Placing students along a developmental literacy continuum based on their proficiencies and difficulties.
Effective educators use data from formal and informal assessments to place and students on a developmental literacy continuum, then scaffold their learning to grow their development and move them along. Ongoing literacy assessments can provide teachers with information in all developmental areas and establish students' proficiencies and challenges. This information should drive movement of each student along the developmental literacy continuum, and guide instructional strategies to meet the needs of all students.
The first artifact is an article by Santi & Vaughn, entitled Progress Monitoring: An Integral Part of Instruction (2007). The authors state, "Teachers who use ongoing progress monitoring tools increase student performance and are more likely to adjust instruction to better meet the need of each student in their classroom" (p. 536). They explain what ongoing progress monitoring is and how it is beneficial to all students, but especially those who are struggling. The second artifact is a case study I did in my Analysis and Correction course. I directly related the data given about Lisa to suggested instructional strategies. My third artifact is an example of the STAR Early Literacy assessment. Our school's reading teacher uses this assessment to progress monitor students participating in reading interventions. In collaboration with the students' classroom teachers, decisions are made about their instruction based on the data. These artifacts represent my understanding of placement and movement of students along a developmental literacy curriculum.
Effective educators use data from formal and informal assessments to place and students on a developmental literacy continuum, then scaffold their learning to grow their development and move them along. Ongoing literacy assessments can provide teachers with information in all developmental areas and establish students' proficiencies and challenges. This information should drive movement of each student along the developmental literacy continuum, and guide instructional strategies to meet the needs of all students.
The first artifact is an article by Santi & Vaughn, entitled Progress Monitoring: An Integral Part of Instruction (2007). The authors state, "Teachers who use ongoing progress monitoring tools increase student performance and are more likely to adjust instruction to better meet the need of each student in their classroom" (p. 536). They explain what ongoing progress monitoring is and how it is beneficial to all students, but especially those who are struggling. The second artifact is a case study I did in my Analysis and Correction course. I directly related the data given about Lisa to suggested instructional strategies. My third artifact is an example of the STAR Early Literacy assessment. Our school's reading teacher uses this assessment to progress monitor students participating in reading interventions. In collaboration with the students' classroom teachers, decisions are made about their instruction based on the data. These artifacts represent my understanding of placement and movement of students along a developmental literacy curriculum.