Systematic Assessment and Interventions are a crucial component to education today. Systematic assessment is the system that a teacher uses to assess students authentically and purposefully in the classroom. When a student does not master or achieve success on these assessments, the teacher must plan an intervention to help accomplish these goals. 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. No one assessment can provide sufficient information to plan teaching and learning. Using different types of assessments as part of instruction results in useful information about student understanding and progress. Educators should use this information to guide their own practice and in partnership with students and their families to reflect on learning and set future goals (Wisconsin Guiding Principles, 2017).
Purposeful Assessment components should include: performance levels considered acceptable, program quality standards that are aligned with standards for children’s learning, attention to inclusiveness, respecting variation in children’s culture and developmental challenges, and assessments both of program quality and children’s development (Zaslow & Halle, 2009).
Below are two scenarios that need assessment/intervention data. I would like for my readers to give me feedback on assessments and/or interventions that you have found successful in your classroom. Thanks so much for your help!
Scenario 1- We have just completed the second term of school, and child one’s teacher is concerned that she isn’t mastering sounds of letters or blending and segmenting words. She has been in RtI since the end of the first nine weeks. Numerous Tier II interventions have been put into place. She is eager to learn; just seems to be at a roadblock. What are some assessments that can be used for early literacy skills and that the teacher can use the data to determine if she has a learning disability?
Scenario 2- I have a 5 year old student who is in RtI and still cannot grasp the letters of the alphabet and the sounds they make. He also is having difficulty in counting to 10 and one to one correspondence. When he gets frustrated and can't do something, his behavior starts to show. He “takes out" his frustration on other students. He has a diagnosis of ADD and his parents have requested a communication log of when this occurs. What other intervention can be used when he out lashes on the other students in the class?
References:
Wisconsin’s Guiding Principles for Teaching and Learning. (2017). Retrieved from:
Zaslow, M. & Halle, T. (2009). Purposeful Early Childhood Assessment. Retrieved fromhttp://www.researchconnections.org/files/meetings/ccprc/2009/P2-ZaslowandHalle.pdf
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