D187 Task 4

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Western Oregon University *

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D187

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Health Science

Date

Oct 30, 2023

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pdf

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Uploaded by emilycalcagno

1 2050.4.4: Monitoring and Communicating Progress in a Differentiated Classroom Emily C Calcagno MSCIN Program, Western Governors University D187: DIFFERENTIATED INSTRUCTION Professor: Terrance Siler August 2023

2 Introduction I teach kindergarten at a title 1 school in Portland, Oregon. I have 22 students with 12 girls and 12 boys. The age range in my classroom is 5 – 6 years of age. The native languages spoken in our classroom are English, Spanish, Somali, Swahili, and Karen. There is a total of 12 ELD (English language development) students, 4 IEP (Individualized education plan) students, 2 TAG students (Talented and Gifted Program), and 3 students on a BIP (Behavioral intervention plan). The math curriculum used is Bridges in Mathematics (The Math Learning Center, 2005) and the literacy curriculum used is HMH (Houghton Mifflin Harcourt). Monitoring Progress The process I will use to monitor individual student progress toward academic content standards in a differentiated classroom is to begin the school year with math and reading assessments to provide me with an understanding of student academic readiness. Once I have assessed all my students, I will be ready to set short- and long-term goals for each student. By setting these goals, it will allow me to understand where students are currently at in their academics and how I can support them to meet kindergarten standards by the end of kindergarten. I will track student progress formally by conducting a 1:1 assessment at the end of each unit as well as a general math and reading assessment before conferences/report cards. I will also track students informally using a variety of assessments such as pre-assessments, thumbs up/thumbs down observations, learning target checklists, exit-tickets, whole group observations, white board responses, etc. Throughout the school year, I will conduct several summative assessments to track student progress at the end of each unit taught, as well as track formative data to help better assist me with my instruction. I will track student progress using a binder for student assessment data, goals for the student, and notes about observations. I will also use individual portfolios for students' physical work/assessments to track student growth throughout the school year. Student Progress Communication I communicate student progress throughout the school year on a weekly basis. I will do so in two ways. The first way is a 1:1 student meeting to discuss goals and check in on how the student feels about their goals, and supports they need from me. I will conduct this 1:1 interview weekly and track student responses and overall agreement of goals in a student log. Every student will have their own logbook, along with a portfolio to track progress throughout the school year. The second way I will communicate student progress is through small group interventions/enrichment groups. Students will be grouped at the beginning of the year based on readiness for reading and math. During interventions/enrichment small groups, I will provide students with individual feedback throughout the given activity on what they are doing well in, as well as what they can improve on. Communication with Caregivers

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