When I had my interview with my host teacher, she mentioned that her assessment philosophy for her students is an end of the unit assessment to see how well her students understand the material that was taught. If the students don’t get the questions correct she will go back and reteach the material a different way to see if the students get a better understanding. She likes to use hands on activities, allowing the students to make choices, educational online games, and collaborating. The school’s philosophy is NWEA (1977), which is MAP testing, and Children’s Progress Academic Assessment (CPAA, 2014), which tests math and reading. All of these assessment philosophies are linked to the Common Core Standards (n.d.). When it comes to the approach
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stated that to her RTI are services that are provided to meet the needs of students that are struggling in certain subjects (personal communication, November 4, 2016). For her students that receive RTI for reading, they receive 30 minutes a day of pull out time during their centers time. They also spend 15-20 minutes in small group with her. During this time they receive a little extra one on one time with her and are able to receive extra help to meet their needs. For the assessment strategies that my host teacher uses for lessons and topic, she uses the same strategies for all of the lessons and topics. These strategies are; observing, checklists, and tests. From what I have learned from this class teachers should use different assessments for different topics and based whether or not the students understand, they could use more practice, and other learning tools for the different material. My host teacher uses assessment data to determine her students learning by grouping her students for guided reading and guided math. When she says, “grouping,” she means, grouping her students in high, medium, and low.” So she can plan for all of her students but met the needs of the different groups. My host teacher uses assessment data to inform practice by meeting with the RTI specialists and the special education team to look over the data to see where her students are developmentally, and if the students are scoring low then the students will be evaluated and receive RTI
stated that to her RTI are services that are provided to meet the needs of students that are struggling in certain subjects (personal communication, November 4, 2016). For her students that receive RTI for reading, they receive 30 minutes a day of pull out time during their centers time. They also spend 15-20 minutes in small group with her. During this time they receive a little extra one on one time with her and are able to receive extra help to meet their needs. For the assessment strategies that my host teacher uses for lessons and topic, she uses the same strategies for all of the lessons and topics. These strategies are; observing, checklists, and tests. From what I have learned from this class teachers should use different assessments for different topics and based whether or not the students understand, they could use more practice, and other learning tools for the different material. My host teacher uses assessment data to determine her students learning by grouping her students for guided reading and guided math. When she says, “grouping,” she means, grouping her students in high, medium, and low.” So she can plan for all of her students but met the needs of the different groups. My host teacher uses assessment data to inform practice by meeting with the RTI specialists and the special education team to look over the data to see where her students are developmentally, and if the students are scoring low then the students will be evaluated and receive RTI