This document discusses intervention and common formative assessments. It begins by outlining the "Big 4 Questions" around what students should know, how to assess if they know it, what to do for students who don't know it, and what to do for students who have mastered the material. It then discusses the concepts of immediate, incremental, and prescriptive intervention and provides examples of how intervention can be implemented during the school day. The document also defines common formative assessments and outlines their benefits, including curriculum alignment and informing reteaching and intervention plans.

1. Intervention and
Common Formative
Assessment
Troy Mooney
Life School
August 8, 2012

2. The Big 4 Questions
 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 4 Questions
 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 not Prescriptive
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 of Intervention
Plans

10. During the School Day
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 of Choice 4
 http://www.youtube.com/watch?v=J8DQ
ugVxHv0&feature=player_embedded

16. Some other tips for 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 you and your campus currently
handle intervention efforts?

18. Common Formative
Assessments

19. What is Formative Assessment?
A physical exam rather than an autopsy

20. What is Formative Assessment?
 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 Formative Assessment?
 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 of CFAs
 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 on Assessment
 Weneed assessment because students
don’t learn all that we teach. If they did
we would not need grade books.

27. Some Thoughts on Assessment
 Weneed assessment because we can’t
predict what students will learn no matter
how we design the lesson

28. Some Thoughts on Assessment
 Too many tests!
 Do all assessments have to be tests?
 CFAs may replace some of your existing
tests

29. Rick Wormeli on Formative
Assessment
 http://www.youtube.com/watch?v=rJxFXj
fB_B4