Danielle Vetesnik (Pre student teaching placement) Artifact Title: Professional Report Date: December 4, 2013

Artifact description: Artifact 8.1 is a professional report I developed for future teachers working with the child I was fortunate to work with during my child study. This professional report talks about the childs background, interests, assessment information, and recommendations to continue his progress. Artifact 8.2 is a running record that proves the students lack of comprehension. Artifact 8.3 is an intervention schedule I created for him so we had a plan to work with so progress could to be made. Artifact 8.4 is the last running record he took and this concluded my time with him. It proves that the plan of strategies worked, and he gained comprehension skills. Wisconsin Teacher Standard Alignment Standard 8: Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure then continuous intellectual, social, and physical development of the pupil. This artifact demonstrates my competency in this standard because this professional report gives examples of formal and informal assessments that were used on the student and then gives the reader strategies to evaluate and ensure the continuous intellectual, social, and physical development that will work best for this student. I begin this professional report by introducing the child and giving helpful background information. I inform the reader that this child struggles with comprehension and a running record supports this statement, which is a formal assessment. In this professional report I am clear with what the student struggles with. I give examples of informal assessments that work for the student. I had this student read passages at his appropriate level and

then he would answer factual questions about the text. After completing a story I would ask him inferential questions about implied information in the text. Lastly I would routinely have him retell what he read in his own words. This student gained comprehension skills by using these strategies, and the progress can be viewed by looking at artifact 8.2 and artifact 8.4. To ensure that this student continues comprehension development, I recommended in my professional report that he continue to do sequencing worksheets to help sort the key ideas when he reads and to remind him that he needs to slow down and think about what he is reading. As a result of these experiences, I have more understanding now of how important it is to get to know your students before assuming what strategies will work on them and what informal assessments are most authentic for each child. This is important because I want each child to make progress, not just the majority. UW Platteville knowledge, skills, disposition, alignment KSD4.b. Maintains accurate records: The candidate values, understands, and can maintain accurate records and assessment data including a system for student completion of assignments, information concerning student progress, and a system for non- instructional activities with all record systems reflecting student contributions to their establishment and maintenance. Once a week I would take running records of the student I was helping improve comprehension. As the student was reading, I would observe his pace and actions. I feel that watching him read helped me understand why he received the score he did after answering comprehension questions. Through informal assessments I found out that he gets nervous when I or anybody else drills him with questions about the story he read so it is better to make him feel like the expert and ask him to explain what he read to you. As a result of these experiences, I have more understanding about assessment material. By maintaining accurate records and assessment data, I was able to use that information to see where the student struggled the most and then help him make continual progress.

Secondary KSDS KSD1.f. Assesses student learning KSD1.b. Demonstrates knowledge of students KSD3.d. Providing Feedback to Students Personal Reflection What I learned about teaching/learning: I have had a pleasing experience using informal and formal assessments. In college courses I have been taught that using assessments is important to track students progress. Although to actually be the one deciding what assessments the child I was working with needed to succeed was a better way to understand the steps it takes to ensure that he was making constant progress. This was my first time working on a specific skill with one child. I learned that time goes by quickly, and I needed to provide the learner with the tools and strategies that worked best for him so he would be able to make progress comprehending what he reads. I felt that it was important to be organized and take each informal and formal assessment seriously to decide if the plan I had for him was helping him make progress. From these experiences, I learned communication, informal and formal assessment strategies, are essential to helping a child develop socially and academically. Communicating with other teachers is important because everyone needs to be aware of the strategies that work best for a child to make progress. This professional report shows that I am willing to communicate with other teachers so that the child I was working with has a chance to continue his progress. What I learned about myself as a prospective educator: As a result of this experience, I will become a better teacher because I will have the skills I need to properly use informal and formal assessment strategies to evaluate and ensure that the students I am working with will show progress. A new passion has come from this experience, and that is creating authentic plans for each child so I can

accurately assess and track him/her. If this is allowed in my future school district, I will pass along professional reports of students who were struggling to their next teacher because it is important to share information that will help the child continue growing. From these experiences, I feel confident that I will be able to use reliable resources and my own judgment to create authentic plans for students struggling in certain areas. I also feel confident that I will be able to use informal and formal assessments accurately, which will help me create an intervention schedule and then assess if the strategies are helping the student make progress. !