Form: " Assessing Learning Task "

Form: "*Assessing Learning Task*"
Author: Geri Blum

Date Submitted: 01/22/2019 6:07 AM (PDT)
= Response is required Export to Word
Before beginning this task, read the complete directions provided in the
CalTPA Candidate Handbook.
Step 1: Assessment Selection and Planning for the Whole Class Directions
To plan classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the
student academic learning goals to measure.
"Ideally, assessment and instruction are linked inextricably within any curriculum. The key to using assessment effectively and efficiently in a program of
instruction is to recognize above all that different types of assessment tools must be used for different purposes. " (Reading/Language Arts Framework
for California Public Schools, 1999, page 215)
Select one class, a content area, and a unit of study to work with as you complete this performance task. Respond to the prompts below about the unit of
study and its assessment.
A. Academic Content Selection

Grade Level
5th
Content area
Mathematics
Subject matter
Adding and Subtracting Fractions
1. List the state-adopted academic content standards or state-adopted framework you will cover in this unit.
Common Core State Standards
Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.A.2.1 - Express a whole number in the range 2-50 as a product of its prime factors.
Number and Operations - Fractions
Use equivalent fractions as a strategy to add and subtract fractions.
5.NF.A.1 - Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like
denominators.
5.NF.A.2 - Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of
unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and
number sense of fractions to estimate mentally and assess the reasonableness of answers.
During this unit students will also meet the following mathematical practices:
Mathematical Practices
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1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
2. Describe the unit of study that addresses those standards.
The unit of study consists of eight lessons. These lessons include: prime factorization, finding prime factors, writing to explain (word
problems), estimating sums and differences of fractions, adding fraction with unlike denominators, subtracting fractions with unlike
denominators, more adding and subtracting fractions, and draw a picture and write an equation (problem solving).
3. What is (are) the academic learning goal(s) for this unit of study?
Upon completion of this unit of study on Adding and Subtracting Fractions, students will be able to demonstrate that composite
numbers can be written as the product of their prime factors. Students will be able to identify that the prime factorization of a
composite number will always be the same and can be represented using a factor tree. Students will be able to estimate sums and
differences of fractions using a variety of techniques. Students will be able to distinguish the sum of fractions with unlike
denominators as well as the difference of fractions with unlike denominators. Students will be able to distinguish the relationship
between quantities in some real-world problems and represent them by using a bar diagram. Students will be able to analyze a bar
diagram in order to develop a numerical equation that can be used to solve the problem.
4. At what point in the sequence of the unit are you teaching? Check one:
At the end of the unit of study
B. Assessment Planning
If you are at the beginning of your unit, you will give your students an entry-level assessment. If you are moving through the unit of study, you will use
progress-monitoring assessments. If you are at the end of the unit of study, you will use a summative assessment. (For more information about these
three kinds of assessment, see Frameworks for California Public Schools, published by the California Department of Education.)
5. For what purpose will your assessment be used within this unit of study? Chose one:
Summative
6. Identify and describe the type of assessment. (verbal response, multiple choice, short essay, oral presentation, performance
task, and the like)
At the conclusion of the unit, I will be using a summative assessment in order to evaluate student's mastery of the unit's academic
learning goals. The assessment is a written test consisting of multiple choice and constructed response questions.
7. What will your students need to know and/or be able to do to complete the assessment?
Students will need to be able to determine whether a number is prime or composite and find the prime factorization of a number.
They will also need to know how to write an explanation of how to estimate fractional parts. Students will also need to be able to use
a number line to estimate sums and differences of fractions. Students will need to use models and computational procedures to add
and subtract fractions with unlike denominators. Students will need to know how to solve problems involving addition and
subtraction of fractions, how to draw a picture, and write an equation to solve a problem.
8. What evidence of student learning will you collect?
Students are responsible for turning in homework that corresponds to each of the eight lessons in the unit. The homework is student-
corrected, but I will take additional time to review student's work in order to target topics that may need re-teaching. I will also
collect the student's math notes to check for understanding and review for completeness and participation during in-class examples.
A quiz will be given as a progress monitoring assessment at the midpoint of the unit, and the unit test will be collected at the
conclusion of the eight lessons and review. For this assessment, the only evidence is the unit test itself.
9. In what ways will the evidence document student achievement of the academic learning goal(s)?
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The homework review provides evidence of participation and understanding. Each homework assignment also corresponds directly
with the academic learning goals and objectives of each lesson throughout the unit. Most of the assignments are given in class and
students have time to work on the problems and ask for help during independent work. The homework also highlights areas in which
students are struggling and provides opportunities to re-teach the content prior to the summative assessment. The quiz, serving as a
progress monitoring assessment, demonstrates student understanding of the concepts taught during lessons one through five. It also
foreshadows the areas students might struggle with (multiple choice or short answer) on the summative assessment. Since I've
chosen a summative assessment, each of the unit's academic learning goals and objectives is measured by way of a correct or
incorrect answer on a combination of multiple choice or short answer questions.
10. How will the student assessment evidence be measured or scored?
The ability to answer correctly on the unit assessment will be scored by assigning each question a point value. The value will
correspond with the questions rigor. Multiple choice questions are given a value of X and short answer questions are given a value of
x. After calculating the number of total questions answered correctly, the student will receive a fractional score noting points
achieved by answering correctly out of the total points possible and a percentage grade that corresponds to the fractional scoring.
Although not written on the tests, the student,is able to infer based on the percentage the letter grade (A,B,C,D or F) they've earned
on the unit test.
11. Think about how you will sequence your implementation of the assessment. Describe
your plan for implementing the assessment in the order in which it will occur.
Address each of the following and provide a rationale for each of your decisions:
Teaching strategies including communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the
assessment
Student activities
Student grouping
Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room
Assessment Implementation Plan

Please note the sequence of your Assessment Plan, by indicating a letter (a., b., c, and so on) before each part.
This assessment takes place at the conclusion of an 8 lesson unit. Since this is taking place at the beginning of the third trimester,
most students are familiar with the note taking expectation, the math book, homework responsibilities, and the test format. Each
lesson's written notes included a discussion of the learning goal so the students were able to understand the expectation from that
day's instruction. I verbally read each expectation at the beginning and end of each lesson. Each lesson of the unit followed a similar
model: direct instruction while I read the notes and provided examples for the students to see that were carried over from the
teacher's edition of the math book, guided practice allowing the students to work in groups and partners to solve additional problems
similar to the previously teacher-demonstrated examples, and individual assignments that provided me an opportunity to check for
understanding for each student in the classroom and provide additional assistance when needed. However, great emphasis was
placed on the progress monitoring quiz at the halfway point of the unit, and the final homework assignment, which mimicked many of
the actual assessment questions.
The implementation of the assessment is very thorough.
A. Students are told the assessment is based on their last two weeks of lessons on unit 9, adding and subtracting fractions with like
and unlike denominators. They are also made aware that there are a total of 32 points they can earn and it will count towards their
third trimester math grade.
B. The students are directed to put up test dividers and get out their highlighter.
C. Under a projector, I read each question out loud to the class and highlight key terms and numbers the students will need to solve
the problem. I also probe the students with question like, "Do you think you need to add or subtract? Can you remember the first step
to adding with unlike denominators?"
D. Upon checking for clarification, students are tasked with individually completing the assessment.
E. Students are able to use pencils and their assessment worksheets only. Additional scratch paper is provided through the teacher
if/when needed.
F. I monitor the student's progress while walking around the classroom, observe student's answers on the assessment and answer
any questions they may have individually while completing the assessment.
G. Students turn in their completed assessment in the turn in tray for scoring.
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Rationale
Please use the identical letter from the plan you wrote to match the rationale for that portion of the plan.
A. It is important to communicate to the students the purpose of completing the assessment in order to manage their expectations.
Emphasis is placed on the scoring impact the assessment could have on their third trimester grade in order to convey the importance
of them putting forth their best effort to complete each problem correctly, show their work and when applicable, use the adaptations
made available to them to achieve a high score.
B. Test dividers are utilized in the classroom because cheating has been an issue during the administering of previous assessments.
While students are waiting for dividers to be placed on their desks, they can save time by simultaneously finding a highlighter to
complete the next step.
C. The projector is used to provide students a visual of their test and a reference to the words being highlighted. I read each
question out loud to assist students who struggle with reading comprehension and benefit from highlighting the key terms in the
word problem that are needed in order to solve the question. Probing the students with questions helps other students clarify the
highlighting and opens the door for student questions.
D. Students complete the assessment individually so that I can monitor their progress toward achieving the learning goals of the
unit. I also analyze the work they've shown on their assessment to find the strengths and weaknesses of their math skills and what
might have hindered or assisted their scores.
E. Unless modifications are specified, the students must rely on their knowledge gained during the unit's lessons and review in order
to solve the problems correctly.
F. I am able to monitor the student's progress on their assessment while walking throughout the classroom and observing not only
their physical assessment, but their physical reactions as well. This provides additional insight into which students might be
struggling with the assessment. I am able to target these students and ask them if they have any questions or need assistance in order
to complete a problem on their assessment.
G. Students turn in their completed assessments so that I may review their answers, obtain a numerical score for the grade book,
and determine the level of mastery the student has achieved with each of the learning goals and objectives of the unit.
12. In what ways will you use the assessment results?
I will use the assessment results to evaluate how well the students met the learning goals of the unit. The assessment results will also
determine whether students are ready to move forward to the next unit, or if re teaching is needed in order to solidify understanding
of addition and subtraction of fractions. The results may also highlight areas that students need to improve on, such as reading each
question thoroughly and answering all parts. Scores from the summative assessment will provide a significant percentage of the math
grade for this trimester as well. The results may also bring about intervention for low achieving students such as tutoring or
modification of future assessments.
13. In what ways will you share the assessment results with students, families, and other colleagues and support personnel,
when appropriate?
Assessment results will be shared with the students individually, results will be posted to the parent portal online, and tests will be
sent home for parent review/signature then brought back the following day. In additon, resutls will be shared with RSP teachers in
order to provide them with additional data for the students they support. The results will also be shared with my grade level
colleagues in order to discus, evaluate, and analyze data as a grade level. Finally, I will utilize the results as a form of self-evaluation
and self-reflection.
14. Is your assessment one that you developed, you adopted, or you adapted from another source such as a district, publisher,
Internet, or another teacher?
Adopted or adapted from another source. Identify the source:: enVisionMATH
15. Submit a copy of the assessment and, if available, submit the assessment directions,
answer key, rubric, scoring guide, and the like.
Step 2: Learning about Students: Whole Class and Two Focus Students
Class Information
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An important step in planning assessment is to learn about your students. Provide information about the whole class in the boxes below.
Age range of students
10 - 11
Number of male students
15
Number of female students
16
Total number of students
31
Directions:
Select two students from the class you described above. Select one student who is an English learner and one student who has an identified special need.
Consider your selected content area when describing what you learned about the two focus students. In each of the boxed areas below, provide:
a description of what you learned for each of the students

an explanation of how the information will influence your academic instructional planning, including assessment
Note: Single subject candidates for a credential in Languages Other Than English who are delivering instruction entirely in the target language may
choose another student with a different instructional challenge rather than an English learner.
A. Student 1: An English Learner

Gender
Male
Age
11
1. Why did you select this student?
This student is not only new to the school this year, but also has a 504 for ADHD in addition to qualifying as an English Language
learner. He faces many challenges academically. His grades are impacted by his inability to comprehend the content based on a lack of
academic vocabulary, number sense, and focus. However, he stands out socially. He was quickly accepted by his peers, is not afraid to
ask questions or volunteer answers (although generally not in math), and has a jovial disposition. I plan to utilize pair share and small
groups during instructional planning in order to harness this student's social skills and help him gain confidence in his academic
abilities. Many of the assessments during the first few days of the unit will be teacher observation during class note taking and book
work practice. It is evident during note taking that this student often writes illegibly and does not complete the notes. He will receive
copies of the teachers notes. Additional time will be taken with this student each day to review the homework problems he missed. As
the summative assessment approaches, additional review will be given to this student and his test will be chunked into problems with
similar operations and the option to redo missed questions upon review will be given. Due to this students academic challenges, it is
extremely important his needs be identified and focused on throughout this assessment in order to provide the necessary
accommodations and adaptations to successfully increase his ability to succeed on the assessment.
2. What did you learn about this student's linguistic background?
This student's primary language is Spanish. The parents are divorced and he lives with his mother. The mother's first language is
Spanish. However, she indicated that she is fluent in English too and they speak both languages at home. There is little data provided
from this student's previous schools in relation to his testing and adaptations for learning as an English language learner. Directions
for assignments and test schedules will be sent home in both English and Spanish. The older sister is able to assist this student with
homework, as the mother indicated she didn't understand the math he was doing. The mother is open to additional ways this student
can improve his academic scores. The school provides after school tutoring in both math and language arts and I plan to recommend
he utilize the tutoring opportunities as well.
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3. What did you learn about this student's academic language abilities in relation to this academic content area?
I learned this student struggles with academic vocabulary. His CELDT (California English Language Development Test) score is a 3
overall. This classifies him as Early Advanced. I learned his SRI (Scholastic Reading Inventory) is a 570, classifying him as a below
basic student in relation to reading comprehension. The average student at the end of 5th grade should be between 756 and 905. I
learned he does not comprehend words like numerator, denominator, least common factor, divisor, dividend, or quotient. Although
these terms are posted visually throughout the classroom, he does not seem to be aware and/or utilize them as a resource. Therefore,
when reading through problems, he does not know what operation the book or teacher is asking him to perform unless it is written
out numerically. I learned even terminology like more than, less than, the sum of and product are academic content words that this
student has difficulty applying in order to achieve the correct answer of the numerical equation. Due to the information I learned, I
will explain to this student that vocabulary can have multiple meanings. For example in an algebraic equation if we are asked to find
the x, the term find is asking us to solve for x as opposed to finding the variable on the actual page. From the information learned, I
believe this student will benefit from a color coordinated word box on his desk with academic content vocabulary expressed in
mathematical terms. Additional time will be spent with the student reading assignment, quiz, and test questions together in order to
determine what operation this student is being asked to perform. He will also highlight the questions with the appropriate color that
matches the word box.
4. What did you learn about this student's content knowledge and skills in this subject matter?
I learned this student scores below average or grade level in every content area of 5th grade math he's been tested in thus far. His
SMI (Scholastic Mathematics Inventory) score was 340, classifying him as far below basic. The average student at the end of 5th
grade should be between 820 and 1120. I learned this students largest hurdle to overcome is his lack of number sense. The content
taught in 5th grade math requires students to increasingly rely on their previously taught knowledge of addition, subtraction,
multiplication and division. This student struggles in each of these four basic areas. As a result, content such as long division, division
with decimals, fractions, order of operation, etc. are increasingly difficult for this student to solve and comprehend. This will
influence my academic planning as I will identify key phrases and/or new vocabulary to pre-teach which is one way to assist him in
selecting a math operation to apply. Additionally, prior to teaching lessons I will develop visual cues, graphic presentations, gestures,
realia, and pictures to provide this student with. I will also provide him with the chance to utilize manipulatives as this would allow
him to work with the objects and images in order to master the academic vocabulary. Since he has only been at the school a short
time, he just recently began RTI (response to intervention) with the RSP teacher in order to practice basic math facts. His mother has
downloaded several apps on his home IPad to encourage additional practice as well. The information learned about this students
needs will influence my assessment planning by allowing him additional time to review and re-teach the content will reinforce
lesson's and unit's objectives and provide additional opportunities to practice solving the questions correctly.

5. What did you learn about this student's physical, social, and emotional development relevant to this academic content area?
I learned this student is physically, socially, and emotionally on par with the rest of his 5th grade class. He's average height and
weight, well groomed, and capable of performing the tasks in relation to the content area of mathematics. I learned he does have
accommodations for his ADHD that includes taking breaks and walking outside the classroom when needed, but most students are
unaware and he seems to respond well and refocus on the task at hand after his breaks. From my observations I learned he makes
friends easily, communicates well with both students and the teacher, and isn't afraid to volunteer in class. He has appropriate
emotional responses to situations and others at school. My instructional planning and assessment are not influenced by his social or
emotional development. However, some physical accommodations such as breaks an nearness to the teacher are needed to assist this
student with content comprehension in all academic areas.
6. What did you learn about this student's cultural background, including family and home, relevant to this academic content
area?
From the parent survey I conducted, I learned this students parents are divorced, and he lives with his mother full-time. The student
is Hispanic. He has an older sister and younger brother. His mothwer expresses that as a single mother, she does not have as much
time as she would like to help her son with his homework. He and his younger brother are picked up from school by their Grandfather.
After a conference with the mother, it became evident that little to no homework was being completed while the student was with his
Grandfather, but he was telling his mother that he completed all the work. She was not checking the work, and the student
was returning the following day empty handed. Once the mother became aware, some improvement of returned work occurred, but it
seems that resources for this student to receive help on homework are limited. Although his older sister does help occasionally, the
work is often done incorrectly. From the information learned, I believe this student would benefit greatly from after school tutoring
and homework club.
7. What did you learn about this student's special considerations, including health issues relevant to this academic content
area?
This student does not have any visible health issues. Although he presents with ADHD, he does not require any medication and
functions well in class with his peers. Many of the common concerns like an inability to socialize, do not apply to this student.
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However, the main area of concern is the low level of academic performance. ADHD combined with the ELL classification make for
two very large hurdles this student must leap over in order to learn for understanding. Modifications and accommodations for both
ADHD and the lack of academic vocabulary in the area of adding and subtracting fractions are made to improve this student's
learning. These modifications and accommodations include the use of markers to highlight important textbook sections, seating the
student close to me, the use of both oral as well as printed directions, highlighting key words in directions, providing visual aids, and
providing a photocopy teacher's notes.
8. What did you learn about this student's interests and aspirations relevant to this academic content area?
When posed with questions about the future, this student said he didn't know really what he wanted to be when he got older. Then
with a pause he said he wanted to be a professional basketball player, then "maybe a secretary," then a business man. When asked
about college he didn't seem to care one way or another about continuing his academic education beyond high school. His future
aspirations revolving around sports provide an opportunity to bridge the mathematical content to terms he can relate to as an
individual student. I plan to incorporate basketball and other sports analogies and activities to demonstrate adding and subtracting
fractions. As possible example could be: if 4 of your team mates were not on the court, what fraction could you use to represent
yourself (1/5). If 3 other players then joined you on the court, what equation, using fractions could you write to represent yourself
and your teams? (1/5 + 3/5 = 4/5).
9. Describe other information relevant to the academic content area that you learned about the student (e.g., attendance,
extracurricular activities, and the like.).
Other important information that I learned about him, is that he has perfect attendance and is on time to school everyday. His mother
brings him to school on time and pick him up on time. After speaking to his parents, I became aware that he has great parental
support and support from his siblings. At the beginning of the year he went to intervention after school, which helped him develop his
vocabulary. He goes to Speech once a week with the schools RSP teacher. She told me his speech is great they are just working on
building his vocabulary.
B. Student 2: A Student with an Identified Special Need

Gender
Female
Age
11
1. Why did you select this student?
This student is quite unique. She is a triplet. Her brother and sister are in another 5th grade general education class together. The
student I selected struggles with an auditory processing disability. She has to work very hard to comprehend the content and learns
differently than both her siblings. She has an IEP and goes to RTI (response to intervention) for both language arts and mathematics.
She was also going bi-weekly to the speech teacher, but was recently released from program since her speech has seen great
improvement. Her frustrations to comprehend the content are often visible during instruction and she wants so badly to succeed.
2. How is the instructional challenge that he or she presents different from that of the other student?
Auditory processing can simply be defined as "what we do with what we hear." This student's challenges are different from that of
another student because she has difficulty paying attention to, remembering, and processing information that is presented orally.
Auditory processing disorder is often misdiagnosed as ADHD. Quite often with mathematical instruction, there are mutli-step
processes needed in order to solve an equation or word problem. I learned this student struggles with mutli-step processes as she
cannot process each step sequentially when listening to classroom instruction. She also has difficulty with reading, comprehension,
spelling, and vocabulary. This becomes especially challenging when working with words problems. I learned this student is able to
overcome some of her processing difficulties by using visual aids. I also plan to provide highlighted copies of in-class math notes that
breakdown the instructions into short written steps for her review. Her assessments are chunked in order to help her attack each
problem sequentially (meaning each problem in a sequence is utilizing the same rule or steps to achieve the answer). She is also able
to take her assessments in a quite testing environment to reduce background noise that may distract her from performing at her best.
I will also provide this student with comfortable flesh-toned earplugs to block out irrelevant sound, which should make it easier for
her to focus on what I am saying. Additionally, I will be sure to use intonation and slower speech to emphasize what information is
important.
3. What did you learn about this student's linguistic background?
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This student speaks English as her primary and only language. Her parents, older brother, and two twin siblings also speak English.
She was attending biweekly speech sessions, but has improved greatly since starting the program and no longer needs to utilize those
sessions with the speech teacher. As a result of the auditory processing disorder, she does have language difficulties. I learned her
language difficulties include confusion of syllable sequences, difficulty developing vocabulary, and problems understanding language.
As a result of the information learned, I believe this student will benefit greatly from vocabulary word boxes, lessons being both read
to her, and her reading them on her own in order to clarify questions and solidify understanding of the concepts. In addition, I will
teach her to watch and use visual cues to supplement auditory information.
4. What did you learn about this student's academic language abilities in relation to this academic content area?
I learned this student scores below average or grade level in every content area of 5th grade math she's been tested in thus far. Her
SMI (Scholastic Mathematics Inventory) score was 390, classifying her as below basic. The average student at the end of 5th grade
should be between 820 and 1120. I learned she has two significant challenges when working with math; sequencing and word
problems. Her SRI (Scholastic Reading Inventory) is 127, classifying her as far below basic. The average student at the end of the 5th
grade year is supposed to score between 756-905. When taking the DAZE (reading comprehension) test, I learned she scored a 6,
with the average being 24. There is significant evidence that she struggles to comprehend the text she's reading. This effects her
ability to complete word problems in the academic content area of mathematics. She has been going to RTI (response to intervention)
since 2nd grade for both language and mathematics assistance. She continues to go for mathematics three times a week and often
goes to a homework club during recess as well. Her parents are both involved in the classroom and after school activities, but it's a
daily struggle for this student to keep on pace with her fellow classmates, and especially her two siblings. This information will
influence my academic instructional planning as I will provide this student with additional time to solve each problem. In doing so, she
can carefully re-read problems and numbers to be sure she is reading, interpreting, and writing correctly. I will also re-teach concepts
and provide her with consistent practice. I will re-teach the concepts skill until the student no longer needs to be re-taught anymore.
In addition, I will provide this student with visuals and kinesthetics such as manipulatives as she is able to rely on her stronger skills. I
will also teach things such as the word problems and sequencing in smaller chunks allowing this student to better retain so as to
utilize her short-term working memory.
5. What did you learn about this student's content knowledge and skills in this subject matter?
This student performs better in the area of mathematics than most of the other academic content areas. However, she does lack
foundational math skills and a strong number sense. In fact, I had to write down even numbers for her so she could visualize the
numbers in a fraction that needed to be simplified. I've noted through observation and progress monitoring that she has grasped
some of the concepts well. There are several steps that need to occur when adding and subtracting fractions. First, you need to find
the LCD (lowest common denominator). Then you need to multiply each fraction in order to use the LCD. Then you have to add or
subtract the numerator. Finally, you have to simplify the fraction (reduce to it's lowest form). This student often skips a step and gets
frustrated when correcting work or trying to understand problems modeled by the teacher. Her biggest hurdle is simplifying the
answer because she lacks number sense to complete the division. In order to meet the needs of this student some modifications and
accommodations include the ability to use a multiplication chart that aids her in finding the LCD. She also utilizes a "cheat board" to
write out the problems in a space large enough for each step to be emphasized. She is instructed to write the sequential steps to
perform addition or subtraction of the fraction on both her in-class work and homework. This aids her parents in assisting with
completing assignments and studying for the unit test.
6. What did you learn about this student's physical, social, and emotional development relevant to this academic content area?
Through direct observation, I learned this student is socially and emotionally on par with the rest of her 5th grade class. She is
physically above average compared to the rest of the 5th grade class. She is always one of the first to complete her timed laps, sit ups,
and push ups each morning. I learned most of her recess and lunch activities involve some type of running game and she does not like
to loose. She's average height and weight, always put together from head to toe, and capable of performing the tasks in relation to the
content area of mathematics based on her physical, social, and emotional development. She isn't afraid to volunteer to answer a math
question or ask questions if she's having difficulty. She has appropriate emotional responses to situations and others at school. My
instructional planning and assessment are not influenced by her social or emotional development. However, I've tried to incorporate
more kinesthetic activities in order to appeal to a learning style I think will help solidify her understanding of the steps and concepts
introduced when adding and subtracting fractions.
7. What did you learn about this student's cultural background, including family and home, relevant to this academic content
area?
This student is caucasian. I learned she is one of four siblings and she is actually a triplet, with a brother and sister. In addition,
this student also has an older brother. She lives at home with both her mother and her father. I learned the two other triplet
siblings are in another general education 5th grade classroom. Her older brother is in high school. I learned her mother is very
involved in the parent-teacher organization at school and isn't afraid to approach the general education or RSP teacher to ask for
assistance in helping her daughter study or grasp a mathematical concept. It is evident that she completes all of her homework
and her mother is aware of the areas she is struggling to complete successfully. She has a strong support system at home, but
can often be frustrated when compared to her two twin siblings. Her brother excels in mathematics and although her sister is not
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as strong as her brother, does not have nearly as much difficulty as this student. My academic instructional planning and
assessment are not influenced by this students cultural background or family home-life.
8. What did you learn about this student's special considerations, including health issues relevant to this academic content
area?
This student has no visible health issues. She is active, physically fit, and socially age appropriate. She does leave the general
education room two to three times a day to go to RTI (response to intervention) for language, social studies, and mathematics with
several other students, but there is little attention paid to their routine by the rest of the class. My academic instructional planning is
influenced through the implementation of accommodations and modifications such as visuals and kinesthetics like manipulatives
allowing her to rely on her stronger skills. I will also teach things such as the word problems and sequencing in smaller chunks.
Smaller pieces of information will better be retained by the short term/working memory making it more useable to this student. I
will also re-teach concepts and provide her with consistent practice. I will re-teach the concepts skill until the student no longer
needs to be re-taught anymore. My assessment planning will include accommodations and modifications to meet her needs such
as providing a quiet testing environment for this student. In order to bolster her success during mathematics assessments she will
be able to utilize testing aids like word boxes, classroom notes and multiplication charts. Both my instructional and assessment
planning will be influenced by the allottment of added time to solve each problem. In doing so, she can carefully re-read problems and
numbers to be sure she is reading, interpreting, and writing them correctly.
9. What did you learn about this student's interests and aspirations relevant to this academic content area?
I learned through discussions with this student she wants to be a cheerleader. Her academic aspirations are intertwined with her
ability to continue cheerleading in the future. Similar to my first focus student, this student would benefit from incorporating
mathematical content into cheerleading exercises. The RTI teacher has encouraged her to chant her multiplication facts. I think
incorporating a physical activity with the sport she loves would help her improve her lacking number sense and concrete some of the
sequential steps to mathematical problem solving.
10. Describe other information relevant to the academic content area that you learned about the student (e.g., attendance,
extracurricular activities, and the like).
This student is rarely absent, on time to school daily, and very active in extracurricular activities. However, I think there is a lack of
balance between academic and physical extracurricular activities. Her mother has mentioned that she is often up late as a result of
needing more time than her siblings to complete homework assignments after cheerleading practice or competitions. I think this
student would benefit from mathematics centered extracurricular activity after school. This would help her form relationships with
higher level students (other than her siblings) that could assist her with math homework and help her study for the tests.
Step 3: Assessment Adaptations for Two Focus Students

Directions:
Consider your plan for assessment in Step 1 and what you learned about the two focus students, and the implications for instruction and assessment that
you identified in Step 2. Respond to the questions below about the two students.
1. What will Student 1 need to know and be able to do to complete this assessment?
Student 1, the English Language learner, will need to be able to understand and follow the instructions provided prior to starting the
assessment. In addition, this student will need to know academic mathematical content vocabulary so when reading the word
problems during the assessment, he is able to understand and determine which operation must be performed in order to solve the
problem successfully. This student will also need to know how to add, subtract, and multiply fractions to solve equations. I
suspect he will have difficulty deciphering which operation each problem is asking him to solve for due to his lack of number sense
and academic vocabulary. So in response, I will chunk the assessment in addition to providing this student with one-on-one verbal
instruction.
2. What will Student 2 need to know and be able to do to complete this assessment?
Student 2, who has an Auditory Processing Disorder, who has an auditory processing disorder, will need to know how to add,
subtract, and multiply to solve equations using fractions. She will also need to know academic mathematical content vocabulary in
order to read the word problems and understand what operation should be performed in order to solve the question correctly. She
will also need to understand the instructions prior to starting the assessment, something she struggles with since the instructions are
delivered verbally during whole class instruction. I anticipate she will have difficulty deciphering what operation each problem is
asking her to solve since she struggles with reading comprehension. So, I will verbally instruct her one-on-one and chunk her
assessment in order to increase her potential to succeed.
/
For the two students, determine what adaptations you will make to this assessment that
you have planned for the whole class.
Describe those adaptations for each of the two focus students. If you determine that no adaptations are needed for a part of the plan for assessment,
explain that decision. Respond to the prompts below. For each include:
Your decisions about assessment adaptations

A rationale for those decisions
A. Adaptations for Student 1: An English Learner
1. Evidence of student learning you will collect

Decision
There are no adaptations needed for the evidence I'm collecting. Although I've collected some samples of the student's notes and
progress-monitoring quiz, for the purpose of this assessment the evidence I'm collecting is the unit test itself. The tests are taken
individually and I feel this student often hides behind others in a group when he doesn't understand a problem. This measure of
assessment highlights his areas of weakness and enables the teacher to re-teach and focus on ways he can improve his understanding
of the concepts in order to move forward to the next unit and be prepared for standardized state testing.
Rationale
Collecting the individual tests allows me to assess each student's ability to meet the learning goals and objectives of the lesson. For
this student, assessing his learning challenges are often difficult with multiple choice tests because he doesn't show his work.
Although it is a requirement, and the students are all instructed to show their work for numerical credit towards their final score,
Student 1 often omits any "work" evidence. When work is shown, it provides me the opportunity to analyze what steps he may be
missing or math errors being performed in order to better instruct him for future math lessons. He is given the opportunity after
receiving the test and his grade to review the questions he missed and get explanation for how to find the correct answer. The
assessment also provides me a final grade to apply to his mathematical progress for this unit.

2. How the student assessment evidence will be measured or scored?

Decision
Student 1's assessment will be measured and scored by the numerical value associated with each question as noted on the answer
key. Several problems require an illustration or more than one answer to solve the problem. These problems are given a higher
numerical value. In addition, points are also awarded for showing the "work," also referred to as steps needed, to solve the problem
and select or write in the correct answer. There are no adaptations needed for measuring and scoring his test.
Rationale
The numerical value assigned to each question corresponds with the level of difficulty and parts to the problem. 1/2 point is awarded
for showing work, so even if students are getting the incorrect answer, I am able to see where they might have taken a misstep and
students cannot pass the test just by showing incorrect work. This student is required to meet the same state standards as the rest of
the 5th grade class, thus his results are scored the same as the other students. I fear that even with the adaptations made to his unit
assessment, he will still do poorly because he doesn't have the academic vocabulary knowledge or number sense to analyze the
questions and then execute the mathematical steps.
3. The implementation of the assessment, including:

Teaching strategies for communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment
/
Student activities
Student grouping
Decision
Teacher Strategies - Prior to handing out the test, students are instructed to get out a highlighter and not start the test taking until I
have reviewed it with them. I then proceed to read through each question with the class and highlight important details the students
need in order to solve the problem. While highlighting key words such as estimate, how much more, prime factorization, etc. I probe
the students to confirm the operation (addition, subtraction, rounding) they need to perform. Some students write it down but they
are not required to do so. In order to adapt the test for this student, his test is chunked into similar operations. Each question that
asks him to perform a similar task, such as prime factorization, is highlighted or circled in the same color. He is instructed to complete
only the highlighted problems first, given verbal instruction about what operation is needed to answer the questions, and instructed
to come back for further highlighting and explanation when he completes each group of questions. He is also able to use his math
book, math notes, and a multiplication chart to refer back to in order to help him answer the test questions correctly.
Student Activities - The student will highlight and listen to explanation along with the rest of the class. However, he will complete
the test individually in chucked group order and only after I verbally instruct him and highlight each question of the group. I
anticipate it will take him a little longer to complete the test since there are four groups of problems and he will have to break each
time to receive the next round of questions and instructions.
Student Grouping - As this is a summative assessment and used as a grade to monitor mathematical progress during the trimester,
the students individually complete the test. There are no adaptations for student grouping for Student 1.
Materials, Technology, and/or Resources - Student 1 will have a pencil, his math test, a multiplication chart, math book, math notes,
and completed and corrected homework assignments.
Rationale
Teacher Strategies - The additional steps taken for this student are an attempt to help him over his academic language hurdle. In
addition to his language difficulty, his ADHD makes focusing on the instructions and highlighting a challenge. The chunking allows
him to focus on one particular mathematical "job" to perform instead of reading each question in order on the test and trying to
understand the meaning and mathematical operation. The one-to-one instruction helps him focus on highlighting the vocabulary and
directs him to what sections of his math book and math notes he should be referencing in order to solve the test questions. The
multiplication chart aids with his lack of number sense. The breaks in between each section of teacher highlighted questions also
gives him the time to refocus on the task at hand.
Student Activities - The student does not typically ask questions or volunteer answering questions during whole group math
instruction. The one-on-one instruction with me allows him to ask questions in an environment that he feels safe and comfortable
with and I can check his understanding as well. Each time he comes back for a round of questions, I can also look at his completed
work and point out questions he might want to review.
Student Grouping - Student 1 has a tendency to hide in his group while completing pair or group work during mathematical
instruction. This assessment provides an accurate measure of his individual progress towards achieving the learning goals and
objectives of the unit.
Materials, Technology, and/or Resources - The student is able to utilize a multiplication chart as he relies heavily on it during in-class
and homework assignments. This tool confirms his lack of number sense, however it aids his ability to complete each step-by-step
process to solve prime factorization and addition and subtraction of fractions. His math book and homework also correspond to the
test. The test indicates (9-1, 9-5, etc.) what section corresponds to the text book, math notes, and homework assignments. This allows
him to review previously completed work and look at text book examples. However, his homework completion is inconsistent and
potentially won't provide much additional support.
4. Ways you will use the assessment results.

Decision
The assessment results will be used to measure his ability to perform the tasks needed to meet the learning goals and objectives of
the unit. They will also provide a unit grade for the third trimester. Student 1 has the opportunity to review each of his incorrectly
answered questions at the conclusion of the unit to clarify missteps and review with myself, the teacher, or an instructional aid. There
are no adaptations for the use of assessment results.

/
Rationale
Understanding the learning goals and objectives of the unit and using mathematical language and processes are a constant
throughout each unit. The concepts are used in all standardized testing. He will need to have the vocabulary and number sense in
order to move forward with future units. All students who answer questions incorrectly have the opportunity to review and receive
explanation in order to re teach and provide one-on-one or small group instruction.
5. Ways you will share the assessment results with students, families, and other
colleagues and support personnel, when appropriate.
Decision
sent home for parent-review and parent signatures the following day. If this student fails to receive a score of 65% or above on the
assessment, his mother will also be emailed to notify her of his results. In additon, resutls will be shared with RSP teachers as well as
with my grade level colleagues in order to discus, evaluate, and analyze data as a grade level. Finally, I will utilize the results as a form
of self-evaluation and self-reflection.
Rationale
Test scores are given individually as to avoid comparison with other students and unnecessary conversation in the class room
about test results. On several past occasions, the student has failed to show his mother a failing test grade and the mother
indicated she doesn't have time to check the parent portal. Each failing test goes home with a slip of paper attached to the test
indicating the parent must sign and return it. The student is also able to earn two points, which are allotted to their failing test
score, if they write why they think they did poorly and how they plan to improve on their next test. So in order to stay on top of
both student and mother's request, she is notified via e-mail the day the test is sent home. In additon, resutls will be shared with
RSP teachers in order to provide them with additional data for the students they support. The results will also be shared with
my grade level colleagues in order to discus, evaluate, and analyze data as a grade level.
B. Adaptations for Student 2: A Student with an Identified Special Need
1. Evidence of student learning you will collect.

Decision
There are no adaptations needed for the evidence I'm collecting. Although I've collected some samples of the student's notes and
progress-monitoring quiz, for the purpose of this assessment the evidence I'm collecting is the unit test itself. The tests are taken
individually and I feel this student does well in a quiet testing environment. This measure of assessment highlights her areas of
weakness and enables the teacher to re-teach and focus on ways she can improve her understanding of the concepts in order to move
forward to the next unit and be prepared for standardized state testing.
Rationale
Collecting the individual tests allows me to assess each student's ability to meet the learning goals and objectives of the lesson.
Due to her auditory processing deficiency, great emphasis is placed on making sure steps are followed in the correct order and
that she understands what the questions are asking her perform. She is fairly detailed at showing her work, which provides me an
opportunity to analyze her missteps. When she doesn't understand the question or process, work shown is often omitted. She is
given the opportunity after receiving the test and her grade to review the questions she missed and get explanation for how to find
the correct answer. The assessment also provides me a final grade to apply to her mathematical progress for this unit.
2. How the student assessment evidence will be measured or scored.

Decision /
Student 2's assessment will be measured and scored by the numerical value associated with each question as noted on the answer
key. Several problems require an illustration or more than one answer to solve the problem. These problems are given a higher
numerical value. In addition, points are also awarded for showing the "work," also referred to as steps needed, to solve the problem
and select or write in the correct answer. There are no adaptations needed for measuring and scoring his test.
Rationale
The numerical value assigned to each question corresponds with the level of difficulty and parts to the problem. 1/2 point is
awarded for showing work, so even if students are getting the incorrect answer, I am able to see where they might have taken a
misstep and students cannot pass the test just by showing incorrect work. This student is required to meet the same state
standards as the rest of the 5th grade class, thus is results are scored the same as the other students. I am hopeful with the
adaptations made to her assessment that she will be successful on the test.
3. The implementation of the assessment including:

Teaching strategies for communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment
Student activities
Student grouping
Decisions
Teacher Strategies - Prior to passing out the assessment, students are instructed to get a highlighter out and wait patiently for me to
pass out all the tests. The students are reminded that first we will review the test together as a class and once we have completed
the review, I will instruct them to begin their test. Once all the assessments have been handed out, I begin to read through each
question with the whole class highlighting all the important details necessary for the students to successfully solve the problems.
While highlighting key words such as estimate, how much more, prime factorization, etc. I encourage the students to confirm the
operation (addition, subtraction, rounding) the problem is asking them to perform. The students are not required to jot down the
operation confirmed as a class, however, some of them do. Two of the assessment accommodations offered to this student are
extended time to complete the assessment as well as an opportunity to complete the assessment in a room with few distractions.
Since all students are taking the assessment, the classroom is silent and there are no distractions. If this student is unable to
complete her assessment in the allotted time, I will have her continue working on it in the classroom with myself and the instructional
aide during my prep period while the other students are at music. This will provide the extended time in room with no distractions.
In order to adapt the test for this student, her test is chunked into similar operations. Each question that asks her to perform a
similar task, such as prime factorization for example, is highlighted or circled in the same color. She is instructed to complete only
the highlighted problems first, given verbal instruction about what operation is needed to answer the questions, and instructed to
come back for further highlighting and explanation when she completes each group of questions. Assessment modifications this
student is able to utilize as a reference during the assessment include her math book, math notes, multiplication chart, and her
vocabulary box in order to assist her in successfully completing the assessment.
Student Activities - The student will highlight and listen to explanation along with the rest of the class. However, she will complete
the test individually in chucked group order and only after I verbally instruct her and highlight each question of the group. I
anticipate it will take her a little longer to complete the test since there are four groups of problems and she will have to break each
time to receive the next round of questions and instructions.
Student Grouping - As this is a summative assessment and used as a grade to monitor mathematical progress during the trimester,
the students individually complete the test. There are no adaptations for student grouping for Student 2.
Materials, Technology, and/or Resources - Student 2 will have a pencil, her math test, a multiplication chart, math book, math notes,
and completed and corrected homework assignments.
Rationale
Teacher Strategies - The additional steps taken for this student are an attempt to help her overcome her academic language,
reading comprehension, and number sense hurdles. The chunking allows her to focus on one particular mathematical "job" to
perform instead of reading each question in order on the test and trying to understand the meaning and mathematical operation.
The slowed rate of speech and the emphasis on key words helps her focus on highlighting the vocabulary and emphasizes what is
important. It also provides another opportunity for her to hear the instructions. The multiplication chart is a visual aide that should
assist with her lack of number sense. Extending the allotted time for the student to complete the assessment allows the child can
carefully reread problems and numbers to make sure he or she is reading, interpreting, and writing correctly. /
Student Activities - The student is not afraid to ask questions or approach the teacher for additional clarification. The one-on-one
instruction with me allows her additional time to ask questions and I can check for understanding as well. Each time she comes
back for a round of questions, I can also look at her completed work and point questions she might want to review.
Student Grouping - This assessment provides an accurate measure of her individual progress towards achieving the learning
goals and objectives of the unit.
Materials, Technology, and/or Resources - The student is able to utilize a multiplication chart as she relies heavily on it during
in class and homework assignments. This tool confirms her lack of number sense, however it aids her ability to complete each
step-by-step process to solve prime factorization and addition and subtraction of fractions. Her math book and homework also
correspond to the test. The test indicates (9-1, 9-5, etc.) what section corresponds to the text book, math notes, and homework
assignments. This allows her to review previously completed work and look at text book examples. Her homework is always
completed and corrected during class with a peer so she should have another great reference for the test.

4. Ways you will use the assessment results.

Decisions
The assessment results will be used to measure her ability to perform the tasks needed to meet the learning goals and objectives of
the unit. They will also provide a unit grade for the third trimester. Student 2 has the opportunity to review each of her incorrectly
answered questions at the conclusion of the unit to clarify missteps and review with myself, the teacher, or an instructional aid. There
are no adaptations for the use of assessment results.
Rationale
Understanding the learning goals and objectives of the unit and using mathematical language and processes are a constant
throughout each unit. The concepts are used in all standardized testing. She will need to have the vocabulary and number sense
in order to move forward with future units. All students who answer questions incorrectly have the opportunity to review and
receive explanation in order to re teach and provide one-on-one or small group instruction.
5. Ways you will share the assessment results with students, families, and other
colleagues and support personnel, when appropriate.
Decisions
sent home for parent-review the following day. There are no adaptations needed to the way the assessment results are shared for
Student 2. In additon, resutls will be shared with RSP teachers as well as with my grade level colleagues in order to discus, evaluate,
and analyze data as a grade level. Finally, I will utilize the results as a form of self-evaluation and self-reflection.
Rationale
Test scores are given individually as to avoid comparison with other students and unnecessary conversation in the class room
about test results. Student 2 also has two siblings in another 5th grade class. I am aware that tests need to be sent home the
same day as her siblings so I do communicate with her sibling's teacher to make sure we are on the same "send home" schedule.
However, she has always proven herself responsible to communicate her test scores to her parents so no additional notification is
needed. In additon, resutls will be shared with RSP teachers in order to provide them with additional data for the students they
support. The results will also be shared with my grade level colleagues in order to discus, evaluate, and analyze data as a grade
level.
/
Step 4: Giving the Assessment to the Whole Class, Including Two Focus
Students
Directions:
Give the assessment to your class. Collect and score all the evidence of student learning from the assessment. Consider all the assessment responses and
select three responses of students other than your two focus students that represent the range of achievement within the class. Label these responses as
Student 3, Student 4, and Student 5. Label the two focus students’ assessment responses as Student 1 and Student 2.
Submit all five assessment responses. Review carefully the evidence of student learning you are submitting.
Briefly, explain why you selected each of the following responses to represent the range of responses in the class:
Note: If the assessment is oral or represents a student performance, provide your description of the students’ responses and your written assessment of
those responses, including the class as a whole, the three responses that represent the range of achievement in the class, and the two focus student
responses.
Student 1 (EL focus student)
This student is not only new to the school this year, but also has a 504 for ADHD in addition to qualifying as an English Language
learner. He faces many challenges academically. His grades are impacted by his inability to comprehend the content based on a lack
of academic vocabulary, number sense, and focus. However, he stands out socially. He was quickly accepted by his peers, is not afraid
to ask questions or volunteer answers (although generally not in math), and has a jovial disposition.
Student 2 (SN focus student)
This student is quite unique. She is a triplet. Her brother and sister are in another 5th grade general education class together. Her
brother does not struggle with any academic content areas and performs average or above average with testing and assignments.
Her sister does not score as high as her brother, but puts forth effort to maintain average grades and comprehends 5th grade
content. The student I selected struggles with an auditory processing disability. This is the first opportunity I've had to work with a
student with this disability. Student 2's frustrations to comprehend the content are often visible during instruction and she wants so
badly succeed.
Student 3
High Achieving Student: This female student is one of my personal favorites. She excels in all academic content areas. She is
engaged during math instruction and asks great probing questions. It is evident through her homework, progress-monitoring quizzes
and previous tests that she learns from her errors and uses models from in-class lessons to recreate problems and solutions.
Student 4
Average Achieving Student: This student also goes for extra math help in the afternoons with Student 1. She generally performs on
the low achieving level, but has also started attending an after school homework club and practicing her basic math facts. Previously,
she was in detention daily for incomplete or non-existent homework assignments. The improvement in her score on this test was
quite noticeable and I was very proud of her hard work and effort. Like Student 1 and Student 2, she really needs to try and put forth
the effort in order to achieve learning for understanding.
Student 5
Low Achieving Student: It wasn't hard to predict this student's assessment outcome. She is also new to the school this year, and
although not classified as ELL, I believe her language abilities are far below grade level and she also struggles with basic math facts.
She has managed to "blend in" during class instruction and will volunteer to answer questions occasionally, but is often off task and
does not always complete her homework assignments. She is also a twin. Her sister, who is academically higher, is in the same 5th
grade class as Student 2's siblings.
Step 5: Analyzing Evidence of Student Academic Learning and the

Assessment
Directions:
Consider your responses in Steps 1 through 4. Think about the evidence of student academic learning from the assessment. Answer the questions below
for the whole class and for the two focus students. Remember to cite specific evidence from the five responses that you have submitted. (This includes
responses from the two focus students and from the three students you selected to represent the range of achievement with the class).
A. For the Class as a Whole

1. What did you learn overall about the students' progress toward achievement of the academic learning goal(s) for this part of
the unit?
/
I learned that approximately 2/3 of the class were successful based on the scoring measure of 70% or higher on the test. However, 11
out of the 31 students' scores reflected their lack of progress toward achievement of the learning goals. It was fairly easy to predict
the students who would struggle with the assessment, however there were several who generally receive higher scores. Several of
these students lost points for failure to show their work. The sample of 5 students included in this assessment mimics the class as a
whole. Those who showed work and put forth the effort to demonstrate understanding like Students 2, 3 and 4 all received passing
scores. Those who did not show work and guessed on the multiple choice and short answer questions did not receive passing scores
like Students 1 and 5.
2. Describe the extent to which the assessment that you planned allowed students to demonstrate achievement of the
academic learning goal(s) for this part of the unit.
The assessment allowed students to demonstrate the academic learning goals of the unit because they not only had to select the
correct answer, but also demonstrate how they solved the problem. The assessment questions also corresponded directly to the
learning goals of the unit and included review from each of the 8 lessons.
Students will be able to demonstrate that composite numbers can be written as the product of their prime factors (Questions;
1, 4, 8, 9, 13 and 14).
Students will be able to identify that the prime factorization of a composite number will always be the same and can be
represented using a factor tree (Questions; 1, 4, 8, 9, 13 and 14).
These questions are highlighted in yellow on Student 1, 2, and 4's assessment as they were all chunked in order help the student
focus on each operation individually instead of having to switch operations in between questions.
Students will be able to estimate sums and differences of fractions using a variety of techniques (Questions; 2, 5, and 11).
These questions are highlighted in pink on Student 1, 2, and 4's assessment as they were all chunked in order to help the student
focus on each operation individually instead of having to switch operations in between questions.
Students will be able to distinguish the sum of fractions with unlike denominators as well as the difference of fractions with
unlike denominators (Questions; 3, 10, and 16).
These questions are highlighted in pink circle on Student 1, 2, and 4's assessment as they were all chunked in order to help the
student focus on each operation individually instead of having to switch operations in between questions.
Students will be able to distinguish the relationship between quantities in some real-world problems and represent them by
using a bar diagram. Students will be able to analyze a bar diagram in order to develop a numerical equation that can be used
to solve the problem (Question 15).
3. Would you make any changes to the directions or to the format of the assessment? Why?
I would allow for additional time and explanation of the directions of the assessment. We were rushed to get through the
highlighting of the details and generally more information is written down (like add, subtract, etc.) next to each question. They are
also encouraged to label their answers (like the answers on the scoring key) but we forgot to tell them during the directions so the
assessment's scoring does not reflect labeling. The labeling demonstrates a student's understanding of what they are being asked to
solve and also their reading comprehension abilities. I would not make any changes to the format of the test. During discussions with
my support provider, I've come to realize the tests mimic state standardized test questions and also relate more to real-world
situations. Rather than testing a student's ability to simply perform a math equation, they must be able to interpret questions and
solve them correctly. I believe this is Student 1's greatest difficulty since he cannot decipher what operation the question is asking
him to perform. The format is also exactly like their homework review prior to the unit test. If they put the effort into doing the
homework, and paying attention while the questions are being reviewed the day prior to the test, they should be able to interpret the
questions on the unit assessment easily and solve the mathematical equations.
4. Would you collect different or more evidence if you were to do this assessment again? Why?
If I were to do this assessment again, I would like to collect the student-corrected review homework. The students are responsible
for checking their work, and I believe this review assignment was a fantastic test preparation opportunity. Each of the questions was
reviewed in class the day prior to the assessment. In fact, Student 2 was absent, and although she passed the test, I believe she would
have scored even higher had she been present for the review. I think many of the students missed the opportunity because they
either didn't complete the review homework or didn't pay attention during the in-class review. For the future, I would place a higher
point value and emphasis on this assignment and make sure I collected evidence of students correcting their mistakes prior to
administering the unit assessment. Based on the homework findings, I might also add in an additional day of review and focus on the
problems I noticed students struggling with on the review homework. Many of the students lost interest during the review if they
/
were already getting the correct answers on their homework assignment. Collecting and reviewing the homework might enable me
to skip problems everyone seemed to grasp based on their work and correct answers.
5. Was the implementation and timing of this assessment appropriate for this class? Why?
The implementation and timing of this assessment was appropriate for this class. Students were taught the content of this unit over a
two week period and each lesson enabled the students to achieve the learning goals and objectives of the unit in chunked portions.
The class had also taken a progress monitoring quiz half way through the lesson and an additional day of review was added based on
approximately 1/3 of the class scoring 3 or less out of 5 on the quiz. They were given ample time to complete in-class and homework
assignments and also ask questions during correction and review. Students 1, 3, 4 and 5 were all present for the review session the
day prior to the assessment, however Student 2 was absent. I believe she would have benefited from reviewing her assessment
preparation homework and could have scored higher should she had taken the test either immediately after the review or on the
following day.
6. In what ways would a different type of assessment (e.g., verbal response, multiple choice, short essay, oral presentation,
performance task) than what you used allow students to demonstrate their achievement of the academic learning goal(s) for this
unit?
The assessment given included multiple choice and short answer questions and required students to show their work on each of the
sixteen problems. It would be difficult to assess the learning goals of this unit without the student putting pen to paper. The
students could demonstrate a mastery of the unit's content through a performance task. The task could require students to write
and solve their own open-ended math problems based on each of the unit's eight lessons. Verbal responses could also be assessed if a
student were asked to tell about each step they used to solve a problem and how they achieved their answer. Although Student 3
would likely face no difficulty verbalizing her answers, Students 1, 2, 4, and 5 would struggle during explanation not only with using
academic vocabulary, but also public speaking in general. With the time constraints of an every-day classroom, written mathematical
assessments seem like the best option for students to demonstrate their achievement of the academic learning goals for this unit.
The format of the assessment is also similar to the in-class and homework assignments.

B. For Student 1: An English Learner

1. To what extent were the assessment directions and format clear and easy to follow for the student? How do you know?
The assessment directions and format were clear and easy to follow for Student 1. I know because the adaptations to his assessment
required one-on-one delivery of instructions with additional aid given with highlighted colors. Once I gave him the instructions for
each portion of the highlighted areas, I asked him to repeat the operation he was supposed to perform and which numbers were
involved in solving the problem. I noted that his highlighting during whole class instruction was minimal and often incorrect, but with
the additional time spent directing him, he was aware of the tasks, focused, and knew what he was supposed to do.
2. To what extent did the student achieve the academic learning goals for this part of the unit?
Sadly, Student 1 did not achieve the academic learning goals for this mathematical unit. He received a mere 10.5 points out of a
possible 32. I believe his lack of number sense and inability to perform simple math (adding and subtracting) hinder his ability to
follow the steps necessary to solve a problem without making a mathematical error. I also think that even with additional
explanation, his lack of academic vocabulary knowledge combined with his ADHD cause of lack of focus and an inability to read the
questions carefully enough to decipher what operations he being asked to perform. Even with the highlighting and reminders, his
effort toward achieving a passing score is virtually non-existent. He doesn't show his work and races to finish without reviewing any
of his answers.
3. How well did the student's assessment response correspond to the work the student does on a daily basis?
(Was the response that you expected from the student?)
Unfortunately Student 1's assessment response corresponds with his daily work and was expected. His in-class math notes are often
illegible and incomplete. He is given a copy of the teacher's notes at the conclusion of each lesson for his math journal. His
completion of homework is inconsistent and even though he receives additional math instruction in the afternoon with an
instructional aid, I do not think the time is beneficial because she has the teacher's edition of the math book and simply gives him the
answers without explanation after he's tried to solve the problem. When I worked with him during in-class small group instruction,
he wasn't able to solve a mathematical equation without step by step assistance. I noticed that he never reviewed his notes or used
the multiplication chart during in-class work or even on the test. He's always in a hurry to finish, even if he knows the answer is
incorrect.
4. What different or additional type of evidence might you need to collect for the student?
As mentioned during whole class analyzation, I would collect and review the homework assignment that mimics the unit assessment.
I believe the evidence collected (homework and progress-monitoring quiz) and teacher observation throughout the unit provided a
clear picture of this student's needs. I do not believe he is working to his full potential and plan to add additional basic math fact/
assignments to his homework in order to help him strengthen his number sense. These basic math fact assignments will also be what
he takes during his time with the instructional aid.
5. What does the student's response tell you about his or her academic strengths and/or needs?
Student 1 is far below grade level in math and reading. His responses on the assessment indicate his lack of attention to detail and
inability to solve the problems. Even though he was given additional verbal instructions and his test was highlighted to indicate the
operation he needed to perform, he didn't show work on any of the multiple choice questions and minimal work on the short answer
questions. I attribute his responses to his lack of academic vocabulary and number sense. Although identified as ELL, he does not
need directions translated into Spanish. Rather, I think he has a lack of foundational knowledge in math and struggles with reading
comprehension. When asked to orally read the questions, one would most likely not identify him as an ELL. However, when he was
asked to interpret the problem and identify the key words to solve (even though they are underlined on his test), he struggled. This
student needs a stronger academic support system outside the classroom and more time in class, or in RTI, to build up his
foundational knowledge. Since he has only been at the school for 2.5 months, he has not been tested for any additional RTI needs. I
believe he will qualify based on his SRI scores and grades during the second half of the trimester.
6. Based on the student's response, describe next steps you would take with the student to further his or her academic
achievement in the content area?
To further Student 1's academic achievement in mathematics, I would try to incorporate basic math facts. He needs to spend
additional time practicing addition, subtraction, learning his multiplication table, and simple division. I also think he would benefit
from a vocabulary list at the beginning of each unit highlighting the key terms and giving him a "head start" on terms to practice. I
would encourage him to make flash cards with the terms and possible steps to solve and study those for the assessment's as well.
After observing his practice of speeding through the test questions and not using any additional resources, I might also encourage
him to have a timer that requires he spend a minimum amount of time trying to solve each question. Additionally, I will offer him the
opportunity to take his test in a quiet, private testing environment where he would hopefully feel more comfortable using his
additional resources (math notes, vocabulary list or note cards, homework, and quizzes).
7. Describe the ways in which specific adaptations you made to your assessment plan did or did not work.
I am disappointed the adaptations made to his test were not more successful. We have been working on ways to adapt his
assessments and believed chunking would have been beneficial to his scoring outcome. He was able to use his math book, math notes
and a multiplication chart, yet chose not to refer to any of them during the assessment. I think this did not work because he was
worried about how his adaptations might look in front of other students who did not have the ability to use the same resources. I
think the chunking did help him understand some of the word problems and the operations he needed to perform. Based on the work
he did show on the test, he knew what prime factorization looked like and where to subtract and add, but he simply couldn't perform
the mathematical operations or follow the steps necessary to solve the problem.
8. In what ways did the assessment support this student's language abilities?
This assessment supported the student's development of academic vocabulary. Throughout the unit he learned mathematical terms
like prime factorization, least common denominator, more than, less than, composite, sum and difference. These terms were
highlighted on the assessment in order to assist his ability to reference materials and be able to filter through the word problems in
order to decipher the information needed to solve them. The one-on-one instruction of the highlighted areas also assisted his
language abilities because it allowed me to clarify his objectives for each question and enabled him to ask questions in a safe
environment.
9. If you were to give the assessment to the student again, what changes, if any, would you make? Why?
Student 1 rushes through his assessment in order to "get it out of the way." He does not seem invested in trying to succeed, rather
just wants to get the inevitable out of the way. After observing his practice of speeding through the test questions and not using any
additional resources, I would encourage him slow down, take more frequent breaks (even more than between highlighted sessions),
and offer him the opportunity to take his test in a quiet, private testing environment where he would hopefully feel more comfortable
using his additional resources (math notes, vocabulary list or note cards, homework, and quizzes). There is a lot of trial and error
with this student right now as we learn more about him and try to find methods that will help him catch up to grade level standards
despite his language and ADHD difficulties.
10. What would be your next steps in planning to facilitate this student's English Language Development?
My next steps to facilitate Student 1's English Language Development would be to encourage more reading and practicing academic
vocabulary with all content areas. In regards to mathematical content, I think he would benefit from a vocabulary list at the
beginning of each unit highlighting the key terms and giving him a "head start" on terms to practice. I would encourage him to make
flash cards with the terms and possible steps to solve and study those for the assessment's as well. The key to this student's success
is also getting support. He continues to be seated close to the teacher and we've tried several bilingual students next to him. I think
we've found a good partner now, and they will continue to assist each other's learning. His mother also plays an integral part in his
success and communication with her will be sent on a daily basis in order to help her assist him at home with homework and
practicing vocabulary.
/
C. Student 2: A Student with an Identified Special Need
1. To what extent were the assessment directions and format clear and easy to follow for the student? How do you know?
The assessment directions and format were clear and easy to follow for Student 2. I know because the adaptations to her assessment
required one-on-one delivery of instructions with additional aid given with highlighted colors. Once I gave her the instructions for
each portion of the highlighted areas, I asked her to repeat the operation she was supposed to perform and which numbers were
involved in solving the problem. Her highlighting was almost identical to the whole class instructions and she didn't ask any
questions once she began working on her assessment. This is typically not the case, as she usually has several questions during math
assessments. When I reviewed her assessment after each highlighted section, she was showing her work and using a multiplication
chart. I did notice that she struggled with estimating, but do not believe this was associated with directions or format of the test.
2. To what extent did the student achieve the academic learning goals for this part of the unit?
Student 2 did an average job of achieving the academic learning goals for this mathematical unit. She received 24 points out of a
possible 32, which is equivalent to a 75%. She fell almost exactly in the middle of the class, with 16 scoring higher than 24 points and
14 scoring lower than 24 points. I think she worked hard to process each questions, decipher what operation it was requiring her to
perform, and show how she solved the problem. I believe her greatest struggle was not with the math itself, rather making sure she
read and understood each question and didn't miss multiple steps she was asked to perform in order to solve the problem.
3. How well did the student's assessment response correspond to the work the student does on a daily basis?
(Was the response that you expected from the student?)
The assessment results correspond with her daily work quite well. She tries very hard during in-class instruction to understand the
content and participate in the example problems. She often comes to small group instruction to clarify the necessary math steps
needed to solve the in-class work and asks questions when we review homework the following day. She struggles most with the word
problems during daily work as well. This difficulty is also reflected on her assessment. Although she does complete all the in-class
work and homework, I noticed that she did not utilize her work, math notes, or math book as references during the assessment.
4. What different or additional type of evidence might you need to collect for the student?
As mentioned during whole class analyzation, I would collect and review the homework assignment the mimics the assessment. I
believe the evidence collected (homework and progress-monitoring quiz) and teacher observation throughout the unit provided a
clear picture of this student's needs. I think she is working hard, but needs to further utilize her adaptations. I predict she would
score even higher on the assessment had she reviewed her notes and visually seen the steps for each of the highlighted sections. I
also think she would have benefited from being at school during the review of the homework assignment that mimicked the
assessment.
5. What does the student's response tell you about his or her academic strengths and/or needs?
Student 2 is working very hard to improve on her academic weaknesses. She still lacks a strong number sense compared to other 5th
graders, but continues to improve and maintain average grades. Her responses on the assessment are indicative of her struggles with
reading comprehension and following multi-step processes. Most of the problems she answered incorrectly on the assessment
involved problems that required her to analyze more than one problem in order to solve. I think her basic math facts are strong, but
she needs to practice her multiplication facts and continue to focus on the important details of the each question rather than get
caught up in the extra words. Her continual attendance at RTI and support from home will aid in her continued academic
improvement and success.
6. Based on the student's response, describe next steps you would take with the student to further his or her academic
achievement in the content area?
To further Student 2's academic achievement in mathematics, I would continue to encourage her to utilize her resources and practice
her multiplication. She is able to grasp the mathematical steps when she writes down the order and highlights key terms. She also
does well using mnemonic devices. I've even had her start cheering her sentences to help her memorize the steps of mixed numbers
and improper fractions. During future assessments, I also plan to offer her the opportunity to test in a private testing environment.
This may make her feel more comfortable using her additional adaptations of a math book, notes, and unit assignments.
7. Describe the ways in which specific adaptations you made to your assessment plan did or did not work.
I am pleased to note that I think the adaptations made to Student 2's assessment were successful. I think chunking the problems
together to help her perform the same operations helped her focus on a single (addition, subtraction, prime factorization, estimating)
operation rather than get confused reading from question to question. During a previous test we also attempted to chunk the test by
/
highlighting, but gave her the test in its entirety. It was evident she did not do the problems that were highlighted together and
continued to answer the questions in numerical order. Based on this knowledge, for this assessment we only highlighted the
problems she was supposed to work on. Once she completed a section, she had to come back and ask for the additional problems in
the next group and it also gave me an opportunity to review the problems she'd solved and point out problems she might want to
review.
8. In what ways did the assessment support this student's language abilities?
This assessment supported the student's development of academic vocabulary. Throughout the unit she learned mathematical terms
like prime factorization, least common denominator, more than, less than, composite,
sum and difference. These terms were highlighted on the assessment in order to assist her ability to reference materials and be able
to filter through the word problems in order to decipher the information needed to solve them. The one-on-one instruction of the
highlighted areas also assisted her language abilities because it allowed me to clarify her objectives for each question and enabled
her to ask questions in a safe environment.
9. If you were to give the assessment to the student again, what changes, if any, would you make? Why?
Student 2 did a very thorough job answering the questions on the assessment and making sure she reviewed her answers prior to
turning it in for scoring. I did note that she did not take advantage of the ability to use her math notes, math book, or corrected
homework assignments. If I were to give the assessment to the student again, I would have a conversation with her about the
adaptations available to her and gauge whether or not she was uncomfortable using with her peers in the classroom or simply felt like
she didn't need them. If she were uncomfortable, I would offer a private testing environment to make her feel at ease about having
the additional resources during the assessment. If she felt she didn't need them, I would explore the possibilities of scoring
improvement with her should she choose to use the additional adaptations. I think the chunking worked well and plan to continue
using this technique with her mathematical assessments in the future. As mentioned previously, I did feel like we rushed through the
directions and highlighting, so I would take additional time for explanation and remember to have he student label their answers (as
shown on the answer key).
Step 6: Reflection on Assessment Implementation and Student Learning

Directions:
Read your response for Steps 1 to 5. Consider what you have learned through the Assessing Learning task about your students, what you wanted them to
learn, their responses to the assessment, and your analysis of the evidence of student learning. Respond to the prompts below.
1. If you were given an opportunity to use the assessment again, what part(s) would you keep and what part(s) might you
change? Why?
If I were given the opportunity to use this assessment again, I think I would keep the assessment the same. I've had several
discussions with my support provider about why the testing revolves around word problems and not numerical equations. I do think
that many of the students are able to perform the operations of addition and subtraction of fractions with numerical data, but cannot
interpret the word problems in order to solve them correctly. Since the implementation of Common Core, using real-world scenarios
and testing for applicable knowledge has a much greater emphasis. This math program (Pearson) strives to adapt to the Common
Core State Standards and also make the content relatable to students. Although I think it presents an academic challenge, they are
the skills students must possess in order to continue to be successful during their tenure in education. The unit assessment covers
each topic of the unit and also mimics many of the problems students have solved on homework assignments. If the student practices
(even with a poor number sense) and does the work, they are set up to succeed using this assessment.
2. If you were given an opportunity to implement the assessment again, what would you do the same and what would you do
differently? Why?
If given the opportunity to implement the assessment again, I would continue to review each question with the students and highlight
the important details they need to know in order to solve the problem. This helps the students focus on the important details of each
question and gives them an opportunity to ask questions prior to taking the assessment. It also allows their fellow classmates the
opportunity to hear questions and clarify any misinterpretations they might have had as well. However, I would allow for additional
time and explanation of the directions for the assessment. We were rushed to get through the highlighting of the details and
generally more information is written down (like add, subtract, etc.) next to each question. This is step I would not skip if giving the
assessment again. They are also encouraged to label their answers (like the answers on the scoring key) but we forgot to tell them
during the directions so the assessment's scoring does not reflect labeling. The labeling demonstrates a student's understanding of
what they are being asked to solve and also their reading comprehension abilities.
3. What additional information about your students did you learn as a result of this assessment experience?
I learned a tremendous amount about all my students, but especially the two focus students. I was able to sit in on a triennial IEP for
Student 2 and hear of her academic progress. I was also able to sit in on an annual 504 review for Student 1. In addition, I was able to
look through their cumulative folders and gain insight into their academic journey thus far. I learned a great deal about auditory
processing deficiencies and also the important of academic vocabulary across all content areas. It was also interesting observing the
varying degrees of motivation while watching the students take the assessment. Many had highlighted the directions incorrectly and
/
not taken any notes while I gave the instructions for the assessment. Based on in-class and homework assignments that I reviewed, it
was fairly easy to predict the outcome of most student's
scores. Those who put in the time practicing the math by completing homework and participating during in-class instruction faired
much better than the other students who did not do the assignments and had incomplete in-class math notes.
4. How will you use what you have learned from this assessment experience when you plan instruction and assessment in the
future?
This experience taught me a great deal about deriving instruction based on assessment. Although my initial impression of the unit
assessment was confused as to why the entire test should be word problems, I realize now that the curriculum is heavily driven by
Common Core Standards and the ability for each student to pass state testing. I think the greatest value in completing this
assessment experience has been getting to know the students. I believe knowing my future students well and learning about their
academic, social and physical strengths will help me modify assessments to set up all students for success. I also realize after
evaluating my efforts during this process that I will have to continually be looking for new ways to assess learning. Just because an
assessment is written down in a teacher's edition, doesn't mean I have to use it. I plan to challenge myself in the future to adapt
assessments to make them more relatable to the students. I also think students should set their own personal goal as to what they
want to achieve on the assessment. I noticed that many don't feel responsible for their own learning outcomes and I think having
them set up their own expectation for assessment performance will challenge them to score higher and learn more academic content.

5. What are your goals for increasing your knowledge and skill in assessment? How will achieving these goals help you become a
more effective teacher?
I love Carol Tomlinson's quote, "Assessment is today's means of understanding how to modify tomorrow's instruction." My goals for
increasing my knowledge and skill in assessment are: to learn more about how to incorporate students into the goal setting and
assessment preparation process, how to modify instruction in order increase potential success on an assessment based on student's
progress and teacher observations, and how to match the appropriate assessment to the task. There are many tools like rubrics,
tests, quizzes, worksheets, etc. to use when assessing student learning. Often I become overwhelmed by the myriad of options
available and hope to become more comfortable matching the right assessment to a lesson or unit to best serve my students'
learning. In order to achieve these goals I plan to continue utilizing the best resource I know, other teachers. Veteran and even
rookie teachers provide great insight into what has worked and hasn't worked for them based on experience. Although sometimes
it's difficult to find time to ask the questions, I think learning from those who have come before me is paramount to me becoming an
effective teacher. I've also learned that assessment is a continual process, drives instruction and should be differentiated for
learners who might need modifications. In order to be effective, I have to know my students. Throughout the completion of this task,
I've realized "need to know my students" spans much wider than a preassessment. In order to be more effective, I need to take the
time to research through cumulative files, ask previous teachers about a student's strengths and weaknesses, and directly ask the
students about their learning styles, preferences, etc. I want them to feel as invested in the success of their education as I do.

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A. Academic Content Selection

Adding and Subtracting Fractions

Common Core State Standards

Operations and Algebraic Thinking

Write and interpret numerical expressions.

Number and Operations - Fractions

Use equivalent fractions as a strategy to add and subtract fractions.

2. Describe the unit of study that addresses those standards.

At the end of the unit of study

8. What evidence of student learning will you collect?

10. How will the student assessment evidence be measured or scored?

Assessment Implementation Plan

The implementation of the assessment is very thorough.

12. In what ways will you use the assessment results?

Adopted or adapted from another source. Identify the source:: enVisionMATH

Age range of students

Number of male students

Number of female students

Total number of students

a description of what you learned for each of the students

A. Student 1: An English Learner

1. Why did you select this student?

2. What did you learn about this student's linguistic background?

B. Student 2: A Student with an Identified Special Need

1. Why did you select this student?

3. What did you learn about this student's linguistic background?

Step 3: Assessment Adaptations for Two Focus Students

Your decisions about assessment adaptations

A. Adaptations for Student 1: An English Learner

1. Evidence of student learning you will collect

2. How the student assessment evidence will be measured or scored?

3. The implementation of the assessment, including:

4. Ways you will use the assessment results.

B. Adaptations for Student 2: A Student with an Identified Special Need

1. Evidence of student learning you will collect.

2. How the student assessment evidence will be measured or scored.

3. The implementation of the assessment including:

4. Ways you will use the assessment results.

Student 1 (EL focus student)

Student 2 (SN focus student)

Step 5: Analyzing Evidence of Student Academic Learning and the

A. For the Class as a Whole

B. For Student 1: An English Learner

Step 6: Reflection on Assessment Implementation and Student Learning

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Form: "Assessing Learning Task"