Erynn Marlar

ED284A - Foundations of Inclusion in Teaching

Michael Cawdery

6 November 2016

Week 11 Assessment: Accommodations

IV. ASSESSMENT

PART I

HSTB Standard: 7.8a Candidate uses formative assessment to support learners

Throughout my lesson plan and unit plan, it gave me many moments to do formative
assessments. On day three of their Art Album Project, which was the second step of the
scaffolded project I added another step, adding color and texture to their base line drawings
that they created. I used the concept again of, I do, we do, you do, by having the steps to
add texture and color on the board, before the students get into class and explain briefly
what we are doing today. Showing them the steps quickly, I have them write the steps from
the board on a GRAPHIC ORGANIZER (formative assessment) before we all work on the
same pre designed project as an assignment as an OBSERVATION (formative assessment).

Once my students have completed the steps as a guided practice and their own individual
projects a couple days later, my students would need to write a reflection. Again this is a
smaller scaffold version of their final reflection that would be turned in as a final. In the
reflections that they would need to answer a few questions or statements such as:

Describe how adding color and textures changed your design.

If you changed the line work would that change how you looked at your design?

How else could make your design better?

V. REFLECTION

PART II

HSTB Standard: 7.8b Candidate collaborates with colleagues to meet learners needs

I actually have several students in several of my periods that fall into the at least two of the
five categories posted:

20% of your students have special needs including: Dyslexia, SLD, Autism, Aspergers,
visual impairments, auditory impairments, ED/BD, MR, DD, and speech and language
impairments

30% of your students are Hawaiian/Part-Hawaiian

In some of my periods the ratio for students that need accommodations feels like it is
almost 1:5 and it can get so overwhelming how to get the information to such a range of
students.
When I was maybe a month or two into teaching, my Peer Mentor was the person I went to
about how to help specifically one student who was on the spectrum. I was frustrated
because we wouldnt work and just sits and plays on the computer. The first thing my peer
mentor told me was, Lets pull out their IEPs! As we looked at some of the
accommodations that were written for this specific student and then compared them to the
other IEPs for some of the other students I had. Almost all of them talked about extended
test time or project time, scaffolding assignments and projects.

The first question I had once my peer mentor pointed out scaffolding to me was, what the
heck is that?! So he spent most of our weekly meeting on what scaffolding was and how to
actually scaffold assignments, projects and objectives. Much like was mentioned throughout
the reading this week, scaffolding was such a success for those students with IEPs but also
BSPs and the average student that I have been trying to incorporate it in every lesson and
project we have done in the last month and a half. It takes a lot more work for prep time
and extends how long it takes to get through general curriculum but as my peer mentor
tells me, We teach students now, not curriculum.

VI. ACCOMMODATIONS

PART III

HSTB Standard: 2.5 Candidate incorporates learners special needs

For my CTE Graphic Design Technology I/II class as well as my Yearbook I/II and
Photography students, I get them for the full year. So for the last three or so months I feel
like Ive come to identify their strengths and weaknesses when it comes to instructions and
understanding. For all my students I try to scaffold not just the learning objectives but I try
to create multi-sensory activities for them so its not about just book work or just projects.

Specific accommodations given below:

I. SPECIAL NEEDS:

A. With formative assessments throughout the project, it allows me know where they
are on the deadline and their level of understanding. Ive also written the assignment
and its instructions down within Google Classroom, and Ive also spent 1:1 time with
students that I know might need more guidance. Graphic Organizers are given to
everyone, Ive noticed that even though most of my students dont have IEPs or
learning disabilities, they are typical teenagers who wont take notes if not prompted
to do so.

B. For my GT students or the students that dont have any special needs and finish early
I have given them independent goals, the goal is to allow them to learn something
more that wasnt initially taught in class specifically.

II. ENGLISH AS A SECOND LANGUAGE (ESL):

A. Much like my Special Needs students, my ESL students need that addition of
scaffolding as well as graphics organizers. I think for most of the technical aspects of
design work, a modified sequence writer or chronological writing organizer might
work. When if comes to reflection writing, I think that for them having fill in
sentences for them and a list of vocabulary words that might work for them would be
really helpful.

III. CULTURE & DIVERSITY (Socioeconomic Status, Race/ethnicity, LGBT):

A. For the cultural diversity, I have students with BSPs and IEPs that explicitly state
what I need to do for them, but what Ive found is that with they way that the DOE
and studies show for teaching, that it ends up being universal for all my students. I
try to be as caring to my students as possible, I want them to feel like they can come
to me if they are having issues or dont know what is going on. I know that my
students might not be able to afford the program that we have for the class at home
so its impossible for certain types of homework to be done at home. I try to make
everything realistic and reachable for them, and I know that we arent going to do
everything that I might have hoped we can this school year but that having them
excited to come to class and not cutting class.