Evaluation Of A Student Learning Data

Our students come from a wide range of elementary and middle schools and enter our building without consistent levels of instruction that they would receive if they were all coming from a feeder middle school, which leads us to have students with an incredibly wide range of abilities and skills sets when they enter our doors. In response, we have had to create strong structures that hold teachers accountable to sharing and using data to modify their lessons because it is infeasible for us to level our classes perfectly. To do so, we have our instructional coaches work one on one with our teachers to create and update 6-week plans every single week to ensure that their instruction is actually meeting the needs of the learners that are in front of them. Due to these strategies, we had the highest growth in our entire network on the PSAT in quarter one for our ninth and tenth grade cohorts and we are on track to exceed our growth goals for the year. However, it is important to note, that our students have a high level of learning and emotional needs, which means that we have to approach classroom management and social work services differently than another school might. Our classroom management system has to incorporate a high emphasis on relationship and coalition building. It also means that we must approach our instruction in a way that is culturally responsive, culturally sustaining, and data driven. Another strategy that we have implemented to ensure that students have access to rigorous and challenging work is to consistently use data not solely to tell them where they are, but to empower and reinforce to students their worth and capabilities on a daily level. We have VIP lunches, ceremonies that recognize growth, and jobs well done. It is imperative to create a culture of celebration when it comes to acknowledging their hard

As in any research based program there are benefits and challenges. One of the biggest benefits of RTI is it has the ability to transform how we educate all students. When implementing Response to Intervention it helps to treat learning disabilities, identifies students with disabilities, classifies every student’s strengths and targets the specific disability. Perhaps the greatest benefit of an RTI approach is that it eliminates a “wait to fail” situation because students get help promptly within the general education setting. As soon as assessment data indicates a problem area for a student, interventions are put into place to address these concerns. One of the biggest challenges that are occurring is that RTI is still uneven; some districts use it and some do not and because of this it becomes a challenge. There is confusion as to what RTI is and whether schools are required to use. In addition, the evidence based and differentiated instruction is one of the issues in response to education. “Interventions that are research based but not feasible are not likely to be implemented with fidelity, which would undercut the validity of RTI decision making” (Kubiszyn & Borich, 2010,

Teachers, during tier one, should closely follow the GREAT guidelines. Teachers are also expected to differentiate instruction for those who are struggling. Tier two teachers expected to collect extensive data on the at risk student. Teachers are to collect data not only on information the student got wrong, but also when they were correct. This aids in a more correct placement, if needed. The final tier of the RTI process, tier three, is where all the data collection comes into play. In order for a student to be admitted into tier three, there has to be adequate evidence to support this claim. The teacher needs to continue to collect data to provide information on whether or not the student has made progress with the interventions in place. The teacher may asked to organize the data collected during the previous interventions. The text suggest that the teacher may be asked to collect this data in the form of a visual aid, such as a bar graph.

In other words, it is an extremely subjective process” (Response to Intervention (RTI) vs the Discrepancy Model). As stated, many teachers provide accommodations as needed but they do not know how to document the strategies used or measure the

Teacher education is enhanced by using teachers as researchers. Teachers, who do research, can provide information on student interaction and classroom environments, and have a broad sampling field due to the amount of time spent in scholastic settings. This kind of action research allows a teacher to share with others what she/he has learned. It also offers to them, foundations for decisions regarding appropriate interventions and outcomes for improving students’ education or literacy within their classroom or school. When a teacher/researcher collects data for the purpose of research, they will mostly likely use a qualitative method (Johnson, 2008). Within this research, data is collected through observations and the answering of questions that relate to the data. Using this method, questions are more open ended and less defined, so there is more room for researchers to collect a variety of data. There are many ways that data can be collected for research purposes such as, the use of rubrics, student profiles, logs, and observation records that may consist of anecdotal records, checklists, reflections, conferences, interviews, and surveys. During my CIRG 621 my action research was based around Math. Although these courses are geared toward Reading Language arts I wanted to improve my student’s math scores and my ability to

Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

In our school, we use the RTI model to deliver high quality instruction to our students. We use it a variety of ways in the classroom. One way, is through our reading groups. At the beginning of the year, all the kindergartners' reading was assessed. From there, they were broken up into reading groups. The classroom teacher guides the groups through instruction. The groups reading at a higher level only meet two times a week, while the lower-level groups meet three times a week. Those needing additional support, and more intensive instruction, also meet with the kindergarten special educator. We only have one student who needs this services.

Instruction should be differentiated according to how students learn, build on existing student knowledge and experience, and be language appropriate. In addition, decisions about Tier 2 and 3 interventions should be informed by an awareness of students’ cultural and linguistic strengths and challenges in relation to their responsiveness to instruction. Teachers use student assessment data and knowledge of student readiness, learning preferences, language and culture to offer students in the same class different teaching and learning strategies to address their needs. Differentiation can involve mixed instructional groupings, team teaching, peer tutoring, learning centers, and accommodations to ensure that all students have access to the instructional program. Differentiated instruction is not the same as providing more intensive interventions to students with learning problems. RtI has three levels of prevention: primary (core curriculum), secondary (Tier 2 intervention), and tertiary (Tier 3 intervention). Through this framework, student assessment and instruction are linked for data-based decision-making. If students move through the framework’s specified levels of prevention, their instructional program becomes more intensive and more individualized to target their specific areas of learning or behavioral need. Typically each level of intervention lasts from 9–12 weeks with data collection completed regularly, e.g., weekly to three times per week. If the child’s skills improve, the intervention is considered successful. In addition, An academic intervention is successful if there is a sustained narrowing of the achievement gap for the

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

Response to intervention (RtI) is an approach that was recently recommended by IDEA. IDEA stands for Individuals with Disabilities Education Act. This law was passed in 2004 by George W. Bush. It improved the service for children with disabilities and their families. It was important for them to do this to make education fair and equal. Part B and Part C of IDEA are the most important parts to teachers. Part B is for students age 3-21 with special needs and includes funding and guidelines. Part C is more about providing intervention services for infants and toddlers with special needs. The purpose of RtI was to figure out if a student actually has a learning disability. This model takes into account a “student’s

During the initial data needs assessment review, I wanted to make sure we addressed the local community’s needs. We utilized both the LCAP and the DLAC surveys, talked with school teams and informally talked with parents on the campus and PTA members. Part of this evaluation determined a need for more parent involvement and education.

Ever been given a choice to pick any class you want to go to for 35 minutes; sounds great right? Well with the reality of it, most kids use the 35 minutes of RTI during the school day as a go to any classroom and do whatever they want. It is hard for people who actually need help or need to get work done to actually accomplish the task. RTI affects everyone at north from students and teachers being involved in RTI and then also principles with getting people into the right RTI. Before we had RTI we did smart block where you would actually go to the teachers you had that term and that actually helped people get help from teachers who actually know how to do it because they are the teacher for the subject.

Graduate Descriptor: 5.1.1 - Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

A majority of current and incoming fourth grade students struggle with solving word problems accurately. Students have difficulty with word problems mostly based on lack of reliable strategies and poor language interpretation. While fact fluency may be present, the ability to interpret vocabulary to guide computation leaves many students unable to construct mathematical models to interpret or solve problems. Students have difficulty in analyzing real-world scenarios by using different problem-solving approaches.