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Student Portfolio - Assignment Example

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Summary
Ability to solve practical problems involving addition, subtraction, multiplication, and division with at least 80% accuracy in each of these following skills areas: solving 2-digit addition and subtraction without regrouping using a calculator; solving multiplication and…
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Student Portfolio
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portfolio Full Jensen Nguyen Case study Michael Lawrence Case Manager: Jensen Nguyen 05/08 English/ Language Arts
Student Performance
List the IEP goal(s) being evidenced by this collection of evidence. 
1. Ability to compose, illustrate, spell-check and use word analysis skills.
2. Ability to apply phonetic sounds strategies, use reference materials to successfully and read and write his own stories with at least 80 percent accuracy.
3. Ability to compose at least 3 different stories to 3 different audiences.
Linkage to Standards
List the Standards of Learning or Aligned Standards of Learning being evidenced by this collection of evidence.
1. E-R10 The student will use simple reference materials.
2. E-R11 The student will use phonetic strategies when reading and spelling.
3. E-R12 The student will use meaning clues and language structure when reading.
4. E-R13 The student will use language structure to expand vocabulary when reading.
5. E-R17 The student will apply word-analysis skills when reading.
Evidence Description
Include 4 to 6 types of evidence.
Type
#
 
Evidence
(list task or method of data collection used)
Primary Or Secondary
Setting of
Student
Performance
 
Evidence of
Social Interaction
Materials
Used
Supports Used by the Student for this Task
1
 Classroom participation and class work
 Primary
Improved reading level but below grade level phonetic skills, vocabulary recognition and writing skills.
 Competes well with classmates
 Text books and hand outs.
Teacher and classmates
2
 Homework
 Primary
 Michael is improving on his homework performance
 He asks for help from his friends when stuck with his homework assignment
 Notebook, papers and pens
Friends and family 
3
 Tests
 Primary
 Michael has been performing fairly will in the recent language tests
Michael has been discussing failed questions with his desk mate.
 Paper, pen and a computer
 Teacher
4
 Classmate
 Secondary
 A classmate made a comment to the teacher on Michael improvement on the language ability.
 None
 None
 None
5
 
 
 
 
 
 
6
 
 
 
 
 
 
(Fu & Lamme, 2002; Berryman & Russell, 2001).
Math
Student Performance
List the IEP goal(s) being evidenced by this collection of evidence. 
Ability to solve practical problems involving addition, subtraction, multiplication, and division with at least 80% accuracy in each of these following skills areas: solving 2-digit addition and subtraction without regrouping using a calculator; solving multiplication and division using a calculator; count coins to values of $100 dollars, give exact change back up to $100 dollars.
Linkage to Standards
List the Standards of Learning or Aligned Standards of Learning being evidenced by this collection of evidence.
1. M-CE 10 The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
2. M-CE 20 The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators.
Evidence Description
Include 4 to 6 types of evidence.
Type
#
 
Evidence
(list task or method of data collection used)
Primary Or Secondary
Setting of
Student
Performance
 
Evidence of
Social Interaction
Materials
Used
Supports Used by the Student for this Task
1
 Tests
 Primary
According to States Assessment scores given in September 2000, Michael can compute 4-digit, addition and subtraction problems using a calculator. He can compute 2-digit multiplication with only 50% accuracy.
 Michael has been involved in group activities
 Calculator, Chalkboard, Pens, Chart handout, Oranges, Analogue clock , String, Cereals and Colored beads
 Teacher and classmates
2
 Performance graph
 Primary
Michael has demonstrated progressive improvement in his computational skills according to his performance graph. 
 None
 Graphs and charts
 Teacher
3
 Interview
 Secondary
 The teacher conducted a simple one-on one interview with Michael to establish his understanding of the concepts.
Michael has slightly improved on his interpersonal and communication skills
An interview guide.
 Teacher
4
 Homework
 Primary
 Michael has exhibited difficulties with his homework. He tends fail problems similar to those that he had done correctly in class.
His family reports that Michael does not pay keen attention to his homework
Text books, notebooks and pen
 Family
5
 
 
 
 
 
 
6
 
 
 
 
 
 
 (Fritz, 2001)
Science and Technology
Student Performance
List the IEP goal(s) being evidenced by this collection of evidence. 
Knowledge on magnets and effects of magnetism on some objects.
Linkage to Standards
List the Standards of Learning or Aligned Standards of Learning being evidenced by this collection of evidence.
S-FME 1 The student will investigate and understand that magnets have an effect on some materials, make some things move without touching them, and have useful applications. Key concepts include
a) Attraction/nonattraction, push/pull, attract/repel, and metal/nonmetal;
b) Useful applications (refrigerator magnet, can opener, magnetized screwdriver, and magnetic games).
 Evidence Description
Include 4 to 6 types of evidence.
Type
#
 
Evidence
(list task or method of data collection used)
Primary Or Secondary
Setting of
Student
Performance
 
Evidence of
Social Interaction
Materials
Used
Supports Used by the Student for this Task
1
 Experiments
 Primary
 Michael exhibits difficulties setting up an experiment to test the effect of magnetism.
 Michael looks frustrated with experiments and thus he tends to isolate
Magnets, plastics, silver coins.
Teacher, students, laboratory staff.
2
 Video tapes
Secondary 
 Michael was taped four times attempting to set up an experiment. In all the incidences, he had difficulties setting up the experiments.
 The video tapes showed Michael withdrawing from the rest of the class due to frustration
 Video recorder
 Teacher, students, laboratory staff.
3
 Class work
 Primary
 Michael’s performance in class is below grade. He has difficulties understanding the concept of magnetism.
 Michael becomes upset when he does not understand and he isolates himself.
Test books, chalkboard, note books, hard outs, pen
 Teacher and students
4
 Performance curve
 
 Michael’s performance curve has exhibited stagnation and sometimes declining slightly. This shows that Michael’s performance has not improved for quite sometime.
 None
Graphs and charts
 Teacher
5
 
 
 
 
 
 
6
 
 
 
 
 
 
(Arter & Spandel, 1992)
Social Studies, History, Vocational
Student Performance
List the IEP goal(s) being evidenced by this collection of evidence. 
1. General knowledge of what a map is and relating a map to a real-life situation.
2. Ability to construct simple maps of familiar places.
Linkage to Standards
List the Standards of Learning or Aligned Standards of Learning being evidenced by this collection of evidence.
1. HS-G2 The student will use simple maps and globes to
a) Develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth;
b) Describe places referenced in stories and real-life situations;
c) Locate land and water features.
2. HS-G5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend.
Evidence Description
Include 4 to 6 types of evidence.
Type
#
 
Evidence
(list task or method of data collection used)
Primary Or Secondary
Setting of
Student
Performance
 
Evidence of
Social Interaction
Materials
Used
Supports Used by the Student for this Task
1
 Class participation
 Primary
 Michael can relate a map to a story or real-life situation. He can locate familiar places in a map.
During class activities, Michael mentions places names and tries to locate the places in maps.
Maps and a compass
 Teacher and classmates
2
 Drawings
 Primary
 Michael is able to draw simple maps. He has a collection of maps that he has drawn.
 Michael gladly shows his drawings of maps to his friends. He locates places in maps in an atlas with other members of the class.
 
 
3
 Photograph
 Secondary
 Michael participated in outdoor map activities whereby he was captured in a photograph
 The photo shows Michael happily doing the activity with his other classmates.
Camera
 Fellow students
4
 Tests
 
 Michael has performed fairly well in the Geography tests. However, there is need for improvement in some areas such as use of bearings to locate positions.
 None
Pen and paper
 None
5
 
 
 
 
 
 
6
 
 
 
 
 
 
 
References
Arter, J. A. & Spandel, V. (1992) Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and practice, 11(1), 36-44.
Berryman, L. & Russell D. (2001). Portfolios across the curriculum: Whole school assessment in Kentucky; English Journal, Urbana, 90(6), 76-78.
Fritz, C.A. (2001). The level of teacher involvement in the Vermont mathematics portfolio assessment. University of New Hampshire. Unpublished doctoral dissertation.
Fu, D. & Lamme, L. (2002). Assessment through Conversation. Language Arts, 79(3), 241-250. Read More
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