Teacher Quality Standard VI — Evidence #2

The evidence is the following write-up about a student I have had for two years.

Student A came to our school in 6^th grade and was almost completely shut down, especially when it came to school. At his previous school, he was frequently in trouble for not performing at the expected levels and he felt as if he could not do math at all. He was receiving reading services, but no math, even though this was an area of concern for him. Our team conducted and evaluation and the results indicated a need for math services. I wrote two math goals for him and one self-determination goal, which was to ask questions for clarification when he did not understand something in class.

By the time the next year’s annual review came up, he had met and exceeded both math goals, but was still not asking teachers for help when he needed it. Instead, he was getting off-task and not getting any of his work done. We talked about how important it is to ask for help, but I also emphasized his amazing growth over that past year. About how he was able to use proper vocabulary, he could remember steps for operations, he was using more strategies to multiply and divide – and then I told him that it was all because he told me what he needed help with and we worked on it.

On his new IEP, he had a goal to ask his teachers for help when he needs it and on his last progress report I got to share with his parents, that he was not only asking for help, but that he had figured out how to have a positive relationship with his math teacher – even though all of his friends mess around and get in trouble. He just asks her for help and she helps him!

How Does This Demonstrate Proficiency of the Standard?

• I identified an area of need and ensured that he was getting the necessary support, then wrote goals that would help get him to grade level.
• I supported him in the resource room and the classroom, and that resulted in high levels of growth and academic performance. (element A)
• I continued to push him to grow the skills necessary for postsecondary and workforce readiness. (element B) He needs to be able to communicate his needs with others and needs to be able to build relationships with his teachers and employers.