Using Multiple Sources of Data to Inform ELA Instruction & Grouping: ELA Online Assessments at a Blended Learning Elementary School.mp4

 
 
 
ELA Online Assessments at a Blended Learning Elementary School.mp4
Strategy Explanation
 
 
Strategy Explanation
 
 
 
Assessment & Data

Using Multiple Sources of Data to Inform ELA Instruction & Grouping

As a blended school, sometimes there is an overwhelming amount of data. Knowing how to use it and when is critical in making sure that the data is both purposeful and useful. Included is both offline (DRA, RAZ, and Interim Benchmark assessments) and online (iReady) assessments to inform instruction and make groups (guided reading, computer groups, and skills-based groups).

Strategy Resources (4)
Teacher Planning Resource
 
 
This is a tool used to calculate student behavior on a 5 point scale in order to identify behavioral trends for each student. Students start the day with a score of 5 points, whereby each mis-behavioral infraction reduces the total by 1 point. Student averages are used to identify students in Tier 1, 2, and 3 for the RtI behavior model.
Teacher Planning Resource
 
 
This is a tool used to analyze interim or benchmark assessments. This is useful in prioritizing what skills/standards to teach in whole group lessons, small group instruction, and one-on-one instruction.
Teacher Planning Resource
 
 
This document is used after an online diagnostic is given in order to analyze data and create actionable steps. Together with the blended learning coordinator, the data helps to inform trends in the classroom and creates next steps for the teacher in order to continue meeting the needs of students in their blended programs.
Teacher Planning Resource
 
 
This is a tool used to analyze interim or benchmark assessments. This is useful in prioritizing what skills/standards to teach in whole group lessons, small group instruction, and one-on-one instruction.
Teacher Planning Resource
 
 
This document is used after an online diagnostic is given in order to analyze data and create actionable steps. Together with the blended learning coordinator, the data helps to inform trends in the classroom and creates next steps for the teacher in order to continue meeting the needs of students in their blended programs.
Teacher Planning Resource
 
 
This is a tool used to calculate student behavior on a 5 point scale in order to identify behavioral trends for each student. Students start the day with a score of 5 points, whereby each mis-behavioral infraction reduces the total by 1 point. Student averages are used to identify students in Tier 1, 2, and 3 for the RtI behavior model.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
Instructional Planning
Mark's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Mark plans for instruction in his blended classroom.


 
Instructional Openings
Math Fact Fluency

My students engage in a strategy called Math Fact Fluency for a few minutes each class period. They use a dry erase marker to fill in a blank multiplication table inside a plastic sheet protector according to a specific rule (by 2s, by 5s, etc.). I use this strategy to help my students notice patterns within the multiplication table and to develop a deep conceptual understanding of multiplication.

 
Feedback Systems
Blended Learning Peer Data Reflection

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

 
 
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