Please Follow Directions And Rubric For Targeted Teaching

Please Follow Directions And Rubric Targeted Teaching Or Instructional

Please follow directions and rubric- Targeted teaching or instructional interventions are activities teachers use to help a classroom, a small group, or individual student become successful in their classwork. They are based on students' needs and support students in meeting educational objectives. A big part of the targeted teaching process involves closely monitoring student progress through ongoing data collection. As a classroom teacher, you will be expected to provide targeted teaching interventions for all students. Over the next few topics, your assignments will include using your field experience hours to work with your mentor teacher to create a pre-assessment, develop support activities, and report learning outcomes for a targeted literacy or mathematics teaching intervention for one pre-selected student.

For this assignment, create a handout of resources that, as a mentor teacher, you could provide to a new teacher or peers to help them understand where or how to acquire data to inform their instructional interventions. Some examples would be achievement test records, professional learning community (PLC) data, parent input, etc. Identify and describe five sources of data that a teacher could use to inform their practice for instructional purposes. When describing each source be sure to include the following: Where teachers would find or access the assessment data. How that data source could help inform classroom instruction.

Ideas for organizing (including use of technology), analyzing, or interpreting information from the data source. Support your document with 2-3 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric.

Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Readings-

Paper For Above instruction

Targeted teaching and instructional interventions are essential components of effective classroom instruction. They enable educators to meet diverse student needs by tailoring instruction based on accurate, timely, and comprehensive data. Understanding how to identify, access, and utilize various data sources allows teachers to design instructional strategies that promote student success. This paper delineates five crucial data sources for informing instructional practice, emphasizing their locations, utility, and methods for analysis, supported by scholarly research.

1. Achievement Test Records

Achievement test records are standardized assessments that measure a student's proficiency in specific academic skills or content areas. Teachers can access these records through school district databases, testing coordinators, or student records departments. These records reveal strengths and weaknesses in foundational skills, enabling teachers to adapt instruction accordingly. For example, if a student's reading comprehension score is low, targeted interventions such as guided reading groups can be implemented. Data from achievement tests can be organized digitally using spreadsheets or data management software like Excel or specialized assessment tools. Analyzing trends over multiple testing periods helps identify persistent gaps and monitor progress over time (McMillan, 2018).

2. Data from Professional Learning Communities (PLCs)

PLCs generate collaborative data through team discussions, common formative assessments, and shared student work. These data are typically accessible via school intranets, learning management systems (LMS), or shared drives. PLC data facilitate collaborative analysis of student performance, revealing instructional strengths and areas needing reinforcement (DuFour et al., 2016). Teachers can organize this data through digital dashboards or collaborative platforms like Google Sheets or Microsoft Teams, allowing for real-time interpretation and integration into instructional planning. This collective approach helps translate data into targeted instruction across classrooms.

3. Parent Input and Reports

Parent input includes qualitative data such as observations, questionnaires, and informal reports on student behavior, motivation, and home support. Access to this data occurs during parent-teacher conferences, communication logs, or via electronic communication platforms. Incorporating parent insights can provide a holistic view of the student's learning context (Epstein, 2018). Teachers can compile and analyze this qualitative data systematically using digital notes or software like OneNote. Interpreting this information helps tailor interventions that consider familial factors and reinforce learning at home (Henderson & Mapp, 2017).

4. Observational Data

Classroom observations are primary sources for understanding student engagement, participation, and behavioral responses. Teachers can collect observational data through anecdotal records, checklists, or digital recording tools such as tablets or specialized software like ClassDojo. Regular observations allow teachers to notice patterns and immediate needs that standard assessments might miss (Simonsen et al., 2018). Data can be organized chronologically or thematically, enabling targeted adjustments in instructional strategies to support individual or group needs.

5. Data from Formative and Summative Assessments

Formative assessments, administered throughout instruction, and summative assessments at unit or course completion, offer ongoing and comprehensive data regarding student learning. Teachers find these data within LMS platforms, assessment software, or through paper-based tests. Analyzing formative assessment results helps educators modify instruction promptly, while summative data evaluate overall achievement (Black & Wiliam, 2018). Digital tools such as Kahoot!, Socrative, or Google Forms assist in organizing, analyzing, and interpreting data efficiently for instructional adjustments.

Conclusion

Effective instruction hinges on the ability to gather, analyze, and interpret diverse data sources. Achievement records, PLC data, parent input, observational notes, and assessment results provide invaluable insights into student learning behaviors and needs. Utilizing technology enhances the efficiency of data organization and analysis, enabling data-driven decisions that foster student success. Teachers who master these data sources can design targeted interventions that meet all learners' needs, ensuring equitable and effective education.

References

• Black, P., & Wiliam, D. (2018). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 92(1), 81-90.
• DuFour, R., DuFour, R., Eaker, R., & Many, T. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work. Solution Tree Press.
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Henderson, A. T., & Mapp, K. L. (2017). A New Wave of Evidence: The Impact of School, Family, and Community Connections. SEDL.
• McMillan, J. H. (2018). Classroom Assessment: Principles and Practice. Pearson.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2018). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(1), 3-20.