Field Experience A: Assessments & Framework by Interview a grade K-5 certified general education teacher using literacy assessment and developing a successful literacy framework in the classroom PDF

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In 750-1000 words reflect upon your observation, highlighting how the teacher used literacy assessment and developed a literacy framework in the classroom. Then summarize and reflect upon your interview and explain how you will use your findings in your future professional practice....

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Clinical Field Experience A: Literacy Framework and Assessment

Rachel Taylor Grand Canyon University ELM- 305 Kelly Roberts 04 – Jul - 2021

2 I was able to interview Mrs. Katie Kump for this clinical field experience. Mrs. Kump is a 1st grade teacher here at a Chapel hill Elementary school. Mrs. Kump is an excellent teacher who strives to do what is best for her students and always looking for new ways to engage and keep them motivated that best serves their individual needs. 1.How does assessment data drive instruction and the literacy framework? Mrs. Kump stated, “It gives you the opportunity to do more individualized instruction for each student. Also, it provides the areas of focus needed for whole group as well as individual instruction. Without it, it is basically a shot in the dark of what you need to focus heavily on, review, or fill in gaps. In my opinion it is a must to have to steer you (the teacher) in the right direction so you can help, guide, and teach your students to the fullest.” 2.What data collection methods are used to track and monitor student progress? What technology tools are used to focus on continuous and effective data collection and analysis? Mrs. Kump stated, “I use both informal and formal methods of data collection. For informal I use an assessment piece that follows the TEKS that are to be taught in 1st grade and use it 5 times a year. Throughout the year I create a portfolio for each student and keep some of their work. I also, will right down notes from observations on sticky notes and put in their portfolio. (All testing and everything is kept in this folder so when I meet with a parent all I have to do is pull the kiddos folder and I’m ready.). For the formal data we use TPRI and the TPRI progress monitoring tool. Both of these are done with an iPad and uploaded to the Tango website, and we are able to get many different reports for groupings of kiddos, areas of focus, areas of strength, etc.” 3.How are assessment results shared with students and students’ families?

3 Mrs. Kump stated, “I always have a beginning of year meeting with each students’ parents sharing the data I collected in the first week of school, the first TPRI assessment, and observations from the first 9 weeks give or take of school. The parent share any areas of concern they may have, and I make note of those to guide my observations and areas of focus as well. If a follow up meeting is needed, we decide when we will meet again. Report Cards are sent home every 9 weeks for parents. I let them know if they have any questions to feel free to reach out and my door is always open. At middle of year after our second TPRI, I will send home an individualized report of each students results. If I have concerns for a student, I will call a meeting with the parents and discuss the students results. Again, for those who may have questions and I do not call a meeting for my door is always open. At end of year, I send home the last TPRI results in folders and hold an end of year meeting for my students of concern and offer meetings to discuss results and the years progress for all others.” 4.What does a successful comprehensive literacy framework include? Mrs. Kump stated, “I feel like Phonics, Phonemic Awareness, Fluency, Vocabulary, and Comprehension are all parts of a well-rounded comprehensive literacy framework.” 5.What does a typical literacy block of instruction include? Mrs. Kump stated, “Typically we begin our literacy block with the days instruction topic, discuss what we will be learning, how we are going to lean it and why we are going to learn it. We the have our instruction, guided practice, independent practice, and then we move to our RTI groups and have more individualized practice in specific areas of need.” 6.What steps are taken to develop a literacy framework that meets the needs of all students?

4 Mrs. Kump stated, “Through constant observation of your students, informal testing, formal testing, and one on one time with your students you can learn so much about them and ways to help them learn the best. You can build the framework that will best fit each students needs and keep them progressing through the year. If the students sees another teacher during RTI then you would need to make sure constant communication with that teacher is kept open and continual, so you know how things are going and what works and doesn’t for that student.” 7.What steps are taken to monitor and adjust instruction based on student needs? Mrs. Kump stated, “Again through constant observations, regular and consistent data collection you are able to monitor and adjust for each student as needed. TPRI is done 3 times a year beginning, middle, and end. TPRI progress monitoring is done every 3 weeks and report card testing is done every 8-9 weeks. Coupled with ongoing observations makes it easy to see where you students are progressing or not progressing, and you can monitor and adjust as needed whenever it is needed.” 8.What technology tools are utilized in the classroom to reinforce and develop literacy curricular concepts outlined in the literacy framework? Mrs. Kump stated, “We use iPads and computers with different campus wide programs such as Freckle, iStation, and ABC mouse. We also use iPods or a listening station for the students to have books read to them.” Reflection I really enjoyed talking with Mrs. Kump and learned a lot from her. Some things I learned what just how important assessment and consistent communication can play a major role in a student’s educational outcome within the literacy framework. Assessment allows teachers to have opportunities to see where their student’s stand in their performance and comprehension. The

5 data that is derived from the assessment, allows teachers to focus what each individual students need the most support, whether is in individual instruction or during group instruction. Assessments help teachers to pinpoint where a student is struggling and without it, no student would be successful. There are many ways to assess a student. Electronics, assignments, group activities, that help keep the student’s engaged and motivated so they can get the most accurate data. The data is then uploaded to different website that help teachers get various reports, where to focus needed support along with the student’s strengths and weaknesses. Constant communication plays another important role in a student’s academic success. Whether it is with student’s, teachers, and/or the student’s parents, being able to get insight on the child’s interests and concerns can make all the difference in the world and their progress. Actively communicating with the child’s parents allows for a relationship to be built with the teacher, so there is mutual trust of both parties knowing the child is in the best interests. Parent-teacher communication also provides parents the opportunity to be a part of their child’s education, voice any concerns or questions they may have, and to make any decisions regarding the student’s education. Given these findings, I will definitely be using these elements in my future practice by getting to know my student’s one-on-one, by actively communicating with, parents, and always making sure my material meets all of my student’s individual needs and supports them where they need it the most.

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