Common Formative, RtI Interventions, Enrichment/Remediation

Common Formative Assessments

Based on a Quarterly Pacing Guided, developed by grade level representatives, I establish a weekly or bi-weekly focus based targeted standards. At the onset or introduction of the standard students will be introduced to the "I can statements". Students will than develop their own "I can statement" that they keep in folders along with all work pertaining to this topic. When a standard is a new concept I will pre-assess all students with a simple 5-10 question quiz. This allows the student and I to determine their own level of understanding. Lessons are then based on the needs of the class and students are grouped based on level of understanding. For some students it means remediation for other compacting of curriculum. At the completion of the unit all students are again assessed. All students track their pretest, post test scores to help them determine areas of strength and weaknesses. At the end of each quarter district-wide assessments are completed and those scores based on standards assessed are tracked and record for all students.

iReady, MobyMax, TenMarks, StudyIsland, IXL, STAR

These are all programs that I have used to assess students and target specific skills for students based on the more formal assessments. These are part of my frequent progress monitoring for all students and allows for immediate and focused Interventions. Many of these also allow for individualized enrichment and extensions for students thus allowing student to move at a individualized pace. Based on these assessments students can be identified for targeted interventions in small group instruction. We utilized Ongoing Progress Monitoring at the beginning, middle and end of year through EasyCBM, iReady, and district based assessments for all students. More intensive progress monitoring occurs bi-weekly or weekly depending on the needs of my students.

STAR is new program to my portfolio of assessing individualized progress. This quarterly assessment and progress monitoring helps to reinforce my own observations with the classroom, target specific needs. One aspect of this program is the ability to share with parents this information with parents through easy to read reports.

Finally, I am participating in a Train the Trainer program for rolling out a new diagnostic and monitoring tool: FastBridge. This is an all encompassing program for reading and math with a computer adapted test.

Small Group Instruction - student conferring and small group interventions

Being hands-on with students and working in small groups or individually allows for focused and targeted instruction. I believe that programs and assessments can help identify specific needs, but working directly with the teacher is irreplaceable for success. Students are pulled for direct Guided Reading Instruction based on need, my students identified for remediation will often meet daily and other students 3 days. This is a fluid and a living breathing grouping process that continually changes based on a specific child's needs. These groups can be 2-5 students in size to focus on specific and targeted needs. I utilize many resources that have high interest and authentic text including: Comprehension Strategies Instruction, Scholastic Leveled Readers and NewsELA. I utilize many ideas from the FCRR for intervention.

Enrichment - Make them Grow

During our Enrichment/Remediation Daily Block students participate in "Strategy Games and CSI". Students are selected by their weekly success on CFA's or informal assessments/observations to join in our enrichment. During this time students work in small groups to play strategy based games (chess, Blockus, Sequence) to help develop multiple step decision making skills. Students also participate in a Crime Scene Investigation Unit that teaches students the skills and critical thinking that goes into solving crimes. At the end of the unit (year end project) student evaluate an "actual" crime scene and solve the crime and determine who did it.