Evidence from 2017-2018 and 2018-2019 School Years:
Because I have my students working in assigned partnerships throughout much of my day, I am free to observe and give feedback more immediately than in a traditional classroom. I walk around the room, seeing what each group is doing, often interrupting the class to make announcements that further refine what they are doing, with a strong effort not to impede their creativity.
In addition, I have access to the following formal assessment data:
- Reading:
- Fountas & Pinnell Reading Levels (Comprehension)
- MAP Test Scores (Comprehension)
- AIMSWeb Scores (Oral Reading Fluency)
- IXL Diagnostic Reports (Continuous Monitoring, Adjusting & Reporting on Levels)
- Math:
- MAP Test Scores (Math Skills)
- MComp Scores (Computation)
- Unit Test Scores (Concepts & Skills)
- Mad Minutes (Math Fact Fluency)
- IXL Diagnostic Reports (Continuous Monitoring, Adjusting & Reporting on Levels)
I meet with several students four days per week to re-teach/pre-teach math concepts. |
- I meet with three leveled groups each week for Words their Way, and provide enrichment work for students who are excelling at Words their Way.
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