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
Class Ratings

At the end of the day, there have been ups and downs, but the focus should be on improvement. The Class Ratings are when the students rate the class on each of our 5 character and mindset pillars. While I have input, I encourage the students to be honest with themselves and take responsibility if they showed or lacked the pillars at any point. Reflecting on the day's specific moments helps to create a classroom of trust, and a culture of accountability. It is also essential to developing a shared character language that can be refered to throughout the day.

 
Routines and Procedures
Carpet Transitions

Carpet Transitions is a process where students walk from their desks to the carpet (or another location) for the next activity. Expectations and directions are explicitly laid out, and we evaluate how our transitions go. As we perform these transitions more and more, we emphasize our efficiency and use of our time. Through this process, we make the most of our learning time and ensure students transition safely.

 
Feedback Systems
Reflective Goal Setting

Part of building a reflective classroom is giving students the space to reflect on all aspects of their learning from their behavior to the resources in the room. Goal setting is a way to teach this expectation, whole group, to students early in the year, and as a way to focus them during it. Each Monday, students write a Goal post it that has some sample questions to guide students. Ultimately, students can select their own topic, and that free range takes time to nurture into SMART goals. Many students write something like "listen in class" but when we discuss on Tuesday and say "Did you reach this goal?" the answer is not measureable. We want our students to see goals as a procedure that can guide their self-driven learning, not as a reaffirmation of the teacher's thoughts or wants for the student. 

 
Something went wrong. See details for more info
Nothing to upload
details
close