Assessment Outcomes
Determining proficiency and mastery of assessment
If a student is able to reach 80% proficiency of a learning target, I will consider the student to have reached mastery. If a student has reached mastery, I can be certain the student is ready to progress onto the next learning target. For low achieving students, who have not reached mastery, I will provide additional support for the learner through differentiation and appropriate interventions. Additionally, I will allow the student the opportunity to retake the assessment. To support the learning of high achieving students, I believe in the use of enrichment activities to supplement learning and move these learners to a higher level of achievement.
Differentiation
The Theory Multiple Intelligences developed by Howard Gardner can be used to differentiate learning in the classroom, allowing students to use their strengths to increase learning. Each mode of the nine Multiple Intelligences can be use to differentiate instruction through:
Adding each of the Multiple Intelligences to my instruction and providing students with the opportunity to use the modes best suited towards their learning will keep students better engaged in learning and will aid in students understanding of the content.
- Verbal-Linguistic: using speech and written language in learning
- Logical-Mathematical: including numbers, symbols, and math concepts in instruction
- Naturalist: relating content to nature and natural concepts
- Visual-Spatial: using creating images, charts, or pictorial representations
- Bodily-Kinesthetic: incorporating movement and motion in learning
- Musical-rhythmic: writing or listening to music and songs
- Interpersonal: providing opportunity for group discussions and interactions
- Intrapersonal: allowing time for personal reflections
Adding each of the Multiple Intelligences to my instruction and providing students with the opportunity to use the modes best suited towards their learning will keep students better engaged in learning and will aid in students understanding of the content.
Response to Intervention (RTI)
Response to Intervention is an academic form of intervention for at risk students. The framework of RTI is broken down into three distinct tiers based upon the level of intervention needed. After student progress and achievement is monitored, students can be placed into one of the three tiers. Depending on the tier, the frequency, intensity, and duration of the intervention will fluctuate.
The five key components of RTI include:
The five key components of RTI include:
- tiered organization of supports and services
- early intervention prior to “formal” identification for special education
- screening, assessment, and progress monitoring (collecting data)
- standard protocol/evidence-based practices
- collaborative problem-solving
In Tier 1 students are at low risk and will mostly likely not require specialized intervention care. These students will be included in large groups and receive the least intensive less frequent monitoring and and intervention.
In Tier 2 students are at a moderate risk level and will need more frequent and intense progress monitoring and intervention than students in Tier 1. Also Tier 2 intervention groups will be smaller for more personalized intervention and instruction. This intervention will occur outside of the classroom setting for 2 to 4 30 minute daily sessions for at least 9 weeks.
In Tier 3 students are at a high risk level who need extensive intervention. These students will be placed in the smallest intervention groups for the most individualized and frequent intervention, meeting for 2 to 4 30 minute daily sessions for 9 to 12 weeks.
If after a student receives assistance in Tier 3, no gains are made, the potential of a learning disability will be considered.
In Tier 2 students are at a moderate risk level and will need more frequent and intense progress monitoring and intervention than students in Tier 1. Also Tier 2 intervention groups will be smaller for more personalized intervention and instruction. This intervention will occur outside of the classroom setting for 2 to 4 30 minute daily sessions for at least 9 weeks.
In Tier 3 students are at a high risk level who need extensive intervention. These students will be placed in the smallest intervention groups for the most individualized and frequent intervention, meeting for 2 to 4 30 minute daily sessions for 9 to 12 weeks.
If after a student receives assistance in Tier 3, no gains are made, the potential of a learning disability will be considered.
Enrichment Activities
To aid and build upon the learning of students who have reached proficiency of the learning target or finished with classroom activities early, I will use enrichment activities to continue the learning keep student engaged. Enrichment activities may include:
(CBVRSB Gifted Education, n.d.)
- Completing an independent study further exploring a learned concept or an area of interest
- Tier assignments, which contain an additional level of challenge
- Participation in extension activities connected to learning targets
- Working with a mentor or guide to further develop skills at a higher level
(CBVRSB Gifted Education, n.d.)