I worked with students in the learning resource center in small groups. I worked with many students one-on-one, and other students in groups of two to four students. I worked with students on separate math curriculum, phonological awareness, writing, reading comprehension, basic reading skills, reading fluency, and other skills. Some resources that I used in the learning resource center were: Explode the Code, Making Words, Math Connects and Everyday Math, leveled books for guided reading, educational board games, and internet games.
progress monitoring
I used AIMSweb to progress monitor students twice monthly. I used the data from the monitoring to set up instruction for each student, and to evaluate student progress. I also used these curriculum based measures to write IEP goals for a student in both writing and math. Along with using AIMSweb to progress monitor students, I used the Dolch sight word lists, Basic Reading Inventory, writing samples, and everyday work.
informal/formal assessments
I tested a second grade student using the Wechsler Individual Achievement Test. I administered the subtests over the course of three weeks. The student was found eligible for special education under the area of Autism Spectrum Disorder. I informally assessed students throughout the course of my internship by asking students to rate themselves in their learning target notebooks. I would informally assess students as I was working with them, and change instruction based on what I was seeing. For example, a student was reading a DRA level 4 book that was too challenging for him. I noticed this and helped him to read the book, then adjusted my next activity to have him read a DRA level 3 book. I would also have students complete short worksheets with concepts that we have been learning about to assess their progress.
classroom management
I gave each student in the learning resource center their own learning target journal. Students were given academic learning targets that started with the words "I can" in order to set them up for success. Some students were also given behavior targets to meet. An example of a learning target was, "I can write a fraction that is greater than 1/2." Students rated themselves by circling a sticker, which helped the students and myself quickly evaluate student learning.
This is an example of a behavior target in a student's learning target notebook. Students circle the green sticker if they think they met their goal, yellow if the think they still need more work, and red if they did not meet their goal.
collaboration
I collaborated with members of my building instructional team in order to make educational decisions for students. Each week I attended a team meeting to discuss possible next steps for struggling students. I provided suggestions for behavior plans, and shared resources that I had. I conducted an Individual Education Plan meeting with a third grade student's parent and classroom teacher. I collaborated with the classroom teacher prior to the meeting, and with the student's mother during the meeting to ensure that the student was receiving the appropriate services and accommodations.