Identify the lesson objectives from the learning segment measured by each daily assessment record for both learning targets.

Assessment Commentary Directions: Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.
1. Analyzing the Focus Learner Performance
a. Identify the lesson objectives from the learning segment measured by each daily assessment record for both learning targets.
b. Describe any changes in the assessments (baseline and/or final), daily assessment records, and/or lesson objectives related to either learning target from what was described in the lesson plans, and explain why changes were made.
c. If the work sample or the final assessment for the supporting/secondary learning target is an excerpt from a video from Task 2: Instructing and Engaging the Focus Learner, provide a time-stamp reference here.
d. Summarize the focus learner’s progress toward each learning target as reflected in the lesson objectives. Each summary can be presented in a chart or described in several paragraphs.
e. For each learning target as reflected in the lesson objectives, analyze the focus learner’s strengths (what s/he appears to understand or do well) and where s/he continues to struggle or need greater challenge, including any patterns in errors, confusions, or needs. Be sure to cite evidence from your summary (above) as part of this discussion.
f. Identify any patterns in the related to focus learner performance and level or types of supports provided to the focus learner. How did this support affect the learner’s progress toward each learning target?
Cite evidence from the work sample, the baseline data, daily assessment records, and final assessment (if different from the daily assessment record) as needed, to clarify or illustrate your summary and analyses.
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback to the focus learner for the final assessment for the primary learning target? (Delete choices that do not apply.)
 Written directly on work samples or in a separate document
 In an audio file
 In a video clip from the instruction task (provide a time-stamp reference) or in a separate video clip
b. Explain how feedback provided to the focus learner addresses his/her individual strengths and continuing needs relative to the lesson objectives for the primary learning target measured in the work sample.
c. How will/did you support the focus learner to apply the feedback to guide improvement within the learning segment or in subsequent learning tasks?
d. How will/did you support the focus learner to move toward using error prevention strategies, self-assessment, self-instruction, and/or self-correction?
3. Evidence of Use of the Expressive and/or Receptive Communication Skill (function) and Other Communication Demands
You may provide evidence of the focus learner’s use of the targeted expressive and/or receptive communication skill (function) and other communication demands from ONE, TWO, OR ALL THREE of the following sources:
1. Use video clips from Task 2 and provide time-stamp references.
2. Submit an additional video file named “Communication Use” of no more than 5 minutes in length and provide time-stamp references. See Task 3 Evidence Chart for acceptable file types. Submit the clip in Task 3 Part C.
3. Use the work sample analyzed in Task 3 and cite use of the targeted communication skills.
When responding to the prompts below, use concrete examples from the clips (using time-stamp references) and/or the focus learner’s work sample as evidence.
 Explain the extent to which the focus learner had opportunities to use the targeted expressive and/or receptive communication skill (function) and other communication demands (vocabulary demands, syntax, social use of communication, situational expectations) to access the learning task and/or to demonstrate learning.
4. Using Assessment to Inform Instruction
Consider what you know about the focus learner and the effectiveness of your instruction/intervention and the learning environment when designing next steps related to both learning targets. Consider all aspects of instruction, including support and environmental modification, as appropriate. Connect your next steps to your analysis of the focus learner’s performance. Support your decisions with principles from research and/or theory, particularly as it relates to evidence-based practices.
a. For both learning targets, describe next steps for instruction to
 reinforce current progress toward or attainment of the associated lesson objectives
 support further progress in the curriculum after achievement of the lesson objectives.
b. Based on what the focus learner knows and can do and your next steps, describe implications for the focus learner’s iep goals and/or curriculum.