Data is an integral part of differentiation, and further knowing what to teach and when. Using different forms of data and assessments informs all aspects of my instruction from math to literacy to word study. Using formal and informal assessments in order to create the best possible progression for students is my personal goal because as it is my personal philosophy that we, as educators, are meant to meet students where they are. Assessments in their purest forms are just that.
I have both administered and used formal assessments such as the DSA, as well as other sight word assessments, to create word study groups, appropriately grouping students in letter name (LN), within word (WW), and syllable juncture (SJ) word study groups. While the DSA provided the appropriate starting data, I believed it was important to determine if all of the students who needed to be instructed at an LN needed to focus on beginning/ending digraphs, or if they needed to focus on short vowels. Knowing what each student needs individually is imperative to their success and assessments that drive instruction are one way to do that.
In addition to the DSA, I have administered the DRA 2+ whose data I used to form guided reading groups. Within those groups, I have individually used running reading records (RRR) in order to better understand if students are struggling with their reading based on their literacy skills. From those assessments I was able to gauge which students struggled with decoding and which students were not making meaning from their reading. Further, the Scholastic Reading Inventory (SRI) helped to place students in reading groups based on their comprehension levels.
In those situations where students struggled response to intervention (RtI) plans were put into place. They ranged from tier 1 where a reminder was written on the student’s paper, or the student was given a graphic organizer that was more useful to them, to tier 2 wherein students would complete a targeted morning work or center activity, to a tier 3 intervention which allowed some students to work with a teacher using the Leveled Literacy Intervention (LLI) program, as well as the Orton-Gillingham method.
In lower elementary grades, most interventions are needed in math and literacy, and that is my experience as well. I have also had the opportunity to administer and score district generated topic-based math assessments and 20-week benchmark both hard copy and through eDoctrina. Further I have administered math running records for students in grades 1 through 3 to identify gaps in fact fluency.
We use summative assessments to identify gaps and differentiate appropriately, we also use formative assessments to understand what the students may need in that moment because sometimes the summative assessment may not entirely address a students’ needs.
I feel that in the moment a temperature check, having students put their heads down and raise their hand if they feel like they’ve got it, if they need more help but they’re understanding, or if they feel they need individual support is a great way to gauge student understanding in the moment. Using check-ins such as exit tickets or using a fun game such as Kahoot is a great way to informally check for student understanding.
Using data to inform instruction and differentiation is not only a best practice, but I believe it is the only way to genuinely understand how to help your students academically.