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Questioning is so key, how can I assess my questions? What resources are reliable out there to help me get better at questioning?

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These past few years I have pushed myself to look for resources. Look for teachers within the building, professional learning in the county or experts in the field that can help my class room. Although not directly linked to assessment of student learning, I believe that I made this shift because I saw a need for my students.

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Not about the teacher, but it is about the student learning. The actions of the teacher need to adjust to the student's ability to demonstrate learning.

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| I have such a range of student skills in this reading support class, I wonder how to determine if ALL students are learning. The biggest challenge I have is a set of identical twins who are identified as being more appropriately placed in the Academic Life Skills program (not diploma bound). Their skill level on the technology is growing but just being able to decode Pre-K to K level words better is not necessarily translating into improved comprehension. How do I commit time to trying to help them with comprehension (they should be learning life skills) at a much lower level while I have 6 other students who are diploma bound and could have so much more of my attention and ability to keep on top of the “pulse” of the class? I have a real professional and personal struggle with this situation.

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| In System 44, I have two opportunities to determine if students are understanding the skills they are being taught (while on the 20-minute required technology program) and when they are in small-group working more on comprehension  While small group is an easier time to take the “pulse” of student understanding, it is critical that I circulate while students are on the technology, listening in as they talk, watching as they spell and answer very simple comprehension questions

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| determining whether or not a student understands the lesson cannot wait for a summative assessment, even exit tickets are too late in the process of knowing whether ALL students understand at their pace and level of learning  teachers must use intuition (looks on students’ faces) as well as things such as whiteboards and discussions with partners with teacher circulation and “listening in” i.e. taking the “pulse” of the classroom throughout a lesson is critical for student learning  the bottom line is that teachers must realize that all students are capable of higher-level learning and it is the teacher’s job to help all students achieve this level of learning

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In what other ways can I try to engage the parents of my struggling students?

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articulate what students will learn

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Myself and my school are committed to do what is needed so that every student will learn. When are consistently monitoring student engagement and success(in many different areas) in order to improve our teaching and their learning.

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It is important that students be engaged in assessing their own progress—working with deliberateness toward goals and aware of how much progress they have made or how they have gone off track.

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What Can I/We do at CRES to involve families more?

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Timely and specific feedback matters.