1. Analyzing the Focus Learner Performance

Assessment Commentary In Task 3: Assessing Learning, you will write a commentary, responding to the prompts below. Your commentary should be no more than 8 single-spaced pages, including the prompts. Attach the additional information related to the work sample for the primary learning target (no more than 5 additional pages) and, if necessary, a transcription of your feedback to students (no more than 2 additional pages) to the end of the Assessment Commentary. These additional pages do not count toward the commentary page limit noted above.

1. Analyzing the Focus Learner Performance a. Identify the lesson objectives from the learning segment measured by each daily assessment record for both learning targets. b. Describe any changes in the assessments (baseline and/or final), daily assessment records, and/or lesson objectives related to either learning target from what was described in the lesson plans, and explain why changes were made. c. If the final assessment for either learning target is an excerpt from a video from Task 2: Instructing and Engaging the Focus Learner, provide a time-stamp reference here. If the final assessment for the secondary learning target is the final daily assessment record, state that here. d. Summarize the focus learner’s progress toward both learning targets as reflected in the lesson objectives. Each summary can be presented in a chart or described in several paragraphs. e. For both learning targets as reflected in the lesson objectives, analyze the focus learner’s strengths (what s/he appears to understand or do well) and where s/he continues to struggle or need greater challenge, including any patterns in errors, confusions, or needs. Be sure to cite evidence from your summary (above) as part of this discussion. f. Identify any patterns related to focus learner performance and level or types of supports provided to the focus learner. How did this support affect the learner’s progress toward each learning target? Cite evidence from the baseline data, daily assessment records, and final assessment (if different from the daily assessment record) as needed, to clarify or illustrate your summary and analyses.

The SPIRE daily assessment record measured mastery of each activity within one lesson. This data is used to determine mastery of Natalie’s IEP accommodation of a systematic reading approach to achieve her secondary learning target of completing 2-3 SPIRE activities with 90% accuracy. I used beginning, middle, end data sheets, as well as story comprehension data sheet, and sequence of events data sheet for comprehension data. After the lesson from day 1, I changed the assessment for comprehension, the primary learning target, from Natalie drawing the beginning, middle, and end on a worksheet, to sorting sequence pictures under the labels of beginning, middle, and end. I used the beginning, middle, end data sheet for +/- data. While the original goal was for Natalie to complete beginning, middle, end worksheet with 2 out of 3 pictures correct in order to demonstrate understanding, Natalie still demonstrated understanding by visually seeing the story pictures, and placing them under the labels, which she exceeded the original goal of 2/3 pictures correct and achieved 3/3 pictures correct. During lesson 3, Natalie was to demonstrate comprehension of a story read aloud to her and identify main character, problem, solution, setting by accurately completing 3/6 sections of the worksheet. The only change to this lesson was that I provided pictures from the story for Natalie to reference. She achieved beyond her goal and scored a 4/6. During lesson 4, Natalie was originally supposed to draw pictures about the beginning, middle, end, problem, setting, solution, and characters of an unfamiliar story. Instead of drawing pictures, Natalie used pictures from a familiar story to verbally state her responses. I used +/- data using the beginning, middle, end sheet, sequencing events sheet, and story comprehension data sheet. Performing the running record on Natalie for the lesson on day 4, Natalie was supposed to read an unfamiliar story. In lessons past, the unfamiliar story came from the next lesson in SPIRE; however, the next lesson was an introduction to a new vowel. I gave Natalie a familiar SPIRE story to read for her running record. I performed the running record as planned. Clip 2 shows the running record performed on Natalie from the SPIRE program at 3:30. Chart of Progress

Beginning Middle End Setting Main Problem Solution Character

Day 1 ------Day 2 + + + - - + + Day 3 + + + - + + + Day 4 + + + - + + +

Act 1 Act 2 Act 3 Act 4 Act 5 Act 6 Act 7 Act 8 Act 9 Act 10 Day 1 + + Day 2 - + + Day 3 + + + Day 4 + + +

Natalie’s strengths are that once she is presented with a visual, she can retell a story with key details and no inaccurate content. Natalie needs more practice with telling the setting of a story. Upon further practice, it has been found that Natalie needs more practice with “wh” questions, including when and where. Natalie also has a strength in using the SPIRE program. She is familiar with the structure and masters activities quickly. While Natalie did not need specific supports for the SPIRE program, she benefited greatly from the use of visuals for comprehension. As seen in the first chart, Natalie could not state what happened in the beginning, middle, or end of a story using no visuals. The following day, Natalie could answer those questions, plus other comprehension questions using visuals. On day 3, Natalie was read an unfamiliar story and continued to surpass the lesson goals of comprehension using the visuals.

2. Feedback to Guide Further Learning Refer to specific evidence of submitted feedback to support your explanations. a. In what form did you submit your evidence of feedback to the focus learner for the final assessment for the primary learning target? Written directly on work samples or in a separate document; In an audio file; or In a video clip from the Instruction task (provide a time-stamp reference) or in a separate video clip b. Explain how feedback provided to the focus learner addresses his/her individual strengths and continuing needs relative to the lesson objectives for the primary learning target measured in the work sample. c. How will/did you support the focus learner to apply the feedback for the primary learning target to guide improvement within the learning segment or in subsequent learning tasks? d. How will/did you support the focus learner to move toward using error prevention strategies, self-assessment, self-instruction, and/or self-correction for the primary learning target?

The final assessment I wrote down answers that Natalie verbally stated. When she was finished, I stated correct answers, and answers that needed more detail. I showed Natalie the grade she received for that activity. During the lessons, I observed that Natalie struggled with “wh” questions. After the lesson, Natalie and I practiced “wh” questions in a game format using cards with “wh” questions that asked about personal topics in a Halloween theme, such as “Where do you go trick-or- treating” and “What are you going to be for Halloween?” I also provided a visual of “wh” questions with pictures for possible answers. I will use these visuals and reference back to our game for the next book that Natalie reads for comprehension. When Natalie is responding to comprehension questions about a book, I will prompt her to look back at the text and/or pictures to guide her answers, as well as prompt her to reference our “wh” questions visual.

3. Evidence of Use of the Expressive and/or Receptive Communication Skill (Function) and Other Communication Demands

When responding to the prompt below, use concrete examples from the clip(s) (using time- stamp references) and/or the focus learner’s work sample as evidence. a. Explain the extent to which the focus learner had opportunities to use the targeted expressive and/or receptive communication skill (function) and other communication demands (vocabulary demands, syntax, social use of communication, situational expectations) related to the primary learning target to access the learning task and/or to demonstrate learning.

At the beginning of every class, Natalie told me behavior expectations in order to earn tickets. She began to state that she must wait until after the activity to ask to use the restroom, get a drink, sharpen pencil, etc. This is evident in Clip 1 at the 1:45 mark. During the lessons, I continually used the same vocabulary of beginning, middle, end, problem, solution, and setting. While Natalie struggled with the setting, I continued to use the word, followed by the definition if she struggled. 4. Using Assessment to Inform Instruction

a. Based on your analysis of learning for both learning targets, presented in the response to prompts 1d–f, describe next steps for instruction to reinforce current progress toward or attainment of the associated lesson objectives support further progress in the curriculum after achievement of the lesson objectives b. Based on what the focus learner knows and can do and your next steps for both learning targets, describe implications for the focus learner’s iep goals and/or curriculum.

To reinforce Natalie’s current progress of comprehension skills, I will ask her questions after every story we read together. We will focus on our “wh” questions in order to strengthen her knowledge, especially when asked what the setting is of the story. I will post anchor charts in our area for Natalie to reference if she has difficulty remembering, and also for Natalie to self-correct herself. I will continue with the SPIRE program with Natalie. She will soon be introduced to different stages of word structure, such as dipthongs, as well as start with CCVC words. When introduced to these new concepts, I will choose new books that reinforce these. If Natalie masters her phonics goal for the year, as stated in her IEP, she will still be slightly behind for her grade level. Continuing with SPIRE, running records, and the DRA will allow me to guide my instruction towards helping her catch up with classmates, enough to participate in the general education classroom. Natalie’s comprehension skills will increase throughout the year, and having visual aids in the general education classroom will also allow her to be in the class more frequently and have a better chance of keeping up with the class curriculum.