Prescriptive intervention and common assessment shared

Intervention and Common Formative AssessmentTroy MooneyLife SchoolAugust 8, 2012

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

The Big 4 Questions What will we do for those who don’t

know what we want them to know? Move on Reteach

What will 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

Immediate Incremental Intervention

What is it? Intervention Incremental Immediate

Where in schools do we already see Immediate Incremental Intervention?

Immediate Incremental Intervention

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

Prescriptive Intervention

Intervention that is specifically appropriate for the individual needing assistance

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

The Evolution of Intervention Plans

During the School Day Intervention

Problems with afterschool only solutions

Problems with in-class only solutions

During the School Day Intervention is the foundation, the other solutions build from there but cannot be the foundation

Evolution of Intervention: Choice 1

Put all of the struggling students in the same class, but give them the best teacher

Evolution of Intervention: Choice 2

Assign all 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

Evolution of Intervention: Choice 3

Pull students 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

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

Allow those students who do not need intervention to attend enrichment classes, other electives, clubs, or other innovative options

An example of Choice 4 http://www.youtube.com/watch?v=J8DQ

ugVxHv0&feature=player_embedded

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

Discussion How do you and your campus currently

handle intervention efforts?

Common Formative Assessments

What is Formative Assessment? A physical exam rather than an autopsy

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)

What is Formative Assessment? Includes descriptive feedback rather

than only a grade

Guides reteach and intervention

Provides student with understanding of their mastery level

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

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

CFAs and Curriculum Alignment

CFAs are 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

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

Some Thoughts on Assessment We need assessment because students

don’t learn all that we teach. If they did we would not need grade books.

Some Thoughts on Assessment We need assessment because we can’t

predict what students will learn no matter how we design the lesson

Some Thoughts on Assessment Too many tests!

Do all assessments have to be tests? CFAs may replace some of your existing

tests

Rick Wormeli on Formative Assessment

http://www.youtube.com/watch?v=rJxFXjfB_B4