Assessment & Data

Leveled Interventions

While the majority of students are working on leveled online practice, I pull groups for leveled interventions. In these targeted small gropus, I give support to students practicing the same level so they can advance to the next level. We identify the skill at hand, work on some practice problems using white boards, and then spend time working on the online practice individually. Students have the opportunity to collaborate, supporting each other in figuring out the skill to pass the level.

Strategy Resources (3)
Student Data
 
 
The Skills Progress page in the Khan Academy coach dashboard allows teachers to see how all of their students have progressed through a certain skill. With this information, I can easily see which students have mastered the skill, which simply need more practice, and which need more support/re-teaching in order to master the skill.
Teacher Planning Resource
 
 
This page on Khan Academy's site shows how an instructor/coach can monitor student progress. It goes into detail about individual student progress as well as class progress with all students.
Student Data
 
 
The Skills Progress page in the Khan Academy coach dashboard allows teachers to see how all of their students have progressed through a certain skill. With this information, I can easily see which students have mastered the skill, which simply need more practice, and which need more support/re-teaching in order to master the skill.
Teacher Planning Resource
 
 
This page on Khan Academy's site shows how an instructor/coach can monitor student progress. It goes into detail about individual student progress as well as class progress with all students.
Stephen Pham
Rocketship Si Se Puede Academy
San Jose, CA


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Fifth grade
Similar Strategies
Feedback Systems
Tech Thursday

Since my students use several different online platforms to personalize their learning, it is crucial that my students review outcomes and trends in their technology usage. Once a week, the class meets to celebrate achievements by "shouting out" students with high performance and also hold students accountable by "calling out" students who have not spent enough time doing problems correctly. Topics that show lower levels of mastery are reviewed and explained, and upcoming assignments are previewed. This is also the time when I respond to the questions my students have asked via the platforms' messaging systems. 

 
Collaborative Student Groups
Class Tutors

In order to keep the group of students working independently, we have a class tutor who helps with both behavior management and helping students problem solve through their math practice. I select students who demonstrate mastery of the content and also responsibility to manage a class, allowing different students to try during different rotations/classes. The student walks around, helping students troubleshoot through technical issues and math questions as well. Additionally, they have control over the ClassDojo system, awarding students postive points and giving "needs work" points as well.

 
Whole-Group Instruction
Rapid Fire

Sometimes the only thing holding students back is practice time. It's amazing how much they can get done when they get themselves into a work frenzy. During Rapid Fire, we create a "controlled crazy" by playing techno music while students work in pairs to solve as many computation problems as possible in five minutes. This is a great strategy to use before taking the lesson to word problems, and provides a break from sitting quietly and attentively during the lesson. There is also always an element of choice in what the students want to focus on, helping them to adjust their self-evaluation for later on.

 
 
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