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Pre-Assessment for Differentiation Bethany Owens (Sky High Crew: This…
Pre-Assessment for Differentiation
Bethany Owens
Overview of CommonLit Pre-Assessment
Everything You Need to Know about CommonLit
Frequent Flyers: The students who are demonstrating some proficiency in the pre-assessment while struggling in other areas. They need some additional practice in areas of growth.
Include additional group discussion questions
Incorporate self assessment
Assign CommonLit readings that address areas of growth
Data tracking can be done through CommonLit and other formative assessments such as exit tickets on Google Forms.
Monitoring will focus on the areas of growth.
Monitoring will be conducted bi-weekly to determine whether the student is improving or not.
Student should be reassessed quarterly.
Sky High Crew: This group may be struggling with multiple areas and need some further instructions in understanding the material. Teaching basic reading and test taking strategies will be helpful for these skills.
Teaching close reading strategies along with text annotation through teacher demonstration and guided practice.
Small group discussions about the text in order to make connections.
Pre-reading activities related to the text such as videos, KWL charts, mind mapping, and vocabulary.
Have the students do pre-reading activities to prepare for the next text.
Data tracking can be done through CommonLit and other formative assessments such as exit ticket on Google Forms.
Data monitoring should be done daily. Pre-quizzes and post-quizzes during the same class will be helpful to determine whether students can benefiting from the instructional interventions.
Further analyze of the data should be conducted weekly paying attention to all areas.
Students should be reassessed quarterly.
Nomadic Explorers: These students are meeting or exceeding expectations on the pre-assessment questions. They are ready for further skill development.
Create visual representations of the text individually or with a partner.
Research the literary style and present a speech about the text.
Further literary analysis of stories by completing worksheets or writing a paper.
Additional Considerations: Some students may demonstrate needs that go beyond the classroom instruction. Response to Intervention (RTI) may be appropriate to address the needs of these students.
Lower reading/language skills
Provide students resources and use interventions to improve reading level and language skills.
The student may need additional instruction outside of the classroom such as after-school tutoring.
Data monitoring should be more frequent and focus on the target areas of reading and language skills. For example, the number of tutor hours can be tracked and compared with weekly reading/language skills scores for the duration of 6-8 weeks.
Possible special needs
A formal referral in accordance with legal/school policies
Currently, my school offers very limited special needs accommodations. A refer to an outside agency/provider may be necessary.
Occupational therapy services are available on a referral basis.
Documentation of data tracking, observations, and concerns are important to ensure that the student is properly evaluated.
Communication the needs of the student with others while continuing to provide en exceptional education.
School
Administration
Teachers
Guidance counselor
Parents