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Teacher assigns individualized (blue) lessons to students based on their current performance level for both reading and math.

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Based on formal and informal assessments as well as conferences, specific lessons are assigned to students help differentiate students needs by providing them the opportunity to work on the skills they need to acquire.

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Use of videos and databases have allowed for differentiation amongst student groups to answer the overall focus question.

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Students know their groups and what they should be working on a daily basis.

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QR codes allowed students to receive immediate feedback on math task cards.

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Students take the iReady Diagnostic BOY and print out the first sheet where the number score  and placement by domain grade levels are located. We will be using this data to track progress, organize groups, and organization of online assigned lessons and print out tools.

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i-Ready allows teachers to monitor students progress: (a) lesson Task/Title; (b) passed/not passed; (c) time spent working on assigned lesson; (d) start/end date of completed lesson.

It serves as an informal assessment for teacher to create groups, reteach and modify lessons.

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Using technology apps as a form of assessment (informal/formal) has helped provide additional ways to assess students. Not only are we using F&P but we can collect the data from iReady and Razkids when they take assessments and use those to work in small groups.

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Students choose an animal of their interest and use myON, RazKids, and KidRex to read and jot notes on their book club subtopic.

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Students were able to use Pebble Go for research on Nonfiction topics. Making it engaging for students to learn about an animal and then writing All About it for the writing unit. Pebble Go had books in English and Spanish.

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Students at BOY use the Placement by domain and grade Level to make personal goals. They then compare the scores with the MOY Placement by domain grade level to assess their progress and to make new goals.

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Studying the data is vital to DIFFERENTIATING group instruction!

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Students share what they've read or wrote and their thinking based on the strategy of the day. Partners are able to comment and leave feedback on each other's videos.

https://padlet.com/kvillacis2/3219

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Daniel Sanchez 5th Grade Student
BOY 449 (GRADE 3),
MOY 472 (GRADE 4),
EOY 482 (EARLY 5).

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BOY AND MOY Data Analysis and Goals Making 

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BOY AND MOY Data Analysis and Goals Making 

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Matthew Lopez 5th Grade Student
BOY 436 (GRADE 3)
MOY 437 (GRADE 3) Very little progress - Students gets extra assigned lessons and focused instruction on the two skills that will bring up his score for the EOY.

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Self-Assessing on significant progress. Matthew Lopez 

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Self-Assessing on significant progress. Matthew Lopez 

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Katie's Self Assessing on her next steps.

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Katie's Self Assessing on her next steps.

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Specific Lessons are added based on Next Steps for each student.

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Specific Lessons are added based on Next Steps for each student.

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Use of shared and stored folders have allowed for organization of planning and student resources across grade levels and amongst grade teams and co-teachers.

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Smart lab has provided the opportunity to create interactive games that are engaging. Specific games are created based on the skills needed by students.