Identifying proper assessments for student intervention can be difficult. Teachers, counselors, psychologists, and stakeholders, have to utilize classification data to understand a child’s story and administer purposeful assessments that will help guide instruction. “Purposeful assessment drives instruction and affects learning. Assessment is an integral part of teaching and learning. Purposeful assessment practices help teachers and students understand where they have been, where they are, and where they might go next” (dpi.wi.gov). If you had the task of selecting purposeful assessments, how successful would you be? Let’s look at a few scenarios below for experience.
- Gender: Male
- First Grade
- Birthdate: 7/25/11
- Household: Two parent, two siblings=1-two years older, 1-one year younger
- Primary Language spoken at home: Spanish
- In-school Interventions:
- RTI Tier II
- Title I services in ELA and Math
- ED (Economically Disadvantaged)
- Attendance: 3 days absent, 5 days tardy/90 days
- Latest Standards Based Report Card Scores Mid-Year:
- ELA: 1/13-Does Not Meet, 10/13-Progressing, 3/13-Mastery
- Math: 1/11-Does Not Meet, 9/11-Progressing, 2/11-Mastery
- Universal Screener Scores
- Reading Inventory Lexile: 58
- Math Inventory Quantile: EM100
The student is well behaved, attends school consistently, has intervention services in ESOL and Title I, yet is still struggling, due to his Spanish speaking background. What kinds of interventions should the classroom teacher explore?
Tenea’ is a third grade, Caucasian student. She has been enrolled in the same school since kindergarten. As a kindergartener, she was placed on a 504; to ensure, in school diabetic procedures were handled consistently, for her diabetes diagnosis. She comes from an Economically Disadvantaged (ED) family, and a single parent home; where the father only has visitation rights. By second grade, Tenea’ was receiving Early Intervention Program (EIP) services in Reading and Math. By third grade, she was placed on Student Support Team (SST)-Tier III. So far, this school year the student has had 12 absences and 14 tardies. Her Lexile level is two years below grade level. Her parent is very involved when it comes to matters discussing her health, yet not so involved during academic discussions. At the end of this year, Tenea’ will participate in her state’s End of Grade (EOG) assessment that determines passage to the next grade. Her teacher is in need of intervention strategies to help her achieve grade level mastery in English Language Arts (ELA) and Math.
Your turn…provide an assessment or questions???
Wisconsin’s Guiding Principles for Teaching and Learning. (2018). Purposeful Assessment. Retrieved from https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles3.pdf