This is Ms. Chee, a 4th-grade teacher at Pueblo Elementary. Her classroom of 25 students has a diverse range of reading skills. Many of them are reading at or above grade level, while more than a few are reading below it. Of course, Ms. Chee understands that it is her responsibility to ensure that every student makes sufficient progress, and she is confident in her ability to do so. Like the other 4th-grade teachers at Pueblo Elementary, Ms. Chee frequently assesses her students’ performance through homework assignments, projects, quizzes, and the chapter and unit tests included with the curriculum. Unfortunately—though these assessments help her determine whether her students are mastering the content standards—they don’t offer a systematic process for identifying when to adjust instruction for her struggling students. Given the time demands involved with providing high-quality reading instruction, Ms. Chee wonders whether there is a way to quickly and systematically assess these students’ acquisition of reading skills.
Here’s Your Challenge:
How can teachers systematically identify when to adjust instruction for struggling students?
How can teachers determine whether students are making appropriate progress?