EYE Portfolio Overview
What do we want them to KNOW?
1. What is your team’s viable
curriculum?
How will we know if they LEARNED
it?
2 Team Formative Assessments
Data was gathered from each assessment and compared with all members of the PLC team. Students were then divided up into groups according to test scores and were placed into interventions or extensions depending on test performance.
Students placed in interventions were tested again at the end of the week after two days of interventions. Students who still did not pass the test after the second time were pulled in during REACH time and worked with in small groups. We would go over the test questions and discuss their misconceptions and then they would write why they missed the question and what they understand now about the concept.
4. Parent communication-
Parent communication is done by phone, email, and through the class website. Information is sent by email on a weekly basis, on the class website on a daily basis and by phone as needed.
How will we RESPOND if they don’t?
5. Positive reinforcements work well with intentional non-learners. I have found that trying to connect with a student in some small way is the best way to get them to respond. When you get into a power struggle, it rarely works out well with an intentional non-learner.
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I have also taken advantage of the offerings of our school for Lunch Learning and EXCEL. Sometimes the extra time in EXCEL or during lunch is all it takes to get a student motivated to get their work done.
I also stamp students to come in 3-4 days a week during REACH time to help them in smaller groups so that I can see on a more individualized basis what areas they need extra help in. Small groups also helps me to connect with the students an helps to motivate them a little more.
6. What does it mean when you give a
student an ‘I’?
I only had one student get an I this year. This happened second trimester. I had worked with him one-on-one during REACH and worked with his Study Skills and Special Education teachers to try and get him the help he needed to get caught up. I contacted his father and sent work home and even gave him extra time at the beginning of the third trimester to get his work made up from the second trimester.
When a student receives an I in my class, I have to ask myself if I did everything I could to insure that the student was getting the individualized instruction they needed. Was there anything else I could have done to help the student succeed? What can I do to better help the student next trimester?
How will we EXTEND/ENRICH those that
know it?
We have an enrichment opportunity each unit in science. Students who understand the concepts are given an opportunity to test early. If they pass the test with a 90% or higher they move on to enrichment activities. They get to do these extension activities during class time while the other students are working on preparing for the test.
During REACH we have enrichment opportunities available for students who do not need interventions.
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