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Google surveys on the learning targets to assess for understanding

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Google surveys on the learning targets to assess for understanding

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Going to see other classes

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Help each other with monitoring

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See what others are doing

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Students can also help by taking self-assessments and working diligently on LT checklists. 

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Students can also help by taking self-assessments and working diligently on LT checklists. 

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Monitoring data (aimsweb, iReady, etc.)

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Formatively check during small group with questions similar to standardized test(s) data that we use so that we do not have to wait for data/scores to come back to see if current action plans are effective

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Formative assessments during small group

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Monitoring student progress on daily or weekly assessments, as well as on bigger items such as unit tests.

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The resources that we use in the action plans will serve as a gauge on how fast, or slow, the students are progressing. The long-term sign will be student data from Aimsweb, i-ready, Aspire etc.

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1:1 conferencing with the students; my bubble students will also each have their own chart to document progress towards their own personal goal (e.g., reading comprehension, vocabulary, etc.) which we will update weekly on Google Doc 

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1:1 conferencing with the students; my bubble students will also each have their own chart to document progress towards their own personal goal (e.g., reading comprehension, vocabulary, etc.) which we will update weekly on Google Doc 

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goal setting

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Observation

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Visit other classrooms to see the effect on targeted students

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Visit other classrooms to see the effect on targeted students

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Use the Tracker in GoFormative to monitor growth on targeted skills.

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Use the Tracker in GoFormative to monitor growth on targeted skills.

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One on one discussion with the bubble students to gauge their understanding.

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One on one discussion with the bubble students to gauge their understanding.

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After working one-on-one, the teacher may observe students' ability to complete the task independently (Example: Organizing and planning an essay).

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After working one-on-one, the teacher may observe students' ability to complete the task independently (Example: Organizing and planning an essay).

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If the students create a goal setting doc. then I will be able to track where the students think they are, and I can compare that to the work they are giving me in small groups.

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track results from formative assessments

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Being able to conference one on one or 2-3 on one has a profound effect simply because of the fact that it allows you to personalize that checking in with the students.