HALL_C_SPED875_M8

ASSESSING STUDENT LEARNING

INFLUENCED INSTRUCTIONAL DECISIONS

• At the start of the quarter our students were given a math, reading, and
writing baseline assessment. Those scores determined that the writing area is
where our students needed the most assistance. We Implemented a writing
strategy that would teach students how to form simple and compound
sentences.
STUDENT-CENTERED LEARNING GOAL

Within 9 weeks 70% of the students will be able to write a complete sentence
with 80% accuracy using the PENS strategy (Schumaker & Sheldon, 1998). The
class average on September 6th, 2018 prior to implementing the strategy was
28%.
 HOW WE REINFORCED THE LEARNING GOAL
Task
• Encouraging the students to speak in complete
sentences.
• Breaking down the parts of the sentence (noun,
verb, adjective)
• Using technology to create simple and
compound sentences.
• Creating a writing center.
• Small group writing assignments (peer writing).
• Using writing rubrics to self-monitor their writing
process.
STANDARDS
L.1.1. Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
L.1.2. Demonstrate command of the conventions
of standard English capitalization, spelling when
writing.
NJSLSA.W4. Produce clear and coherent writing
in which the development, organization, and style
are appropriate to task, purpose, and audience.
NJSLSA.W6. Use technology, including the
Internet, to produce and publish writing and to
interact and collaborate with others.
NJSLSA.L1. Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
L.1.6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using frequently
occurring conjunctions to signal simple
relationships (e.g., because).
TECHNOLOGY GOAL:
 MEASUREMENT TOOL

The original measurement tool was a self-monitoring box that was

placed on the worksheet. Immediately, I realized that the students
did not use it. Based on their reading level and age it was best to
create a rubric that had simple sentences and pictures.

Writing strategies and self monitoring can increase academic

engagement (Aitken, Hankins, Michels, Moore, Oakes, & Lane,
2011). With this knowledge, the rubric was modified in order to
intensify the student’s ability to recognize the important elements of
a sentence.
SAMPLE WORK BEFORE & AFTER THE STRATEGY WAS
IMPLEMENTED

#16
#17
#14
#12
ANALYSIS
 ANALYSIS

The class average jumped from

28% to 80%. The class goal was
70% of the students will create a
complete sentence using the PENS
Strategy, and13 out of 16 were able
to complete the task. The end result
was that 81% of the students accomplished
their goal.
 REFLECTION
Even though the class reached their writing strategy goal, I felt instilling
the value of self-monitoring was just as important. There are limitations that
are inherently a problem in two teacher classrooms. One issue is that due to
absenteeism in the school, teachers are pulled to cover other classes. This
affects the student’s center time or lack their of. One of my writing
reinforcement strategies was a writing center. The students only used it a
total of four weeks, and this influenced the outcome.
However, having the students judge and monitor their own writing and
their classmate’s writing was a great motivator. Self-monitoring provided
them an opportunity to receive feedback from peers and to reflect on their
own work. Overall, I enjoyed this assignment, and due to the guidance from
my mentor teacher and my professor, I feel better equipped to create
student-centered learning goals.