This document discusses intervention and common formative assessments. It begins by outlining the "Big 4 Questions" around what students should know, how to assess if they know it, what to do for students who don't know it, and what to do for students who have mastered the material. It then discusses the concepts of immediate, incremental, and prescriptive intervention and provides examples of how intervention can be implemented during the school day. The document also defines common formative assessments and outlines their benefits, including curriculum alignment and informing reteaching and intervention plans.
2. The Big 4 Questions
What do we want our students to know?
TEKS
Assessed curriculum
Scope and Sequence
How will we know if they know it?
Observation
Assessments and Common Formative
Assessments
STAAR/EOC
3. The Big 4 Questions
Whatwill we do for those who don’t know
what we want them to know?
Move on
Reteach
Whatwill we do for those who master
what we want them to know?
Make them wait on the rest
Make them do the intervention anyway
Enrichment
4. Immediate Incremental
Intervention
What is it?
Intervention
Incremental
Immediate
Where
in schools do we already see
Immediate Incremental Intervention?
6. Immediate Incremental
Intervention
Provide immediate feedback all
throughout practice(formative
assessment)
Use intervention to work on skills that the
student has not mastered
Use assessment results to plan and adjust
instruction and intervention
7. Prescriptive
Intervention
Intervention that is specifically
appropriate for the individual
needing assistance
8. What is not Prescriptive
Intervention?
Grouping students together with others who
made approximately the same score on a
recent test or benchmark
Placing every student of the same grade level
into the same intervention regardless of need
Failing to regularly adjust interventions and
regroup students based on assessment results
10. During the School Day
Intervention
Problems with afterschool only solutions
Problems with in-class only solutions
Duringthe School Day Intervention is the
foundation, the other solutions build from
there but cannot be the foundation
11. Evolution of Intervention:
Choice 1
Put
all of the struggling students in the
same class, but give them the best
teacher
12. Evolution of Intervention:
Choice 2
Assignall students extra classes for
subjects in which the campus has
deficiencies
An upgrade to choice 2 would be to only
assign those students with deficiencies an
extra class
13. Evolution of Intervention:
Choice 3
Pullstudents from Electives and Specials
to work on deficiencies
An upgrade to choice 3 would be to pull
students in groups with those who have
similar deficiencies
14. Evolution of Intervention:
Choice 4
Create an intervention period during the
day for immediate, incremental,
intervention that is prescriptive for each
individual student’s needs
Allowthose students who do not need
intervention to attend enrichment classes,
other electives, clubs, or other innovative
options
15. An example of Choice 4
http://www.youtube.com/watch?v=J8DQ
ugVxHv0&feature=player_embedded
16. Some other tips for Choice 4
Place students in intervention groups
before school starts
Do not preclude students from specials
and electives
All available staff assist during intervention
period
Teachers or grade level teams conduct
weekly reviews of intervention groups,
activities, and assessment results
19. What is Formative Assessment?
A physical exam rather than an autopsy
20. What is Formative Assessment?
Test, Teach, and Now what vs. Test, Teach
and Move on
An assessment that will be used for
instruction rather than only for a grade
(which usually signifies the end of
instruction to the student)
21. What is Formative Assessment?
Includesdescriptive feedback rather than
only a grade
Guides reteach and intervention
Providesstudent with understanding of
their mastery level
22. Common Formative
Assessments
Developed by the staff
Based on the scope and sequence,
administered on a schedule (window)
Reviewed and checked by the staff and
curriculum department
Administered at regular intervals
23. Common Formative
Assessments
Used to measure student mastery not staff
performance
Results are shared to all
Interventions and groups are planned
based on results
Spiraled content from previous assessments
24. CFAs and Curriculum
Alignment
CFAsare a good check for curriculum
alignment
Poorly delivered instruction that is aligned is
superior to well delivered instruction that is
not aligned to assessment or curriculum
25. Other Benefits of CFAs
CFAs tell us how all of our students (especially
struggling) are doing
CFAs tell us about the success of our
instruction
CFAs are formative and not summative, they
are for adjusting instruction and selecting and
planning for intervention, not for teacher
evaluation
26. Some Thoughts on Assessment
Weneed assessment because students
don’t learn all that we teach. If they did
we would not need grade books.
27. Some Thoughts on Assessment
Weneed assessment because we can’t
predict what students will learn no matter
how we design the lesson
28. Some Thoughts on Assessment
Too many tests!
Do all assessments have to be tests?
CFAs may replace some of your existing
tests
29. Rick Wormeli on Formative
Assessment
http://www.youtube.com/watch?v=rJxFXj
fB_B4
