Using Testing Data for MTSS in Virtual ELA

    Utilizing student assessments to guide teaching and learning can be one of the most impactful yet daunting tasks a teacher faces in any environment. In the virtual environment, this can be compounded by the time and space that separates the teacher from the student.

    One way that I apply this approach is to use benchmark data to differentiate literacy instruction for middle schoolers. After encouraging students to complete the fall benchmark in reading, I keep an eye out for the results. Then, I review students who appear to be struggling with grade-level reading tasks. Next, I invite that student to meet with me one on one in a video chat. I incentivize this meeting by offering to skip an assignment of my choosing in the student’s ELA course. In that meeting, after getting to know the student’s interests, if I haven’t already done so, I will ask them to read a passage aloud to me. Then, I will review a few comprehension questions with the student. This allows me to gauge both their oral fluency and their comprehension. 

    Based on the results of this exercise, I will make recommendations to aid them in their course. If the
results show a student who is reading far below grade level, I may reach out to his or her advisor to suggest a curriculum change. This is why doing this differentiation early in the semester is so important. 

Finally, I send the student an email summarizing the tips and copy parents and mentors.