Element I-B-2. Adjustment to Practice
Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.
What does this look like in practice? Our collective thoughts:
Memorial
- Well-structured lessons that:
Involve previous knowledge
Provide clear expectations
Have clear assessments that are formative, summative, formal, and informal
Utilize a variety of teaching methods
Have student driven activities
Provide students with processing time
Utilize appropriate materials
Have lessons which are relevant
- Tiered lessons
- Flexible grouping
- Interventions through RtI
- Extra practice/Repetition
- Frequent data analysis
- Enrichment opportunities
- Use of multiple intelligence strategies
- Comparing data with colleagues
- Re-teaching skills using different strategies
- Variety of assessments
Written evaluations
One on one evaluation
Running Records: Target fluency, intonation, comprehension, and sight word recognition
- Differentiation
RtI
Adjusting verbal/written material
Multi-sensory activities
- RtI
Drill & practice
Extension activities
Small group and one on one instruction
- Peer editing
- Cooperative learning
- Establish current performance levels (baseline)
- Design and implement teaching goals and benchmarks
- Monitoring data collection
- Modify curriculum and adjust methods and strategies as needed
- Incorporate multiple opportunities to practice skills
- Continue to incorporate mastered skills when new concepts are introduced
- Multiple screenings (ESI – PreK and EDC – Kindergarten)
- Portfolios
- Daily 5 Pensive
- Exit tickets
- Formative & summative assessments
Clough
- Determine present level of learning strengths/weaknesses
- Re-teach to small groups
- Develop extensions
- Challenge students as needed
- Pre-teach skills
- Self-reflection - teacher practices modify as needed
- Home/school communication
- Tracking academic growth
- Check-ins with students
- Rubrics
- Formal testing
- Technology based smart responses
- Group collaboration - project based learning
- Quickly monitoring level of understanding through the use of visual cues, questioning, student dialogue and clear learning objectives
- Portfolios
- Use of variety of assessments: running records, SRI, SMI, Big Sky, Web Based Programs (IXL, RAS-Kids, etc.), journaling (reading, writing & math), Every Day Counts Assessments, Pearson, Informal Assessments, Pre & Post tests, organization of data (data binder, excel type spreadsheet, etc.)
- Find the class or individual weaknesses
- RTI for individual/small group weakness using a variety of methods (hands on, computer based and paper & pencil)
- Enrichment for students who are "advanced"
- From the data, we can determine modifications vs. accommodations
- Use tests to reflect on practices
- Re-teach or expand upon strategies previously presented
- Identify needs of challenged learners
- Develop activities/projects for students with excelled skill levels
- Pre-requisite knowledge: ways to organize data, familiarity with software, data analysis, knowledge of types of assessments and appreciation of levels of differentiation
- Questions: How much data is enough? What is good data? What does the district expect for data collection?
- Use pre-test and past-test
- Anecdotal notes/conferencing/student self-assessments
- Keep running records; computerized tests; work samples
- Differentiated groupings (leveled groups, cafe goals, RTI, skills lab, etc.)
- Stop & Jot, ticket out the door
- Rubrics/criteria checklists/graphic organizers
- Organized and recorded data using: color coded charts, assessment results to group students (in each subject area)
- Identifying your own strengths/weaknesses
- Adjusting your practice, incorporating new methods if necessary
- Variety of assessments: observations, classroom work, formal and standardized
- Student work samples (portfolio) as means to informal student assessment
- Observation and class discussion
- ESI - early screening
- DAYC - Development Assessment of Young Children (Pre-K)
- Tests: DRA, SRI and SMI
- Teacher made assessments
Miscoe
- Use of pre and post tests district wide
- Determine current level of strengths/weaknesses for each student
- Re-teach to small groups
- Using new methods to reach all students
- Team meetings on types of practice used by each teacher, sharing
- Develop extensions for students needing challenge
- Challenge all students
- Pre-teach skills
- Self-reflection - teacher practices modify as needed
- Home/school communication
- Tracking academic growth
- Group collaboration
- Multiple types of assessments in each classroom for each curriculum area
- Project based learning
- Use results to reflect on practices
- Quick and constant checks for understanding through the use of visual cues, questioning, student dialogue, and clear learning objectives
- Check-ins with students for understanding
- Expansion of strategies previously taught, scaffolding
- Pre-requisite knowledge: ways to organize data, familiarity with software, data
- Clear rubrics with exemplars for comparison
- A variety of Informal and Formal testing
- Math on-line programs such as IXL
- Team analysis of assessments used yearly
- Differentiated assessments
- Student work samples (portfolio) as a means to informal student assessment
- Observations and class discussion
Nipmuc
- Clear instructions
- Small group work
- Reteaching
- Alternative activities
- Class discussion
- Reviewing previous day or weeks material
- Using pretests, review games, quiz results
- Adding information or changing assessments to reinforce different skills
- Alternative lessons show a skill another way
- Linking previously taught material to new information be discussed.
- Previewing concepts before introducing new material.
- Recognizing when adjustment is needed for individual students.
- Use of formative assessment to regulate instructional adjustment.
- Different forms of assessment including projects, tests and lab/activities.
- Allow time for topics that need more reinforcement
- Tie current material to past material to ensure the relevance/necessity of HW assignments
- Reiterate (repetition or revision) main ideas and supporting details of the lessons (or areas students performed poorly on).
- Expand through alternate activity for high end achievers.
- Peer instruction in small group with differentiated levels.
- Ask students to express an understanding (oral, written, graphic).
- Clear or measurable objectives
- Formative assessments
- Awareness of existing accommodations and/or modifications using IEPs and 504s
- Formal and informal checks for understanding
- Explain using different modes and resources
- Additional learning activities such as demonstrations and analogies.
- Approach subject or concept from multiple angles.
- Provide clear instructions and differentiate instruction to meet student need.
- Recognize student need for the above. Use discussion to check student understanding; ask probing questions.
- Use formative assessment to give students feedback / to gather data to drive future instruction
- Frequently checks for understanding both formally and informally.Uses these results to adjust curriculum and lessons - “deconstructing” the test/essay to identify problem areasUse results to reteach or adjust pacing (move faster) through different topics.
- “Try on your owns” - Practice problems in the middle of lessons.
- Practice worksheet
- Projects
- Homework
- Essays and discussions
- Tests and Quizzes
- Reassess to ensure students understand the material.
- Use of study questions
- Deconstructing the test discussing questions which cause problems
- Adaptability when grading exams based on student success,
- Giving quizzes before a test to check for understanding
- Using a variety of assessment methods use of video clips and articles to reinforce material learned.