D187
Differentiated Instruction
TASK 4
Monitoring and Communicating Progress in
a Differentiated Classroom
Western Governors University
, Allison Fry
D187 Task 4
A. Monitoring Student Progress: Before beginning a unit, students are
administered a pre-assessment. Pre-assessments show student’s prior
knowledge, and scores can be compared to post-assessments to show mastery
of academic content. Pre and post-assessments are given to emergent students
one-on-one during our rest time. Pre and post-assessments are given to average
and above-average students in small groups during rest time to ensure student
focus.
Students' progress is monitored through our district's online database called
Renaissance. In kindergarten, students are biweekly assessed on letter
identification, letter sounds, sight words, oral counting, 2-dimensional shapes,
and number identification. Emergent students are assessed only on content that
has been explicitly taught. This ensures students do not feel anxious,
overwhelmed, or unconfident in the classroom. The average student's progress is
monitored in all areas. Above-average students are assessed at end of year/first
grade content when applicable.
a. Discussions with Students: Students create an individual goal with me
monthly. Students pick a content area and goal to reach in that area. I
discuss students’ progress with them twice a month to check in on their
goals. Students who make progress toward their goal can earn dojo points
towards class and individual awards. Dojo points are not displayed for all
This study source was downloaded by 100000902171055 from CourseHero.com on 11-05-2025 20:28:00 GMT -06:00
https://www.coursehero.com/file/245863690/Fry-Allison-Task-4docx/
Differentiated Instruction
TASK 4
Monitoring and Communicating Progress in
a Differentiated Classroom
Western Governors University
, Allison Fry
D187 Task 4
A. Monitoring Student Progress: Before beginning a unit, students are
administered a pre-assessment. Pre-assessments show student’s prior
knowledge, and scores can be compared to post-assessments to show mastery
of academic content. Pre and post-assessments are given to emergent students
one-on-one during our rest time. Pre and post-assessments are given to average
and above-average students in small groups during rest time to ensure student
focus.
Students' progress is monitored through our district's online database called
Renaissance. In kindergarten, students are biweekly assessed on letter
identification, letter sounds, sight words, oral counting, 2-dimensional shapes,
and number identification. Emergent students are assessed only on content that
has been explicitly taught. This ensures students do not feel anxious,
overwhelmed, or unconfident in the classroom. The average student's progress is
monitored in all areas. Above-average students are assessed at end of year/first
grade content when applicable.
a. Discussions with Students: Students create an individual goal with me
monthly. Students pick a content area and goal to reach in that area. I
discuss students’ progress with them twice a month to check in on their
goals. Students who make progress toward their goal can earn dojo points
towards class and individual awards. Dojo points are not displayed for all
This study source was downloaded by 100000902171055 from CourseHero.com on 11-05-2025 20:28:00 GMT -06:00
https://www.coursehero.com/file/245863690/Fry-Allison-Task-4docx/
