Assessing students’ prior knowledge and experience about a topic or task Planning to the teaching and learning to meet individual or group needs Engaging students in reflection on their learning and in the assessment of their work Engaging teachers in reflection on student learning and in the assessment of their teaching Using IEPs, EPs and PMPs when applicable Refining and teaching methods in Examples of students’ work and performance tasks Student wonderings Statistics based on explicit benchmarks and/or rubrics Classroom test results Standardized test results Special education diagnostic assessments Teacher observations/ anecdotal Student/teacher reflections Goal setting conferences with students Assess students’ performance in relation to the general & specific expectations of the program Assess group performance in relation to other classes or groups both internally and externally Inform parents, students, teachers and community Assess student thinking processes/ metacognition Refine instruction Differentiate according to individual needs of students Promote further inquiry
Track evidence of individual student learning and development Develop an understanding of the individual student’s progress from multiple perspectives Create opportunities and/or join the celebrations of individual student success and learning. The following practices provide a reliable and consistent way to share students’ progress, celebrate successes and plan for future learning goals and opportunities: Ongoing Communication Agendas – daily communication log between home and school Goal tracking sheets (individualized as needed) – to progress across academics and social settings Tracking IB Learner Profile attribute growth to develop IB international mindedness Tracking Approaches to Learning (Transdisciplinary) Skills to develop life skills and a passion for lifelong learning and taking action within their communities and world at large Parent-Teacher Conferences Minimum of three times a year, including student led conferences in late spring Written Reports Subject area end of unit assessments/reflection sheets/IB Learner Profile self-assessment/end of unit reflections Midterms and report (4 times a year) sent home to parent/guardians End of unit transdisciplinary theme reflections – recorded in portfolios Celebrations PYP Exhibition Project – culmination of IB experience – being implemented in the spring of 2018 Quarterly Awards Days – celebration of student achievement including Summative presentations for PYP Units of Inquiry Student Led Conferences International Night – school-wide IB Showcase – school-wide Math Nights – by grade level and school-wide Morning news broadcast celebrating of student achievements - student television production Competitions at the district, national and level allowing students opportunities to compete in the broader communities Classroom celebrations – data walls, author’s wall, reading expo. Common Vocabulary Term Explanation
Progress Monitoring Progress monitoring: Progress monitoring is a set of specific assessments used to monitor student response to instruction and specialized interventions. Assessments are given in regular cycles (weekly, biweekly, or monthly) depending on the intensiveness of the intervention. Progress monitoring is used not only to gauge effectiveness of instruction, but is an essential part of analysis and modification of the intervention plan and provides important information for eventual placement decisions. Effort is made to complete with fidelity. Assessment Tools Assessment tools: Assessment tools are the methods used for sampling a student’s behavior or knowledge. These tools follow important criteria for: purpose, validity, reliability, & efficiency. Tiers 1, 2 & 3 Tiered instruction involves delivering researched-based instruction to students at increasing levels of intensity that appropriately match the need for every student. Tier 1 includes providing high quality instruction to all students while implementing universal screenings to ensure adequate progress in grade level standards. Students who are not making sufficient progress are targeted for a Tier 2 intervention. Tier 2, instructional programs or strategies are differentiated to match the specific nature and severity of the student's challenges. Diagnostic and formative assessments are used to determine specific skill deficits. A researched-based intervention designed to target specific skills needed is implemented and weekly. Achievement progress is monitored and compared with norms and the peer group. Comparison data is used to determine if a student needs the next level of intervention at Tier 3. Tier 3 level students are provided with a targeted intervention with increased intensity which is monitored weekly. Students who do not achieve the desired level of progress in response to these intensive, targeted interventions are referred for a comprehensive evaluation and considered for eligibility for exceptional student education services. Learning Scales When learner goals have been articulated in scale format, the teacher and students have clear direction about instructional targets as well as descriptions of levels of understanding and performance for those targets. Scales should be: • related to the learning goal, • posted and able to be read by students, • written in student-friendly language (when appropriate), • referenced during the lesson Students should be able to explain: • the meaning of the levels of performance articulated in the scale or rubric. RTI/MTSS Response to Intervention (Multi-Tiered System of Supports (MTSS) Multi-Tiered System of Supports (MTSS) in Florida means to provide high quality instruction and intervention matching to student needs using learning rate over time and level of performance to inform instructional decisions.