Criteria 11 - analyse and appropriately use assessment information, which has been gathered formally and informally

Term 1 Pact Tool PD Susan Nelson and margot Nielson

PACT 





Keep evidence not just from tasks..build what evidence you can as you go. Stages  and progressions are different terminology. So do stats in Feb will nedd to be done at current time .Priority students and cusp students it is a good way to collect data first. Keep kids as agroup, so can say what the can do.

Use videos/rotations/independent stuff so you can gather that stuff. Use 'Honors' stuff as a start point.
Work as a unit in a team. Think about what big idea is like in science that is what i important.

Use language of location to describe what they are doing-language of coding, mapping, blindfolds 2 steps to right, left.

To do ssessment each it as do the activity as you go during the lesson. So it is not seperate.
Give directions as you go. Compile examples for what we could do for each level. Geo set 1, 2,3 and links to examples sites etc. So you can get an idea.
See strengths nd weaknesses in the maths. So put time in where needed. Will need to have fluid groups and watch how we group to the class.

Our example can be used for 2 aspects for the sets.
barrier game.. sets to ARBS..on left hand side connnecting to the curriculum some of the matching is done for you.

Put it in a context that the understand.

PACT shared folder-geo thinking middles examples of level 2 and 3 and put it in the folder.

PACT intro


Ministry of education to register






Term 3 2015
Reading Recovery Accelleration Chart

This is the progress I am tracking to date, of my students and some of Heathers. I used the data collected from our RR results and created a graph that management could use to report to the BOT.
I will keep adding new information as students finish the reading recovery programme.



TERM 3

I use the NE survey as basis for these new learners as to where they are and what they need to be doing next.

I try to look at them as a group as well as individually so I can see what groupings are needed.

As they are all NE at this stage they all needed work on Letter Id and Word recognition, some CAP of course.

Some have begun school with a lot of letter knowledge some with none.

My programme will begin with the phonics programme so all letters and letter sounds are covered for all.

They will constantly be revisited so new children who join us will be exposed to the letters and sounds.

Term 4

RR are done more frequently now the children have some HFW grasped. I will monitor their progress closely, and am aware of those that need to keep moving and those who need extra assistance.

This term I have asked for some help for my unrelenting group, who show difficulties retaining information.
I hope to get them on the early words programme and Ms Dansely writing group.
I have also approached a parent to come in on Fridays to hear these children read.
These are extra activities on top of the daily programme for these children -not instead of.

Informally observations show me which children are able to work independently and stay focused and which ones are easily distracted.

My RR and informal observations mean my groups are changing from time to time in reading as the children needs and progress change.