Showing posts with label Formative Assessment. Show all posts
Showing posts with label Formative Assessment. Show all posts

How to Tame your IEP Data Mess!

If you walked into my office and looked at my desk you would fall over. My desk by day 5 of the school year--OMG! I know I'm not alone. With all the paperwork, files, reports, and student data well--it's a wonder that any of us are organized. #amIright?

After 14 years of trying everything from one binder for all my students, (mind you that 1 large binder with 40 students) to buckets to file folders. Nothing worked to keep each students data, work, progress monitoring, teacher conference notes. So last summer, I decided to try student data binders and make my students responsible for everything. My students LOVED them. FYI: It was these binders moved my students more than a year. #SWEET #studentmotivation

Why keep a Student data binder?

Well… the answer to this is different for everyone, so I will just share why I keep one… and it’s a super simple reason: It keeps me organized. In this data obsessed age (ahh me), there is so much to keep track of. Compiling it all into a portable binder makes my life easier. No more running around to three or four different files to find current information on my seconds! I can just grab and go at a moments notice! (Who can remember all those student meetings, anyway?!) I love having my data in one place to show teachers and parents. #perfect

My idea Teacher and Student Data binders hold all things IEP in 1 place. All the IEP goal data and progress monitoring together, organized that IEP writing is a grab and write. Grade Level meeting grab and go!

Data binders are an essential component of a strong classroom learning community. Every student has their own binder.

We set goals for everything and so far it has changed the look of my classroom. We use a data binder to keep track of all the goals (think SLO or Student Learning Objectives).
Students keep guided reading books, attendance, work samples, IEP snapshot and more in their binders. 

Data binders can take many forms, but the goal is the same: to drive student performance, improvement, and self-awareness. Students can document their learning and growth over time which increases their growth by years end. #morethanayearsgrowth

Students tracking goals and their data building more intrinsically motivated students who track and met their goals.

My Teacher and Student Data Binders include:
  • Binder labels
  • Sounds/Letters both upper & lower case
  • Number Identification 0-30
  • Fry Sight Words
  • Oral Counting
  • Letter writing
  • Basic Shapes
  • Phonics Survey
  • I Can Early Math Statements
  • Graphs for all assessments included
  • Marzano’s Student Self-Assessment Rubric & Poster Set (Robots)
  • 2 different Phonics Surveys 
  • Weekly Self-Assessment
  • Reading level/Running Record Trackers
  • 2017-2018 Calendar
Other Ideas: 
  • IEP snapshots (for easy access for goal setting sessions)
  • Student/Teacher Created Rubrics
  • Anchor Charts
  • Goal Setting and Conference Sessions
  • SMART Goals
You can add what you need and make it your own.  I use my Student Data Binders to push students to challenge themselves and grow.

My Teachers Binder has ALL the formative assessments I use to track IEP growth or progress monitor. I add assessments as IEP goals change.  I don't have time to look for it. Grab and go. The best when you're being pulled in 100 different directions.   #Iknow

This system has been extremely intrinsically motivating for all my students.

Until Next Time,

Thank you for your interest-this offer has expired. 
You can find my Student & Teacher Data Binder HERE.

February Show and Tell

 I'm doing the Long Weekend Happy Dance!! Who else has President's Day off? I so needed the extra day to do nothing.

I'm linking up with Forever in 5th Grade to give you peek into my special education resource room and what my students have been up to in the last month. And wow-have they been busy!

This is one group's comprehension work. I have four groups working through The Primary Comprehension Toolkit at Heinemann Publishing. It takes students' through all the comprehension strategies. I love they can move at their own pace. In my case, I have several the DRA reading levels in each group. The umbrella makeup of each group is the comprehension strategy and the reading material students use is at their DRA reading level.

This picture shows how the group is finishing a "Shared" lesson with a "shared" creation task. They decide HOW they were going to SHOW their meaning. My next step with this group will be to have them do the same lesson on their own. It's great to see HOW they go about SHOWING their meaning.

I have talked in the past about how my school district is very big on higher order thinking skills. Here you can see a different comprehension lesson, where you can see the Essential Question which they have to answer with either an Interim or Summative Assessment--but they do it through the World Class Outcome of "How did you create your meaning Strategically in reading and writing."

In my world, ALL students have to do this. This year my work around has been for students to app-smash their way to creating that meaning. This gets them through their hang-ups of writing or long drawn out projects I don't have time for. Plus, they love any excuse to use technology and I love using it for something other than plug and play. Be sure to follow me on Instagram for great special education resource ideas and more about our reading comprehension work.

So all comprehension groups means a new way to look at IEP goal progress--in the form of Google. This is a great way to be paperless. As students are reading quietly or reading to me I can fill out my notes. I go through everything my decoding and comprehension strategies to target and fluency work.

This is the working version of the summative assessment my comprehension groups will do around the time of Spring Break. I'm hoping by then student's have working with at least 4 different comprehension coding strategies. This will be their turn to show what they have learned and apply it.

Stay turned for next months peek into my special education resource room. I'd love to hear how you teach reading comprehension strategies in your guided reading groups.  Have a great week.

Show and Tell-July Linkly

Good Morning, today I'm linking up with Stephanie at "Forever in 5th Grade," to bring you a glimpse into my end of summer planning for my Special Education Resource Room. This year I'll be working with 2nd and 3rd grades. Many of these guys were with me last year. Most of my thinking has been around how I want to strength or change systems I had in place last year like communicating with parents and making it authentic for students.
I have an crazy teacher rubric, this year I'm going to swing to the fences. I have in the past talked about Personalized Learning and how I'm working to use the thinking in s Resource Special Education room. I'm adding a Data Binder this year. 

Each student will have a binder where they will keep their data, Personalized Learning Plan, rubrics, and week reflection plans. This information will be used to info IEP meetings and make it easier for students to crate a video of presentation for their IEP meetings. I also hope I can give students more responsibly like their books, progress monitoring materials, attendance, behavior, and what ever else I want them to hold on to. I chose to make the paper pieces match the divider tabs in the hopes it would help with organization and I could spend less time with missing pieces. 

This summer I had the privilege to be my nephew's nanny. We have spent the summer between the library and playing with water in the backyard. The animals are from the Vancouver aquarium. (I visited Vancouver in early June.)

I miss not sending home monthly newsletters to parents.  The twist I want to add is the students writing something each month that I can add to it as well. This idea will help with two things--increase parent communication and two help students to write to an authentic audience.  I'm looking forward to see what they do. They will also be contributing authors on the classroom website. I'm hoping since we use Google Sites this idea will not be all drama and something everyone will see of high value.

One thing that I added to my Data binders was a way for my students' for reflect on and take control of their learning and a perfect way to use it as a Formative Assessment. Last year to used Robert Marzano's Checking for Understanding. This is one of three versions I have in my Teachers pay Teacher store. Even though I'm keeping the same students just a grade older than last year--this version was perfect for them as first and second graders. This is perfect for students to self assess and reflect on their learning, you can target specific skills they say they are missing or confused or speed up you instruction because they've got it. You can buy it from my store-click on the picture.

What is Balanced Assessment?

What is Balanced Assessment?

A 21st Century Assessment System must include both Formative and Summative Assessment
The 21st century will usher in a new era for how teachers utilize assessment systems. The new model will include both summative and formative assessment. In contrast to summative assessment, formative assessment is more focused on collaboration in the classroom and identifying learning gaps that can be addressed before the end-of-year assessments.

A comprehensive balanced assessment system includes classroom assessments, interim/benchmark assessments, and statewide assessments that are aligned to state standards. Each component is important and should be valued for what it contributes.

Formative Assessment

A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.
Formative Assessment includes:

  • Questioning
  • Discussions
  • Learning Activities
  • Feedback
  • Conferences
  • Interviews
  • Student Reflections

Formative assessment is found at the classroom level and happens minute-to-minute or in short cycles. Formative assessment is not graded or used in accountability systems. The feedback involved in formative assessment is descriptive in nature so that students know what they need to do next to improve learning.

Summative Assessment

A measure of achievement to provide evidence of student competence or program effectiveness.
Summative Assessment includes:

  • Selected Response Items
  • Multiple-Choice
  • True/False
  • Matching
  • Short Answer
  • Fill in the Blank
  • 1-2 Sentence Response
  • Extended Written Response

Performance Assessment

Summative assessments are found at the classroom, district and state level and can be graded and used in accountability systems. The information gathered from summative assessments is evaluative and is used to categorize students so performance among students can be compared.

What is Formative Assessment?

Formative Assessment is a vital part of successful teaching, and should be practiced continually throughout the learning process. This type of assessment is key in helping students to achieve their highest potential in the classroom.

Formative assessment is different from a summative assessment- some form of a test at the end of a unit or lesson; an assessment that is given a grade to determine how well the student learned the material after the content has been completely taught. Instead of occurring at the end of all instruction, formative assessment takes place during teaching, and continues throughout the entire learning process. Traditionally, these assessments aren't given a grade; they are instead used by teachers so they are more aware of how to approach future instruction with students on the subject.

Benefits of Formative Assessments

  • Gives the teacher insight on student needs, and provides the opportunity to adapt their teaching in order to best meet the unique needs of the students
  • Allows the chance for reteaching throughout the learning process 
  • Gives the teacher a concept of where every student stands with their current knowledge (and of what each student still needs to know during the unit or lesson)
  • Allows the teacher (and students) to determine a set goal for learning and decide how to best reach that goal
  • Helps the teacher to know what level of instruction to begin with the next time the material is presented to the students
  • Gives teacher the opportunity to make necessary changes and differentiate instruction appropriately for the students to be successful
  • Provides students with multiple opportunities to demonstrate their knowledge as they learn new things 
  • Provides the teacher with insight on how to appropriately group students for cooperative learning activities
  • Allows the teacher to adjust instruction in order to effectively provide for different student needs

By utilizing formative assessments in your teaching, you are enhancing both instruction and student learning. These assessments aren't solely for the use of the educator or the student. They provide vital information and feedback to everyone involved in the learning process and greatly improve the atmosphere of the classroom and the overall student achievement.

Types of Formative Assessment

Formative assessment does not (and should not) take the same form every time. It is beneficial to both the teacher and the students to use a variety of types of assessments
throughout teaching and learning. There are many ways that formative assessment can be implemented in order to give the teacher the most information possible, and to give students the greatest number of opportunities to demonstrate their knowledge.

  • Use individual, partner, small group and whole group activities in order to assess students (this will provide and overall concept of how the class is doing, as well as an individual look at student progress)
  • Students can discuss and share their thinking with others in the class in order to form a deeper understanding of concepts taught (such as a think-pair-share)
  • Students should summarize main ideas within the unit or lesson, and reflect upon learning (in order to best make sense of what they know)
  • Use writing assignments in order to cover specific questions or topics (allow students to use pictures along with words)
  • Provide vocabulary and main concepts on a topic both before and after the teaching and learning occurs (to determine how much learning has taken place, and how much still needs to be improved on)
  • Conference with students on an individual basis to discuss progress and establish future goals for learning
  • Have students use lists, charts or diagrams to organize the information that they know
  • Use cooperative learning activities so that students have the opportunity to work with other students and build an even further understanding of concepts

In the first grade classroom...

Formative assessment should be used in every grade level to enhance the teaching and learning that takes place in the classroom. Even in first grade, formative assessment can be used in many different ways to benefit the teacher and students. At an age where so much rapid growth and change can occur, formative assessment can be key in keeping up with the ever-changing abilities of students. In first grade classrooms many students are beginning to have a stronger concept of literacy and are rapidly growing into readers. Individualized formative assessments (such as a reading conference between the student and the teacher) should be used in order to determine the individual reading abilities of each student. If the teacher regularly holds reading conferences with students, they will be able to keep up with the unique needs of every learner, and set goals for reading throughout the year. This will make the teacher more aware of which types of materials to use with their students for lessons and assignments.

Although first grade students are young, it is still extremely important to utilize cooperative learning and small group assignments within the classroom.  If the teacher uses information gathered from other formative assessments to properly group students into cooperative learning groups, students will not only learn how to work with others early on, but they will be able to support each other’s learning.

In the first grade classroom, you can also have students reflect on their learning by writing a small summary of what they have learned or somehow relating the information to themselves. This accomplishes several important goals at once- gives the teacher an idea of what information has been learned, teaches the student to summarize and reflect on their own learning, and helps to develop early writing skills.

Formative assessment is a valuable tool in the classroom. It is an ongoing process that will help to guide the learning process and future instruction.

Creating Reflective Learners

Students are more successful when they monitor and reflect upon their thinking and learning. Cultivate a classroom of self-reflective learners using these strategies:

I use a learning goal and scale. I create a classroom culture in which students feel safe self-assessing and sharing their honest progress towards learning goals. I set a purpose for each lesson by using a specific and measurable learning goal or objective written in student-friendly language. I remind students that a learning goal identifies what they will learn or be able to do by the end of the lesson. I tell students that they will be setting goals, reflecting on their understanding, and monitoring their progress toward these goals. I teach students how to show a numerical finger cue corresponding to the learning scale under their chins to rate their understanding throughout a lesson. I explain that honest ratings help me as a teacher because I am able to see what they understand and areas in which they need more help.

I use Robert Marzano’s “Assessing Student Learning” from his Art and Science of Teaching. It’s posted in my room and at the end of each lesson I ask to students to score themselves. I’ve found that using this learning scale has made a tremendous difference in my students’ motivation and investment in their own learning. They are accountable for their progress and take ownership of their mastery.  You can grab a copy of from my store. Just click on the picture. 

I track their scores using an iPad app called Easy Assessment. It’s a dollar. I set it up with the kids in each group.  I love that I can export the scores out to excel to have as hard data.

I promote self-advocacy skills. Have you ever had a student that just sits like a bump on a log and stares aimlessly into space instead of asking for help? Teach your students how to advocate for themselves and ask appropriate clarifying questions by creating an Asking-for-Help anchor chart. This chart should consist of questions that students can ask when they need help or do not understand a goal, such as:
  • May I please have more information?
  • May I have some more time to think?
  • Would you please repeat the question?
  • Where can I find more information about that?
  • May I ask a friend to help?
  • Would you please give me another example?
  • Where can I find that answer?
  • Would you please show me another way to solve the problem?
  • Would you please clarify that?

After I have completed the anchor chart, laminate it, show it to class, and discuss appropriate and inappropriate ways they are to ask for help. Insist that students speak in complete sentences when they request help. Redirect students to use the questions whenever they are confused.

I create student portfolios. Portfolios are a great way for students to demonstrate growth and showcase their work as a holistic means of assessment. These are also powerful tools for communicating student performance during parent-teacher conferences. Create a checklist of work samples that I want to include in each student portfolio. For example, I may want to include a piece from each subject area that shows growth, one that shows mastery, a piece that each student is most proud of, and one that students are currently working on. I explain to students how this is an ideal opportunity for them to demonstrate what they have learned and to share their learning goals with their families. I direct students to choose pieces of work within each subject area that they think exemplify their personal growth and progress. If using the stamp kit, tell students to stamp each piece of work with the appropriate stamp. I prepare students to justify and explain their ratings for each piece during the conference. Parents love seeing samples of student work and always moved when they hear children discuss their learning and progress. Be sure to have a box of Kleenex handy as these proud moments can invoke tears of happiness and joy.

Some things for me to reflect on before returning in the fall. Have a great week.

Ideas to Move a Stuck Reader

I have a couple of students this year that have not moved much in the last year or so. At our weekly, team meetings we talk about about these guys. As a group we try to figure out why they aren't moving. It tends to be asking lots of why and right when you think you've got it; you ask why again. Sometimes we need to come back and collect a specific data point. Other times a plan is hatched and put in place. Think of these as questions and does the evidence show that the student has it.

If the student decodes the first few letters or syllables and makes up the rest, confuses simple words like we're and there, or has trouble recognizing high-frequency words than:

Word Recognition: word recognition is a broad term for being able to access print.

High Frequency Words: are words that occur often in written language. Students need to be able to recognize these words quickly. Under 5 seconds fast!!

Sight Words: I think most teach use sight words and high frequency words interchangeable, meaning sight words are words students should know by sight, without sounding them out. Others use sight words to mean high frequency words as words students cannot sound out or don't play by the rules such as have or give.

Decoding: this refers to understanding sounds and letters. 

Phonics: this refers to the rules that govern the English language.

As a rule of thumb, the student's most current DRA or Fountas and Pinnell is used. Digging deeper is key when needing to find a new way to move students. The team is always surprised when talking about High Frequency Words because my buildings kindergarten to fourth grade agreement that all students will known the building list. Student move in and sometimes its just forgotten but not everyone has mastered "the list."

Going into a week after receiving news that I'm now a National Board Certified Teacher, I wish to thank my mom for her ongoing encouragement and faith in me. I also wish to thank my readers for I hope you find what I share informing and useful and even something you can take back to you class and team. If you are traveling this week--I wish you safe travels and a have a restful and fabulous break.

Giving Feedback

What is Feedback?

W. Fred Miser says, “Feedback is an objective description of a student’s performance intended to guide future performance.  Unlike evaluation, which judges performance, feedback is the process of helping our students assess their performance, identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.”

Grant Wiggins  says, “Feedback is not about praise or blame, approval or disapproval.  That’s what evaluation is – placing value.  Feedback is value-neutral.  It describes what you did and did not do.”

“Effective feedback, however, shows where we are in relationship to the objectives and what we need to do to get there. "

“It helps our students see the assignments and tasks we give them as opportunities to learn and grow rather than as assaults on their self-concept. "

“And, effective feedback allows us to tap into a powerful means of not only helping students learn, but helping them get better at learning.”

~ Robyn R. Jackson

For those of use who are evaluated on rubrics like C. Danielson's, giving student's effective and meaningful oral and written feedback is huge. It becomes part of how you use formative assessments during a lesson and how you determine if students "Got it" or not. 

I think its important to remember what good feedback looks like:

  • The more delay that occurs in giving feedback, the less improvement there is in achievement.
  • As often as possible, for all major assignments

  • What students are doing that is correct
  • What students are doing that is not correct
  • Choose areas of feedback based on those that relate to major learning goals and essential elements of the assignment
  • Should be encouraging and help students realize that effort on their part results in more learning 

Specific to a Criterion
  • Precise language on what to do to  improve
  • Reference where a student stands in relation to a specific learning target/goal
  • Also specific to the learning at hand
  • Based on personal observations

Focused on the product/behavior – not on the student

  • Did the student understand the feedback? 
  • Opportunities are provided to modify assignments, products, etc. based on the feedback
  • What is my follow up plan to monitor and assist the student in these areas?
I think of how I give feedback during a Wilson lesson, "I heard you read red correctly. How might you fix this word?" To shift the thinking back on the student to make the correction. This means I'm only focusing on one thing at a time. Not everything that needs to be fixed. I find its hard in guided reading, when the student stumbles over several words--deciding which ones to give and which ones to have them fix on their own. It's finding that balance and shifting the cognitive load from me to the student. That way the next time they see the word or get stuck they can independently use the strategy.  It's hard to find that balance and demonstrate that you are using feedback as a formative assessment. But that's what it takes for students to self-monitor. Some thoughts to add to your daily practice. Have a great week.

Math and Technology

I'm linking up with iTeach 1:1 to share what apps my students use during math. In many cases they have a wide selection to chose from. The ones I have decided to highlight here are the ones that they used the most and ones that they will be using in the fall.

Others like iMovie are part of a group of choices that also include PuppetPals, StoryMaker, and Toontastic. They all give students creative license while illustrating a story problem that will later be shared with the whole group. These apps fall into what you could call "Surprisingly Educational Apps."

Towards the end of the year, I started playing with a portfolio type setup for their work but didn't have a way to 1) email it off the iPad and 2) some place to put it. In May, I solved one problem by creating a classroom email account in which students just send me work. They don't have access to it. I have just recently solved my second problem. I needed a place to collect student work that I could easily share with classroom teachers and parents without it being a process or nightmare. All work will either go to Evernote or 3 Ring in the fall. I love that students can email me their work.

Also new for them in the fall, will be CBB or Creative Book Builder. I talk in a previous post how I will get rid of notebooks and students will do that work in CBB instead.

Have a great day blog hoppin'. Happy 4th of July.

Guided Math in a Resource Room

My building has been slowly, slowly taking on guided math. As a building we are moving towards pulling small groups after whole group instruction. My question is how do you maintain rigor of what students are doing while you are meeting in small groups.

Before going to Spring Break, it was decided that I would be providing replacement core of three of my sixth graders and about half way through my time with them I provide support to a small group of fifth graders that come as well.

I have decided to use interactive notes for both groups for the rest of the year. I came across this from Rundes Room on Pinterest, where students are responsible for the learning goal and the proof. This is perfect for my students because it aligns with how I write my daily learning targets.

My students have to provided proof that they have mastered the learning target every day. Even in reading, when the target and outcomes are the same all week. This will mean that I will have daily evidence of what my sixth graders are doing while working on their own. It will be interesting to see how this idea works with both Investigations and Do the Math. More to come as I play. Have you used interactive notebooks, I'd love to hear how they turned out. Have a great week.

Progress Monitoring with GRR

I have spoke at length about how I use Gradual Release throughout my teaching. Last month, I began using the Gradual Release Student Rubric for my students to self-assess after each lesson. This past week I started  asking them to tell me why they are that number. I tell students right after reviewing learning target then I will ask them to tell me where they are on the rubric for "Collaborate" ate the end of the lesson and why. I use it for all four parts of the lesson, so it doesn't matter if Monday's is an "I do" or "Independent" wok on Tuesday. They have to tell me and why.

You would not believe how they have risen to the challenge. They can clearly articulate how their behavior was and what they need help with. This is HUGE--having students who can clearly state what they need is tied to my districts teacher evaluation rubrics.

I have created a track form that helps me with differentiation. It's a simple--using the essential question as the base I then add the students feedback and note what I need to do for the next lesson for the student to move  up on the rubric. (This move covers two other items from our teacher rubrics.)

How do you track student self-assessments? Have a great week!

Assessing Student Learning

Assessing student learning is easy for me. I give a quiz or ticket out or play 20 questions. But I want my students to tell me what they need--do they have it or don't they. I've talked in the past about using the Gradual Release strategy as how I teach each day. Gradual Release works both ways.

Before going to Christmas Break, myself and several classroom teachers, introduced a Gradual Release Student Rubric. This rubric was designed to have students know what their responsibilities are during each stage.  We have all been amazed about how students have been able to clear state where they are on the rubric and those student are the "goofballs"--they have stepped up.

I have always used a paper/pencil assessment to determine what students need the next day. With this I know before I pull small groups which students think they  need more help before they leave for the day. After my mini-lesson, I tell students that if your a 1 or 2 they need to stay with me for more help before working on their own. Sometimes I will name students who I know need more help.

I love that my students can identify where they are on this rubric at the end of each lesson. This has encouraged my students to become more independent and taking responsibility for their own learning.  They know what they need to do while I'm giving a Focus Lesson and they can tell me where they were doing

Yes, I still assess but what I've noticed is that their scores have gone up. I'm spending less time going back and reteaching material. Even my learners that are several years behind their grade level peers are getting the material in a shorter amount of time and are more able to tell me what kind of help they need. They have become more independent--taking on their own learning has helped them. This has helped me focus small groups into something that directly targets what a student needs while not waiting for an assessment; with me missing what why really need. Talk about student focused, student centered learning!!!

What do you use to help students assess themselves so they can become independent learners?

Gradual Release Student Rubric 

Math Fact Fluency

The last year or so, my school has been working on making sure students have their basic math facts down pat. Every teacher in the building has taking the responsibility  for their students to know those facts. The hope being in a year or two our students know them and teachers will not have to find time to teach the skill. In turn it will mean as this skill moves from a core instruction problem (because more than half the students don't have the skill) to one that only a few have that I can create intervention groups to teach the missing skills. This comes from Colorado State Standards and what other districts are telling teachers about when basic facts have to be mastered by. The building grade levels then planned forward what would make the most sense for students. I hope you have a great week as we enter beautiful September.

End of year fact fluency expectations.pdf

Math Warm-Up as a Formative Assessment

Math for many of my students is like going to the dentist. They either love it or hate it. Sometimes it depends on the teacher and how much time they spend teaching the skill vs having time to just practice it. Many times students with disabilities need lots to time to practice the new skill and then they need to see it over and over again. I don't know about you-but mine are really good about knowing it at school and when they get home well:)  I like using a warm-up as a formative assessment and create small groups for remediation.

A couple of things that help: 1) if there is more than one way to solve it, teach it to them so they can find the one that works for them. It may not be efficient but if it gives the correct answer then why argue. I had one student who could use a more efficient strategy to answer multi-digit multiplication problems but never got the right answer. In collaborating with his math teacher and him, we decided that we wanted him to use a strategy that got him the right answer every time.

2) Provide review each and every day. I collect them a couple times a week or daily and look at them. Why?? I'm looking for specific things. I'm looking for errors. I want to know if its a basic fact error, a component skill error, or a strategy error. 

Basic facts: are the one hundred addition and multiplication  facts formed by adding or multiply any two single-digit numbers and their subtraction and division products. 

Component Skill Error: are the previously taught skills that are integrated steps in a problem solve  strategy. In lower grades its usually involves a counting or symbol identification error. In upper elementary, a much wider range of component errors. An example is this fraction problem: the student knew to convert both fractions to a common denominator but did not know the component skill of rewriting a fraction as an equivalent fraction. 



Strategy error occurs when the student demonstrates that he does not know the the sequence of steps needed to solve the problem. An example the student subtracts the denominator from the numerator when asked to convert an improper fraction to a mixed number.

Once I know what kind of error the students are making I can design my small groups for remediation. If a student misses problems because of basic facts errors, I work to figure out which facts specific facts they need to work on and provide practice on both accuracy and speed. 

Component errors are usually because they were not attending. I will reteach the skill that they are missing. For strategy errors, I create a high structured lesson and reteach the skill step by step. I ensure mastery at each step along the way. 

Making 10 Goldfish Math

Using Formative Assessment to Monitor Progress

Have you every asked: "Are there any questions?", "Are you all with me?", "Am I going to fast?. 

We are all guilty about checking for students understanding this way. These are not ways to check for student understanding. Checking for understanding means that students are able to use knowledge and skills in new situations in the correct way. While recall important information is important it's the same as memorizing the information.

Progress monitoring helps you to know if students are on track to make goals. I know because of the way I have set up my progress monitoring, it takes me a day to get through everyone. Formative assessment is another way to collect data about the connections students are making, about the levels of thinks they are doing, and about the clues they are picking up from my teaching about what is important.  Formative assessment is about giving students growth producing feedback and have the opportunity to make adjustments to their work based on that feedback before the end of the unit.

One way that's quick and I can look at latter are Exit Slips. Exit Slips are written responses to questions the teacher poses at the end of a lesson or a class to assess student understanding of key concepts.  They should take no more than 5 minutes to complete and are taken up as students leave the classroom.  I can quickly determine which students have it, which ones need a little help, and which ones are going to require much more instruction on the concept.  By assessing the responses on the Exit Slips I can better adjust the instruction in order to accomodate students' needs for the next class. 

My favorite is 3-2-1 (Three things I learned, Two things I found interesting, and One question I still have).  I have created these forms I just hand them to students to fill out before they leave but you could also create an anchor chart and they use their own paper for it. I also use mine to have students rate their focus and effort.  With this check in I can change what I'm doing without having to take a day to progress monitor my students. Plus, its quick and doesn't take any extra time for them to do. I can use the data I collect to monitor progress and behavior.
3-2-1 Exit Slip Windshield Formative Assessment

About Me

Welcome to my all thing special education blog. I empower busy elementary special education teachers to use best practice strategies to achieve a data and evidence driven classroom community by sharing easy to use, engaging, unique approaches to small group reading and math. Thanks for Hopping By.
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