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

3 I will communicate student progress with parents monthly by sending home a class newsletter on what we have been learning, what is to come, and where their child is at regarding these topics. Attached to this newsletter and progress report will be suggested activities that can be done at home to incorporate these skills into everyday learning. For example, if a student is struggling with counting, I would suggest practicing counting objects at home and in public. The parent can ask the child how many cars they can count in a parking lot, or how man flowers are in their backyard. Grades The process I will use to determine grades based on differentiated instruction and individual student progress toward mastery of academic content standards will be based on student readiness, abilities, and skills for their overall learning of kindergarten standards. Most grades are based on summative assessments (post-assessments, and end of unit assessments), while some are based on overall observations and student effort and participation. The grades are inputted based on student mastery of a given standard. I use a scoring scale of 1-4. 1 being beginning , 2 developing , 3 nearly proficient and 4 proficient . I then take in both factors to determine a grade that represents their overall understanding and readiness of a topic. These grades are final and sent home every 12 weeks (about 3 months). Reporting to Caregivers I report grades to caregivers in multiple ways. One way is by holding 2 formal conferences a school year (every 12 weeks) to discuss final grades, and overall, how their child is doing in school (socially, emotionally, and behaviorally). During this time, parents are given the opportunity to voice concerns and receive support from me. Another way I report grades to caregivers is by sending home monthly progress reports with my phone number and email attached. I do this to give parents the opportunity to ask questions or provide further explanations if needed. Lastly, I offer families the opportunity to meet in person or over the phone during my office hours every week. I provide office hours every day after school for 1 hour. Families can sign up for a day and time through our class ParentSquare (ParentSquare, 2011) page to discuss their child's grades and how they are performing in class whenever they need to. They can also send me messages on ParentSquare (ParentSquare, 2011) regarding their child's grades. Informing Future Efforts By keeping a close eye on student data throughout the school year, it allows me to reflect on student growth, as well as where students are struggling and need my support. Monitoring student progress will also allow me to conduct action plans to help students through interventions/ enrichment activities that will meet the needs of all students. The data provided will also let me see how my class is doing, and if I need to revisit instruction with an innovative approach or enrich my instruction so my students remain engaged and challenged. Lastly, the data provided will allow me to group students based on their readiness for math and literacy and provide each group with differentiated instruction that meets them where they are at.

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4 References ParentSquare. “About ParentSquare - School and Parent Communication App.” ParentSquare , 2011, www.parentsquare.com/about/. Accessed 26 Aug. 2023.