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Bondurant-Farrar Community Schools Artifact Artifact Title: Areading Scores

The document is a teacher artifact from Nicole Bruhn describing how she uses reading assessment scores to monitor student learning and guide instruction. It details how she administered the aReading test and fluency passages to place students in flexible reading groups based on their scores. She uses the results from multiple assessments to plan appropriate activities for each group and adjusts her instruction based on students' ongoing needs. The artifact provides evidence that the teacher understands and applies the results of assessments to guide planning and meets the teaching standard of using various methods to monitor student learning.

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25 views

Bondurant-Farrar Community Schools Artifact Artifact Title: Areading Scores

The document is a teacher artifact from Nicole Bruhn describing how she uses reading assessment scores to monitor student learning and guide instruction. It details how she administered the aReading test and fluency passages to place students in flexible reading groups based on their scores. She uses the results from multiple assessments to plan appropriate activities for each group and adjusts her instruction based on students' ongoing needs. The artifact provides evidence that the teacher understands and applies the results of assessments to guide planning and meets the teaching standard of using various methods to monitor student learning.

Uploaded by

api-306957249
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Bondurant-Farrar Community Schools

Artifact
Artifact Title: aReading Scores
Portfolio Author: Nicole Bruhn
Date: 12-3-15
Iowa Teaching Standard 5 Uses a variety of methods to monitor student learning.
a.
b.
c.
d.
e.
f.

Aligns classroom assessment with instruction.


Communicates assessment criteria and standards to all students and parents.
Understands and uses the results of multiple assessments to guide planning and instruction.
Guides students in goal setting and assessing their own learning.
Provides substantive, timely, and constructive feedback to students and parents.
Works with other staff and building and district leadership in analysis of student progress.

I chose this artifact to show:


_____ growth in this standard
__X_ strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
The aReading test is one of several tests that the students take at the beginning of the year. I also gave my students a
fluency passage to see where their fluency was. Using these two assessments, I was able to create my small groups. I
began with using the aReading scores to place students. Then if I noticed that a student was lower in their fluency, I
would move them to a different group. These groups are fluid so if I notice a student is doing really well, I may move
them to a higher group. If a student is not doing as well I may try putting them in a lower group to see if that helps. Once
I have my groups, I then begin to plan what type of activities each groups will do. My groups are typically working on a
similar skill with different materials. As I am meeting with my groups, I adjust my plans to reflect what the students need
at that time.
Reflection on artifact:
Having the students take both the aReading test and fluency passage before making decisions on where to place students
has been very helpful. Most of my students read at or above fourth grade fluency but I do have a couple that struggle
with fluency. Even though they scored above the fall benchmark on fast, I will spend some extra time with them on
fluency. I will continue to complete both of these assessments to get an in depth idea of where my students are at to
guide my instruction.

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