Ham readers theater with expression.
3. Students will listen to other students' presentations.
Content Language
Students will perform the Green Eggs and Ham readers theater and use
expression, props and gestures to communicate the content. Students need to
familiar with the following terms: reading with expression, memorizing the words
of the play, using gestures, and using props.
The students need to know the following vocabulary words to understand the
play: anywhere, boat, box, fox, goat, ham, house, mouse, rain, say, see, so, thank,
that, them, there, they, train, tree, try, will, with, would.
Technology
Implemented
A document camera connected to an LCD projector was used to model how to

identify the parts.
Lesson Step
Anticipatory Set
Summary of Teacher Activities
The teacher connects the story with the students

background knowledge by asking the following
questions.
1. Have you ever eaten eggs and ham?
2. Would you eat green eggs and ham?
Why? Why not?
The teacher reads the story Green Eggs and Ham to
the class.
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Connection to Universal
Design and SDAIE
Strategies
ELL/SDAIE strategies
used: brainstorming:
students collectively think
about and brainstorm
existing background
knowledge and share
experiences.
SDAIE strategy:
Conceptualizing the
lesson by drawing on the
students background
experiences to make the
lesson relevant to the
student.
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Instructional Input
1. The teacher introduces Readers Theater and

explains to the students that they will be performing
Green Eggs and Ham in a small group in front of the
class.
ELL strategy: ELL students

benefit from having
opportunities to read a
text many times because
this helps them develop
fluency, vocabulary, and
comprehension.
2. The teacher introduces the vocabulary students

need to know to understand the plot of the story. The
teacher adds the words to the word wall so that
students can refer to them during the activities.
Vocabulary: anywhere, boat, box, fox, goat, ham,
house, mouse, rain, say, see, so, thank, that, the,
them, there, they, train, tree, try, will, with, would,
and you.
ELL/SDAIE strategy
The teacher uses the
preteaching strategy to
introduce the vocabulary
students need to know to
understand the story.
3. The teacher performs a Read-Through; she reads

the whole play aloud to the students. She uses
different voices for the different characters and
models how to perform the script. The teacher asks
questions to check for understanding.
4. The teacher lets students choose their parts in the
play.
5. Teacher makes sure students know how to read
the script by modeling how to highlight the parts and
marking cues that will not be read. She models the
markup of the manuscript through the use of the
document camera.
Student
Practice/Closure
Vocabulary practice: Students practice vocabulary

through a Green Eggs and Ham word sort.
Guided practice: Students practice reading the script
through a choral reading activity.
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ELL/SDAIE ELL strategy

Teacher uses explicit
modeling to give the
students a clear idea of
how the play could be
performed.
ELL/SDAIE strategy:
The teacher uses the Coop co-op strategy; the
students practice their
presentations in a small
group. The teacher selects
heterogeneous groups
and assigns students, who
will work together well.
Universal Design
Strategy: Cooperative
learning: students work in
small groups.
Student Practice/Closure
ELL/SDAIE strategy:
Choral reading, which
promotes participation of
all students and enables
students who struggle to
gain confidence by
reading with a group of
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Independent practice: students work in their groups

students and listening and
and practice reading the play multiple times. Students hearing other students as
work on props and practice using props and gestures they read the text.
to enhance their reading.
Closure: Students perform their Readers Theater
renditions of Green Eggs and Ham in front of the
class.
Evaluation Strategy
Key Formal
Assessment
The teacher evaluates the student performances

through the use of a rubric. She uses the following
guidelines: volume, clarity of pronunciation,
expression, posture, eye contact, use of props, and
group collaboration.
Key Formal Assessment:

the use of the rubric
allows the teacher to
make individualized
comments and note the
growth in the students
performance.
Student Practice/Closure
Which principles of
universal design
should the teacher
continue to use?
The cooperative learning groups were very successful; the students were clearly
motivated and supported each other. The groups also increased interaction
between the students and provided a way for the students to practice in a lowstress learning environment.
How did the

principles of SDAIE
support the lesson?
Which strategies
should the teacher
continue to use?
Brainstorming prior knowledge and making connections was a very effective SDAIE
strategy.
Preteaching the vocabulary was also effective; the ELL and special education
students were much better engaged because of the preteaching activity.
Summary Information: Lesson #2

Grade Level: 2
Lesson Start Time: 8:15
Subject Area: Mathematics
Content Area:
Counting Money
Lesson End Time: 9:30

Summary of Content Addressed
CCSS Standard
2 MD 8 Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and symbols appropriately.
Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Critical Concept
Students will be able to identify and correctly count money.

Student-friendly objective: I can identify and count money.
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Academic Language
Students will read word problems about money.

Students will listen to a video about coins.
Students will write answers to word problems about money.
Content Language
Students will use correct symbols to write $ and symbols appropriately.

Students will apply knowledge of dollar bills, quarters, dimes, nickels, and pennies
through the use of word problems.
Technology
Implemented
The teacher used the document camera to project the colored worksheet out of
the textbook workbook.
The teacher implemented a video as part of the anticipatory set she used her
laptop to project the video with the LCD projector.
The students applied the math concepts they learned by using the TenMarks
software
Lesson Step
Anticipatory Set
Summary of Teacher Activities
Connection to Universal
Design and SDAIE
Strategies
The teacher showed the following money video to

review previously learned concepts.
Universal Design Strategy

Multiple Means of
Representation: The
Money Song | Show Me the Money | Coin Song |
teacher used multiple
Educational Songs | Jack Hartmann
ways to present the
material. She used the
https://www.youtube.com/watch?v=RVpcZ5obmsM video which included both
auditory and visual
The teacher helped the students make connections
components to present
with previous lessons and previously learned content the material.
by reminding the students that they already talked
about money.
SDAIE strategy building
background knowledge
The teacher also connected the lesson to real life by
and making connections
connecting the learning to a shopping trip to the
with previously learned
grocery store.
content.
The money song served as
an excellent attention
getter to pull the students
into the lesson.
Instructional Input
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Introduction of content: Today we will practice

counting money.
1. The teacher used coins and placed them
ELL/SDAIE Strategy
explicit modeling of the
concept and use of realia.
Page 34 of 53
2.
3.
4.
5.
under the document camera and showed

them to the class.
The teacher asked the students to count the
coins.
The students counted the coins and raised
their hand to share their answers with the
class.
The teacher modeled counting the coins.
The whole class counted the coins together.
Guided practice:
The students worked in pairs; the students used coins
to recreate coin problems on a worksheet. The
students lined up the coins and then took turns
counting the coins.
After completing five problems, the students shared
their answers with the class.
Student
Practice/Closure
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Independent practice: students complete the money

worksheet out of the student workbook.
Closure: Students use the software program
TenMarks to complete an activity that reinforces
counting money.
The teacher used actual

coins and placed them on
the document camera.
The teacher asked the
students to try to count
the coins and modeled
how to count the coins.
SDAIE Strategy:Co-op Coop: the students
collaborated in small
groups or pairs.
Universal Design
Strategy: Multiple means
of action and expression
the students used
different ways to show
their skills gained handson experience
manipulating the coins.
They used tactile
approaches to practice
counting coins.
Universal Design Strategy
use multiple means of
action and expression the
students used writing to
apply the academic
content. They filled out a
worksheet, which
included answers that had
to be written in complete
sentences and
demonstrated their
learning in a different
way.
Universal Design
Strategy: The students
used multiple means of
action; they used
technology to practice
counting coins and
reinforced the learned
Page 35 of 53
concept in another way

by using the Tenmarks
software.
The software program
Tenmarks provided
accommodations for
students who struggle
with the reading, by
offering the text to
speech feature.
Evaluation Strategy
Key Formal
Assessment
Chapter test about money
Universal design strategy

Using multiple means of
assessment. The teacher
uses the TenMarks
assignments as a form of
formative assessment.
She also used the chapter
text and her observations
from the group activities.
No SDAIE or Universal
design strategy used for
the chapter test. The
teacher could have
presented different
opportunities for the
students to show what
they learned. The EL
students struggled with
the assessment because it
required them to read the
word problems.
Reflection
How principles of
universal design
support the lesson?
Which principles
should the teacher
continue to use?
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Universal design principles greatly supported the lesson. Presenting the material
in multiple ways and engaging multiple intelligences and modalities of the
students increased the engagement of the students. Auditory, visual and
kinesthetic experiences were provided to engage the students. Using multiple
ways of action and providing different ways for the students to show what they
know was also effective.
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The teacher should continue to use the Universal design strategy of using multiple
means of representation and present the materials in different ways to ensure
that she reaches all learners.
An additional Universal Design approach that might have increased the student
engagement is using multiple means of engagement, which can be done by
tapping into the students interests by providing choices of how they want to
practice the material and by motivating learners by offering adjustable levels of
difficulty.
How did the
principles of SDAIE
support the lesson?
Which principles
should the teacher
continue to use?
The SDAIE strategy or Co-op Co-op was very successful, both the EL student and
the special education student, I observed showed, showed significantly increased
engagement. They interacted with the small group and practiced their oral
language skills in a non-threatening environment.
Construct a Reflective Essay on the time you spent observing (make sure your response includes
information from the Instructional Learning Plan Summary Matrix, Course Concepts, and Course
Readings)
o Identify one area from your philosophy paper that was substantiated based on your
accommodation observations
o MS/SS SLO 1.0 Professional view of teaching and learning
o MS/SS SLO #2.0 Prioritize personal and societal valuesso they can facilitateculturally
diverse students
o MS/SS SLO 3.2 Verify student progress by designing, implementing, and using multiple
means of assessment
o MS/SS SLO 4.0 Design instructional practices that servegrouppromotes optimized
Reflection on Instructional Evaluation

The instructional evaluation activities deepened my understanding of the professional view of
teaching and learning. I saw clear evidence of the teachers focus on providing opportunities for all
students to feel included, cared for, and successful in the classroom. The teacher provided a safe and
caring environment that nurtured the students regardless of their cultural, linguistic, or socioeconomic
background. I observed multiple means of assessment and their value in providing better insight into
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content students have mastered and areas students need additional support. The use of universal design
and SDAIE strategies undoubtedly helped to support the diverse learners in the classroom and provided
more optimized learning opportunities. The teacher established clear guidelines for interaction; she
implemented PBIS expectations and strategies and made sure all students know how to interact in the
classroom.
My professional view of teaching and learning was undoubtedly strengthened by this assignment. It
was clearly evident that the teacher took the time to plan and prepare effective lessons based on the
needs of her students. The anticipatory set for the math lesson engaged the students and got them excited
about the upcoming learning experience. Both lessons were standards based, the teacher clearly stated
the objectives, and she furthermore used student-friendly goals and helped the students make a personal
connection with the content they were learning. Both lessons were very engaging, most of the students
participated and were on task. For the math lesson, the teacher provided an introduction, guided practice,
and independent practice. The closure activity, which was a computer based practice activity, was very
successful because it provided the students with an opportunity to apply and practice counting coins in a
different way.
The teacher prioritized personal and societal values to facilitate instruction for culturally diverse
students. In the 2nd grade classroom, I experienced the power of making all students feel included by
providing them with opportunities to shine. The teacher used multiple ways to make all students feel
special. She displayed work of all students; she created heterogeneous groups and made sure all students
had an opportunity to participate in small group and class discussions. While I did not observe any
multicultural lessons in this classroom, there were multicultural pictures on the walls; they showed people
of different ethnicities. The classroom library also supported culturally diverse students. The teacher had
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many books about people from various cultures, professions, and socio-economic backgrounds. The class
seating arrangement was heterogeneous; students of different ethnicities were seated in the different
table groups.
The teacher included multiple forms of assessment to verify student progress; she designed and
implemented various ways for the students to show their learning and used multiple means of assessment.
Many forms of assessment used by the teacher were informal, the teacher monitored student progress in
the small groups, she addressed questions by the students, and redirected student learning to make the
students more successful. My observation of the math lesson gave me a much deeper understanding of
the value of using multiple assessments. When the students used the TenMarks software, many students
were able to show their knowledge much better because they were able to use the text to speech feature
to support their reading difficulties with the word problems. The lesson clearly demonstrated that multiple
ways of assessing student knowledge enable us to gain a much clearer idea of what students know and
help us identify areas they need additional support.
The following instructional practices served the group and promoted optimized learning
opportunities; the use of cooperative learning was clearly effective with the group of students I saw. Many
students who did not contribute to the class discussion in whole group activities became much more active
in the small group environment. I experienced the importance of teacher directed groupings. The teacher
knew the needs of the students and was, therefore, able to place the students in optimal heterogeneous
groups. She also continuously changed the groups and focused on providing multiple opportunities for the
students to be successful in the group. It was interesting to see the English learner and the autistic student
participate in the groups. Both of the students seemed to thrive in the paired environment. It was clearly
evident that the groups can be a great Universal design and SDAIE strategy to provide non-threatening
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learning environments for the students. The students also got to choose where they wanted to work when
they did the small groups, this choice, which is also a Universal design strategy seemed to noticeably
increase the students interest in their learnings.
The math lesson clearly demonstrated the value of the Universal Design principle of multiple
means of representation. The teacher increased student engagement by using a variety of methods to
present the material. Providing auditory, visual, and kinesthetic experiences greatly enhanced the lesson.
The video served as a great anticipatory set because it summarized previous learning in a concise fashion
and also grabbed the students attention, and provided an opportunity for students to make connections
with the content.
In my philosophy paper, I referred to the need for universal expectations for behavior and
interaction for all students. In our culturally, ethnically, linguistically and socioeconomically diverse society,
not all students have the same background regarding behavior, expectations, and interaction with others.
This diversity establishes a need for a school wide positive behavior intervention support plan. PBIS serves
as a positive way of providing common expectations for all students. I saw evidence of the positive impact
of PBIS during my structured observations. The students used PBIS skills such as active listening; they made
eye contact with the speaker, listened to the speaker, and they nodded their head or verbally
acknowledged that they heard what the speaker told them. Having guidelines for student interactions was
essential for the paired group activities, the students continuously applied the BPIS skills because they
learned them systematically and now towards the latter part of the school year those expectations and
skills were clearly part of their daily routine.
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Activity 5: Securing Support

Objective:
Given the desire to efficiently use district resources, candidates will interview two district personnel so
that they will be able to embrace the leadership skills associated with being a team member committed to
help each student achieve optimized learning outcomes.
Overview:

o Course Objective 3.2
o MS/SS SLO #1.0 Professional view of teaching and learning
o MS/SS SLO 3.3 Ability to select and integrate appropriate technologies into instructional
practices
o MS/SS SLO #5.0 Leadership as is marked by thoughts and actions that value the inherent
dignity of others
blackboard site:
o Academic Paper
Suggested Interview Questions:
Use the following questions to gather data during the 2 (two) one half-hour (0 ) hour interviews.
One interview will be with the special education teacher or a school psychologist. The second
interview will be with the sites/districts EL expert.
o How do you work with teachers to determine the best strategies for making content
accessible to your students?
o What strategies do you use to assist the teacher in understanding the reasons for the
engagement levels of your students?
o How do you work with teachers to determine the developmental level of your students?
o How do you work with teachers and paraprofessionals to design and implement the best
adaptations?
o How has technology enhanced your ability to assist students?
o How does the IEP referral process work at your site/district?
o What are the benefits and challenges with working with general education teachers?
o How do you establish positive working relationships with your students families?
o How do you coordinate your work with community agencies?
o How do you stay current with professional, legal, and ethical obligations required by your
position in the school and/or district?
o What is one piece of advice you would have for me as a future credentialed teacher?
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Requirements for Academic Paper:
The assignment will be submitted in an academic paper format to the professor through the
courses blackboard site.
Use your interview notes to construct a paper (3 to 5 pages) that addresses (make sure your
response includes information from the previous four Fieldwork Activities, Course Concepts, and
Course Readings):
o The role of district and site-based resources in assisting children with special needs and EL
students
o Strategies for engaging community and family resources
o Strategies for using technology
o Successful use of the referral process
o The general education teachers leadership responsibilities
o Identify one area from your philosophy paper that was substantiated based on your
accommodation observations
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Securing Support for Students with Special Needs

EDU 511
Daniela Cupples
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District and site-based resources provide a great wealth of support for classroom teachers and
parents to assist students with special needs and English learners. Part of the site resource team that
supports students with special needs is the special education teacher, who provides push in support,
instructional assistance, and insight into providing adaptations. The school psychologist is part of the
district resource team that provides additional support for students with special needs. The school
psychologist administers many of the formal assessments, which are used to identify the particular
needs of students. The psychologist often conducts multiple assessments depending on the students
disability and works on accurately assessing the students cognitive development. These assessments
include the Wechsler Intelligence Scale for Children, the Stanford-Binet Intelligence Scale, and
observations and skill evaluations where students perform specific tasks to assess their fine and gross
motor skills. An observational record is often used; it is extremely helpful if the classroom teacher
documents particular areas the student struggles with so that the proper assessments can take place.
Once the developmental level is assessed, the special education teacher often serves as a liaison that
collaborates with the general education teacher to find practical support tools and strategies to support
the specific needs of the student. An integral part of the special education teachers collaborative team
effort is providing resources that highlight the influence of the disability on the students learning
process. The special education teacher I interviewed promotes the following strategies to support
student engagement:
1. Provide opportunities for the students to make connections with real life (project based learning).
2. Use the students interest to spark the learning process.
3. Give the students choices on how they can complete the assignment.
4. Present materials in multiple formats to address different learning styles.
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5. Teach the students self-monitoring skills; make sure students feel comfortable to communicate their
questions, struggles and frustrations.
The Speech Pathologist is another site based resource that provides additional support in the
area of language production. The speech pathologist administers a comprehensive speech and language
assessment for students with language impairments and communication disorders. The speech
pathologist provides individualized or small group speech therapy to students who have been identified
through an IEP; furthermore, she serves as a resource for teachers who need support in providing extra
resources for students who struggle with speech production. The district EL support provider provides
support to teachers during CELT testing; she furthermore serves as a resource for classroom teachers
and site-based English learner tutors, she promotes the use of SDAIE strategies to support the needs of
English learners.
To best support all students, a teacher needs to employ positive strategies for engaging
community and family support. Part of establishing a successful learning community is building
positive relationships with families and the community. Strategies that strengthen this learning
community are building personal connections by learning the parents names and making sure that
parents are informed about the students progress and learning experiences. Providing continuous
communication about what the student is learning helps form a connection with the parent. Parent
communications can be implemented through the school website, newsletters, emails, phone calls or an
open door policy that invites parents to communicate with the teacher at an appointed time. 90% of
parent communication should be positive; all parent communication should start with the good news.
Part of successful parent communication is providing communications the parent can understand; the
teacher should provide a translation if needed. One of the community agencies available to special
education teachers is South Coast, which offers therapy, life coaching, mentoring and wraparound
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services for kids and teens in San Bernardino County. South Coast is an additional resource that can be
used to provide support for both the student and the family. The wraparound program provides support
for students with serious emotional, behavioral, or mental health needs.
Technology plays a progressively important role in providing accommodations for students with
disabilities and English learners. Technology greatly enhances our ability to assist students and provide
them with a more personalized learning environment that best fits their needs. Students commonly use
assistive technology devices. Some students have an iPad with text to speech software, which helps
them take notes or work on their writing. Several students, whose disability causes them to struggle
with their handwriting, have a laptop assigned to them; they use it to take notes and perform classwork.
One of the students with cerebral palsy only has the use of his left hand. He uses a laptop and uses a
modified typing technique to keep up with taking notes in class. Technology also makes a great
difference in making content more accessible to students with special needs; it helps implement
modifications for students. An example would be that a teacher can provide a text at a lower reading
level but with the same content. Students can have personalized learning assignments, which target
specific skills the students need to focus on. Technology is also a great tool to get the students better
engaged and motivated; it allows students to present materials in multiple ways. Sadly, many teachers
currently do not use many of the technology tools available. To best support the students and
successfully implement assistive technology resources, the special education teacher often works with
technology personnel and the classroom teacher.
Part of successfully supporting all students is the effective use of the referral process. To
successfully initiate the referral process a teacher needs to document strengths and areas of concern for
the student. Additionally, interventions, additional resources, and support teachers sought out before the
referral process is initiated also need to be recorded. If a student does not make adequate progress in the
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general education program despite the fact that the teacher provides additional support, then a child is
referred to the school Student Intervention Team (SIT) to determine if the student has special needs that
need to be addressed. The goal of the SIT team is to identify concerns and provide recommendations
for additional support. Some of this support may be provided through RTI services and after school
interventions. The SIT Team generally includes the parent or guardian, the classroom teacher, the
school psychologist, the speech pathologist and an administrator. The goal of the initial meeting is to
identify strengths and needs of the student, develop a plan of action which includes modifications
and/or interventions which are to be implemented and closely monitored in the general education
classroom over a set period of time. It also includes exact measures of how the effectiveness of the
intervention and the success towards the goals will be measured. If the accommodations, modifications,
and interventions are not effective, a second meeting will take place, at that point the SIT team may
refer the child through a written referral for consideration of special education eligibility. Assessment
for special education may not be initiated if the data collected by SIT team suggests that the student
does not have a disability, or if the identified special needs can be met in the general education setting.
Eligibility for special education services is evaluated through various assessments, which are conducted
by the applicable primary assessment provider (school psychologist, speech therapist, occupational
therapist) who will perform a needs-based assessment plan. The assessment plan must be signed by a
parent before the school can begin an individualized assessment. The evaluation is conducted to assess
whether or not the student has special needs, which meet the requirements for special education
services and to assist in the instructional planning. The testing is done to identify the student's skill
levels and find effective interventions. The concluding step in the process is a team meeting where the
separate components of the assessment are brought together. The assessment involves collecting
valuable information from parents or guardians and from district personnel to establish the content of
the Individualized Education Plan (IEP) for the student.
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General education teachers need to take responsibility for leadership in the area of supporting
the needs of all students. This is done by closely monitoring and documenting student progress, and by
participating in a professional organization that provides extra resources and support for struggling
students. Furthermore, the general education teacher needs to take the initiative to seek additional
assistance when students are not adequately progressing. This can be accomplished by collaborating
with the grade level team, consulting with the special education specialist, working with the reading
specialist, involving the language and speech pathologist, the school psychologist, or the administrator.
The goal is to brainstorm ways to bring extra support to the student and provide interventions and
accommodations in a timely fashion. Initiating the SIT process is another area of responsibility,
identifying students that have additional needs early and seeking adequate support for them and
including the parent is also essential. Classroom teachers are the connection of the student to additional
resources and support without the leadership of the general education teacher a student may not get
properly assessed and identified to receive special education services!
In my philosophy paper, a referred to the need for participation in a professional learning

community and to continuously update skills and strategies to best support all learners. As all students
are individuals that bring unique strengths and challenges to the classroom, collaboration and
professional growth are imperative to the success in the classroom. Brainstorming accommodations in a
team is often much more practical than establishing a plan in isolation. Additionally, other
professionals in the school environment are unmeasurable resources that deepen my effectiveness as an
educational professional.
In conclusion the interview with the special education teacher and the English learner support
provider greatly enhanced by faith in the effectiveness of a team-based approach to supporting all
students.
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References
California Common Core State Standards English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects. (2010, August). Retrieved from
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
California Common Core State Standards Mathematics. (2010, August). Retrieved from
http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf California English
Language Development Standards (Electronic Edition) Kindergarten Through Grade 12. (2012,
November). Retrieved from
http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
Star Reading Student Diagnostic Report Provides Enterprise Test. (n.d.). Retrieved from
https://hosted197.renlearn.com/271981/SR/SRReportController.rli
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APPENDIX A
FORMS: Time Verification and Evaluation
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APPENDIX B
TPE Coordination
Activity #1:
Activity #2:
Activity #3:
Activity #4:
Activity #5:
Gathering and
Using EL Data
Gathering and
Using SN Data
Focus Student
Tutoring
Instructional
Evaluation
Securing Support
TPE #1: Engaging

and Supporting All
Students in
Learning*
Element A
Element B
Element C
Element E
Element F
Element H
Element C
Element D
Element E
Element H
Element B
TPE #2: Creating

and Maintaining
Effective
Environments for
Student Learning*
Element A
Element B
Element A
Element C
Element E
Element A
TPE #3:
Understanding
and Organizing
Subject Matter for
Student Learning*
Element A
Element B
Element A
Element B
Element A
Element B
Element E
Element F
Element A
Element F
Element D
TPE #4: Planning

Instruction and
Designing Learning
Experiences for All
Students*
Element B
Element B
Element B
Element C
Element D
Element C
Element D
Element E
TPE #5: Assessing

Student Learning*
Element A
Element B
Element F
Element G
Element A
Element B
Element F
Element H
Element B
Element E
Element G
Element H
Element F
TPE #6:
Developing as a
Professional
Educator*
Element D
Element D
Element A
Element B
Element G
Element B
Element C
Element D
Element G
Element G
*All TPE Activities are occurring at the introductory level i.e., first exposure to identifying and applying the
skills listed within the elements. For more details please see the 411/511 TPE Fieldwork Coordination
document.
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The Fieldwork Experience

California Baptist University

Begin Positively: Know the Purpose!!

Activity #1: Gathering and Using EL Data

General Student Information:

Gender: Male Grade: 2

Home Language: Spanish

Listen to instructions about

The student is on task

Teacher clarifies ELA BM

The teacher asks the

Work on ELA BM/back of

The student gets up to

Work on ELA BM/at desk

Work on ELA BM/at desk

The student hides his

Work on ELA BM/at desk

Work on ELA BM/at desk

The student is on the

Whole group direct

Looks for items in his

Direct instruction prefix/suffix

Does not raise his hand

Direct instruction prefix/suffix

Teacher calls on the

Transition paper passing

Getting into groups/walking

The student works well

Takes initiative makes

Students continue partner

Needs reassurance and

Whole class share of words

The student is not

Whole class share of words

Student raises his hand

Spelling test/at desk

Spelling test/at desk

Transition turning in tests/at

Digs for things in his

Whole group reading with

Tracks text with finger

Whole group reading with

Raises hand and

Whole group reading

The student loses

The teacher calls on the

Subject Area: Language Arts

Content Area: Overall Language Development

Homework Project Friends Rubric: Overall Score 2/4

The student forgets to make spaces between words.

Benchmark Test heavily focused on

Star Reading Test Trend Line GE Scores

Star Reading Test

Star Reading Test

This student's Grade Equivalent (GE) score is 1.3

Evaluation of EL Academic Abilities

Subject Area: English Language

Content Area: Overall Language

The student has mastered the following standards:

Kindergarten ELD Standard: 3. Offering opinions

2nd Grade ELD Standard 5. Listening actively

Collaborate with peers on joint writing projects of short informational and

2nd grade ELD Standard 6. Reading/viewing closely