Geneve Dupuy

Formative Assessment and Feedback Plan

Current Data Collection/ Feedback Process:

So far this year I have been collecting data on the students I support in
very disorganized and inconsistent ways. I make a weekly copy of an Excel
spreadsheet that contains each students name, disability, whether or not
theyre an English learner, and a column for notes. Notes pretty much
encompass anything I plan on talking to the student about or any updates I
have to share with my Director of Special Education. I generally change the
color of the notes cell for each student if I have checked in with them
recently, but I havent held myself to any firm definition of the word recent.
What works about this method is that all the information is in one
place, making it easy for me to reference. I generally have the document
open on my laptop so I can remember to tell students things when I see
them. What doesnt work about this method is that it is disorganized and bit
overwhelming at certain times of the year. Housing a variety of different
notes in one place usually leads to me deleting information from week to
week. As a result, I forget things or repeat tasks I already completed (like
looking up IXL topics students should be targeting for the 110th time). Moving
forward, I would like to have more structure in place so I am not scrambling
to pull from a variety of different sources when it is time to write an IEP or
conference with a student. I want to have both living documents that I
update frequently, and quick daily assessment tools that I can throw away at
the end of a day so that I can keep things organized and manageable.

Tool: Anecdotal Seating Chart

Description: I plan to start using an Anecdotal Seating Chart modeled after
the one discussed in the article Formative Assessment Made Easy:
Templates for Collecting Daily Data in Inclusive Classrooms. This will help
me streamline the in-the-moment data collection I am already doing in my
classes. I will use this chart to document student engagement with the
lesson.
Each box on the chart is pre-filled with the students initials and codes that
indicate their disability category or EL status. I plan to circulate 3-5 times per
period and use a check or x system to document if students are on task
during that segment of the lesson. I will also take short notes on their
participation in class, completion of classwork, and whether or not they
express questions or difficulties. In addition to giving me concrete
information about the students participation to share with parents and other
staff, the notes will help to guide instruction. This sheet will be used to
evaluate instructional methods and determine which are most effective at
engaging different students. I will also use this data when grouping students.
I imagine at times it will be more beneficial to mix students who are
distracted in with students who are on task so they can be supported by their
peers. There may also be situations where I can leave the on task students to
work independently while pulling all the disengaged students into a learning
group.
Communication Plan: I will tally the data and review with my co-teaching
partners in the moment, when appropriate. I will also refer to the data during
our weekly planning meetings so we can plan more activities like the ones
that have proven to be engaging. We will use this data to inform our
decisions about methods of content delivery and the use of cooperative
learning structures. This data, in conjunction with grades from homework and

in class assignments, will help us reflect on weather specific periods of low

engagement indicate a need to revise structures or to reteach content.

Tool: IEP Info Form and IEP Input Form

Description: This document was created in an effort to receive more
formalized and direct teacher input when writing IEPs. So far, I have found
that when asked for input on students strengths, needs, and performance in
class, teachers tend to focus solely on the negative. There is also a tendency
to give superficial information that is not related to the students disability or
goals or give limited information. I believe the reason for this is that many
teachers are unsure of how exactly the information is used so they are not
quite sure what to say.
Communication Plan: The way the tool is introduced to teachers will be
essential to its success. I think a major reason that the current system of
obtaining input is insufficient is that teachers are emailed for in the week or
two before an IEP is written and forced to think back about how the student
has been performing. Instead, I want this tool to be introduced to teachers at
the start of the 2nd semester.
I will fill out an IEP Info Form for each student on my caseload for each of
their teachers. I will include the goals, strengths, needs, and SDI from each
students current IEP. I will let teachers know that they should reference it for
information about the student and that the categories mirror the type of
information I will ask them for when it is time to write the students IEP. I
hope to get teachers buy-in by explaining to them that the document will
help them to write the differentiation section of the weekly lesson plans that
administration mandates they submit. I will ask them to use the final box on
the form to fill in information about additional support the student may
benefit from. I will encourage them to jot things down when they think of
them, but that I will need their input halfway through the semester, when
progress reports are prepared.
The IEP Input Form is very similar and will be given to content teachers when
it is time to write the IEP. By this time, they will have become more familiar

with the students goals and the scope of information they are being asked
for. They will fill in the form based on their observations and assessments.
After the IEP meeting, they will receive a new IEP Info Form with the
students updated information.