My instructional challenge is low academic achievement in math and reading. I am also meeting the needs of one newcomer with very minimal English, along with 11 ELL students.
I would like to use FrontRow to monitor and personalize student learning. I plan to use this software, along with classroom and MAP data to target interventions that I can teach small groups of students.
I also currently use zearn.org and am looking into Prodigy Math in order to provide a wide range of approaches, and to offer students some choice in their learning. One challenge in this will be in keeping a clear focus on the end goal.
Reflection & Findings:
My data for my students on their SRG scales has steadily increased as the year has gone on. I have even had some students successfully complete level 4 tasks!
My second MAP scores showed large gains in math. I would like to see larger gains in reading at my end of year MAP testing.
I have better implemented Front Row adaptive software during my math block. I have mainly used it to support my core instruction, and ensure that each student is practicing their math facts daily.
I have become more mindful with my use of technology through my experience as a Trailblazer. I have incorporated technology as a way to get my students to achieve their goals as they are related to our learning scales. I have used Blendspace TES as a way to differentiate my word study groups, so that I can essentially "teach" two gropus at the same time. I have used Front Row articles to build background knowledge for my comprehension scales. I have used a free online reading library called epic!, as well as PebbleGo, during my writing block to have my students research.
I have also started a classroom Twitter account that I use to share the learning that is going on in my classroom every week.
One of my roadblocks continues to be student behavior. I need to keep working to ensure that a few students' unique needs are met.
Something that has been more of a "bump" in the road than an actual roadblock has been me using data more efficiently. I would like to develop a more systematic approach to reviewing and using my daily formative assessments, FrontRow, Lexia, MAP, and FAST data.
I have become more student-centered this year. I have done less modeling and direct instruction, and let my students first show me exactly what they need. An example of this in writing has been for me to allow students freedom of choice in topics, given them time to research independently or in partners, and then begin drafting their writing. At this point, I begin to provide mini-lessons or independent instruction based on what I am seeing they need support in.
I have also had an increase in engagement. I appreciate that there is always something meaningful for me to have my students do. I also love that I can "see" their progress on all of the different websites that I use.
I am seeing successes on a few different things. For academics, I love the practicality of Front Row. I appreciate that it asks questions in a word problem format, and that the questions are well-aligned to the standards. I am looking forward to see the results after students are on the program more consistently. Another success that I am seeing is in engagement and in ownership of learning. My intervention kids are excited to complete their Front Row lessons after working with me on a skill. They also love being able to go in to Front Row and choose which assignments to work on during their choice time. It is also great for my attitude and growth mindset to see their scores go up from 20%, to 50%, to 95% after working with them for a few days.