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Prescriptive intervention and common assessment shared
- 1. Intervention and Common Formative Assessment TroyMooney Life School August 8, 2012
- 2. The Big 4Questions What do we want our students to know? TEKS Assessed curriculum Scope and Sequence How will we know if they know it? Observation Assessments and Common Formative Assessments STAAR/EOC
- 3. The Big 4Questions Whatwill we do for those who don’t know what we want them to know? Move on Reteach Whatwill we do for those who master what we want them to know? Make them wait on the rest Make them do the intervention anyway Enrichment
- 4. Immediate Incremental Intervention What is it? Intervention Incremental Immediate Where in schools do we already see Immediate Incremental Intervention?
- 5. Immediate Incremental Intervention
- 6. Immediate Incremental Intervention Provide immediate feedback all throughout practice(formative assessment) Use intervention to work on skills that the student has not mastered Use assessment results to plan and adjust instruction and intervention
- 7. Prescriptive Intervention Intervention that is specifically appropriate for the individual needing assistance
- 8. What is notPrescriptive Intervention? Grouping students together with others who made approximately the same score on a recent test or benchmark Placing every student of the same grade level into the same intervention regardless of need Failing to regularly adjust interventions and regroup students based on assessment results
- 9. The Evolution ofIntervention Plans
- 10. During the SchoolDay Intervention Problems with afterschool only solutions Problems with in-class only solutions Duringthe School Day Intervention is the foundation, the other solutions build from there but cannot be the foundation
- 11. Evolution of Intervention: Choice 1 Put all of the struggling students in the same class, but give them the best teacher
- 12. Evolution of Intervention: Choice 2 Assignall students extra classes for subjects in which the campus has deficiencies An upgrade to choice 2 would be to only assign those students with deficiencies an extra class
- 13. Evolution of Intervention: Choice 3 Pullstudents from Electives and Specials to work on deficiencies An upgrade to choice 3 would be to pull students in groups with those who have similar deficiencies
- 14. Evolution of Intervention: Choice 4 Create an intervention period during the day for immediate, incremental, intervention that is prescriptive for each individual student’s needs Allowthose students who do not need intervention to attend enrichment classes, other electives, clubs, or other innovative options
- 15. An example ofChoice 4 http://www.youtube.com/watch?v=J8DQ ugVxHv0&feature=player_embedded
- 16. Some other tipsfor Choice 4 Place students in intervention groups before school starts Do not preclude students from specials and electives All available staff assist during intervention period Teachers or grade level teams conduct weekly reviews of intervention groups, activities, and assessment results
- 17. Discussion Howdo youand your campus currently handle intervention efforts?
- 18. Common Formative Assessments
- 19. What is FormativeAssessment? A physical exam rather than an autopsy
- 20. What is FormativeAssessment? Test, Teach, and Now what vs. Test, Teach and Move on An assessment that will be used for instruction rather than only for a grade (which usually signifies the end of instruction to the student)
- 21. What is FormativeAssessment? Includesdescriptive feedback rather than only a grade Guides reteach and intervention Providesstudent with understanding of their mastery level
- 22. Common Formative Assessments Developed by the staff Based on the scope and sequence, administered on a schedule (window) Reviewed and checked by the staff and curriculum department Administered at regular intervals
- 23. Common Formative Assessments Used to measure student mastery not staff performance Results are shared to all Interventions and groups are planned based on results Spiraled content from previous assessments
- 24. CFAs and Curriculum Alignment CFAsare a good check for curriculum alignment Poorly delivered instruction that is aligned is superior to well delivered instruction that is not aligned to assessment or curriculum
- 25. Other Benefits ofCFAs CFAs tell us how all of our students (especially struggling) are doing CFAs tell us about the success of our instruction CFAs are formative and not summative, they are for adjusting instruction and selecting and planning for intervention, not for teacher evaluation
- 26. Some Thoughts onAssessment Weneed assessment because students don’t learn all that we teach. If they did we would not need grade books.
- 27. Some Thoughts onAssessment Weneed assessment because we can’t predict what students will learn no matter how we design the lesson
- 28. Some Thoughts onAssessment Too many tests! Do all assessments have to be tests? CFAs may replace some of your existing tests
- 29. Rick Wormeli onFormative Assessment http://www.youtube.com/watch?v=rJxFXj fB_B4