FEAPS Checkpoint Five

. Instructional Delivery and Facilitation. The effective educator

consistently utilizes a deep and comprehensive knowledge of the
subject taught to:
h. Differentiate instruction based on an assessment of student learning
needs and recognition of individual differences in students;

This artifact is a picture of me helping one of my students. I help him often, I

circulate the room constantly during lessons and usually see him lost or
struggling. This picture displays one of the instances I pulled up a chair to his
table, other times I might pull him to the back kidney table to assist him and
give him the one on one time that he needs. Oftentimes I work with him
individually and help him to build his confidence and knowledge of certain
concepts. He is a beginning reader and a new student, so concepts are
slowly connecting for him.

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to

diagnose students learning needs, informs instruction based on those needs,
and drives the learning process;

This artifact is two assessments done during a previous math unit where
students were figuring out both addends that were unknown. During this unit
students learned several different strategies of how to decompose numbers.
On the left side is a picture of an assessment where students used colored
counters and a ten frame, the right side is where students used snap cubes
and the part-part-whole boxes to decompose. After seeing other students
work, I realized that students needed more experience using the ten frames.
Most students caught on quickly with the part-part-whole boxes, however,
decomposing with the ten frames was more difficult. I decided to use
different manipulatives and have the ten frames used in a different way to
see if it would be more helpful for the students this way.

4. Assessment. The effective educator consistently:

b. Designs and aligns formative and summative assessments that match
learning objectives and lead to mastery;

This artifact is an excerpt from a formal math lesson plan that I did for my CT.
These pictures show the assessments and objectives I had listed for the
students that coincided with each other. I expected the students to be able
to construct their own graph after creating a class one together. Knowing
that prior to this lesson students shad extensive knowledge in parts of a
graph and how to read data, I figured the expectations for the formative
assessment would be attainable and the summative assessment would be a
welcomed challenge for them.

4. Assessment. The effective educator consistently:

c. Uses a variety of assessment tools to monitor student progress,
achievement and learning gains;

This artifact is a picture of two ways that I assess students. During a lesson, I
might assess the students with just a thumbs up and down sign if they
understand what I am teaching them or not. I also use checklists with the
students, either checking their work like their writing afterward or using the
checklists during the lessons. I also circulate a lot, especially with primary
students; they need that immediate feedback to get them back on track of
the learning objective.

4. Assessment. The effective educator consistently:

d. Modifies assessments and testing conditions to accommodate learning
styles and varying levels of knowledge;

This artifact is a picture of a unit test that I helped one of my students with
by giving them more time and one-on-one instructions. This student was
having a hard time keeping up during the test and I sat with him to give him
the instructions with little distractions. My CT was there to guide me through
it and help me word any instructions with misconceptions so that the student
would understand. For instance, one of the directions for one of the problems
said, ring the circle that gives the correct answer. Most students didnt
know what it meant to ring something or misunderstood that so I switched
the world with circle. My CT was there to ensure and help me follow the
ethical guidelines of testing.

4. Assessment. The effective educator consistently:

e. Shares the importance and outcomes of student assessment data with the
student and the students parent/caregiver(s); and

This artifact is the same test I modified testing accommodations for that I
sent home to the parents to have signed (cannot show signature because it
is legible). When the student first came to school (he is a new student) he
was having difficulty keeping up with the class and the lessons. He struggles
at times keep up with the content that is being taught. He gets pulled often
to work with one-on-one and to gain any knowledge or clarification on
learning material.

4. Assessment. The effective educator consistently:

f. Applies technology to organize and integrate assessment information.

This artifact is a checklist I created on my laptop to break down the

needs of my students as writers. I focused on the conventions
kindergarten students should know by the end of the school year
and added some criteria that students should focus all around if
their wanting to be good writers. Ive also researched many
assessment tools online to use to help students, especially with
math content.