This spring, learning has shifted primarily in three ways.
Some schools have completely closed and teachers are no longer working with students, while others have adapted to a model in which attendance is optional and work is ungraded. And a few schools are still operating on a familiar schedule where attendance is expected and work is graded.
In any case, formative assessment is as important as ever. When teachers can’t be in the same room as the students, having access to key data to determine student needs is really essential.
But how does this happen in a virtual learning environment?
You may discover that screening data is really valuable at identifying students whose learning has plateaued so that you can act now to prevent any further slide.
In this post, we’ll offer some thoughts on how you can use spring screening data to identify students who may need additional support, and then discuss strategies to engage students whose learning appears to have plateaued.