OTES Submission of Evidence

Amy Converse

Instructional Planning

In the area of Instructional Planning, I develop individualized lessons based on the students' IEP goals and needs as outlined in their IEPs. For this reason, each lesson is taylor specifically to each individual student's needs. Differentiation is constant and on-going. The first few times I meet with a student, I conduct a quick informal assessment based on information in their IEPs and ETRs because I like to observe their strengths and weaknesses first-hand. For students with reading goals, this includes having them read aloud and answering comprehension questions. I also like to observe them in various word/vocabulary activities to gain an understanding of their word knowledge and understanding of concepts such as synonyms, antonyms, homophones, etc. because these concepts play an important role in overall fluency and comprehension. I feel using these informal observations gives me a clearer picture of their true abilities, and it is more meaningful to observe them first hand rather than just read about it in their IEP. I also attended some of Ms. Rexroad's Math Recess WebEx sessions to observe my students in the general education setting.

Below is an example of an informal assessment I gave a student (Brandon Stough). I had him read a short passage aloud. I started with a second grade passage since his IEP notes he reads significantly below grade level. I underlined words he needed assistance with in red so we could go back to them again. We completed the first question together, and I showed him how to eliminated choices he knew were not correct in order to find the correct answer. Then, I had him complete the second question and indicate within the text where he found the answer. He needed some minimal prompting to complete this successfully. I also usually have the students read aloud from the Dolch sight word list so I can gain further understanding of their fluency. This student was able to read 17 out of 20 in the second grade list, but became increasingly frustrated with the next list after missing several in a row, so we moved on to another task as I did not want his frustration level becoming too high.

Using this student as an example again, I also read a grade level (5th) passage to him to gauge where his comprehension level is when he is read to, rather than reading it independently. He struggles with fluency which ultimately impacts his comprehension. He was able to answer 5 out of 6 multiple choice answers correctly with minimal prompting. We spend the majority of our time together reading aloud together and working on comprehension skills.

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Phillip Stow is a student who recently qualified for special education services and was placed in the Resource Room for math. He was struggling in the area of fractions and decimals within his Compass lessons, so we reviewed some of the concepts together in WebEx.

Below are some example of our work on WebEx, along with some modified assignments and supplemental links I provided for him to differentiate instruction.

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Hi Phillip,

I hear you are a little confused about the fraction assignments in Compass. I think it may help to go back to the basics with this skill. I am attaching a quick assignment to take the place of one of your Compass fraction activities. You may print it out and scan it to send it back, OR you may just write your answers in an email and send it back to me. Please let me know if this is too easy, too difficult or just right for you. After you complete this, I will send another. Hang in there!

Please watch this video before completing the paper. You can go back and watch the video again if you need help while filling out the worksheet. You can also contact me with any questions, of course :)

Just click on the link. If it asks you for a username and password, use "treca" for both.


Once I know if this work is too easy, too difficult or just right, I will send you other fraction work based on that.

Thank you,

Mrs. Converse

Examples of Relating Instruction to IEP Goals

This student has a reading goal regarding sequencing events within a story.

This same student has a goal related to demonstrating knowledge of place value by answering questions relating to addition, subtraction and comparing numbers using greater than and less than. In this example, he had to take two away from each group and identify how many were remaining.

The same student completes addition and subtraction problems using visuals to demonstrate knowledge of place value, according to the same IEP goal. I modeled the first one, had him answer the second, then let him complete the third independently. In another corresponding lesson, the student was shown how to add two sets of numbers, then circle the one that is "greater/larger" or "less than/smaller".

Instruction and Assessment

Many of the examples from the first section of the rubric can also fall into the category of "Instruction and Assessment." I have described how I use informal assessments to gauge students' abilities and needs to plan further instruction. I also use assessment data within the students IEP and ETR to plan meaningful and appropriate activities to help the students reach their learning goals. I am using I-Ready, as well as information from supplemental programs such as Reading Eggs, RazKids and MyOn Reader to both gather valuable information in regards to progress and ability, as well as measure progress and plan further instruction. Heather has also provided me with programs such as DIBELS that I am working on incorporating into my WebEx lessons this week. These will help me gain valuable data and plan instruction accordingly.


A student was not receiving passing scores in Science lessons in Compass. Using the data from assessments in Compass and considering the student's abilities and needs, as described in his IEP, the following alternate assessments were developed:





I try to communicate with parents and students in a very professional, yet welcoming and approachable, manner. Email is my primary form of communicating with them. I strive to make make communication as open ended as possible.


To make requesting a meeting as convenient as possible, I regularly supply students and parents with the link to this form to request times to meet in WebEx. I find it more convenient than going back and forth in emails trying to find a time that works for everyone.


Parent and Student Surveys

In an attempt to gather important contact information, as well as valuable information I could use to become familiar with the students and use on their IEPs, the following surveys were sent to students and parents to complete in the first month of the school year.

Parent survey: http://www.surveymonkey.com/s/BRLSZQW

Student survey: http://www.surveymonkey.com/s/BJP3WLN

I try to send out at least two informational newsletters per month. Along with important information about upcoming events, such as testing, I also include topics such as tips and tricks for time management, note taking, educations website and activities, and reminders about engagement in their academic work. Click on the links to check out these examples: