The TaRL assessment data is immediately actionable – as soon as assessment is completed, children are grouped according to the results. In a typical school setting, children are often evaluated using written assessment tools and their academic performance is summarised and reported as marks, percentage scores, or letter grades. It can be challenging to craft a class based on this information, which often seems disconnected from the classroom.

TaRL assessment data is used to guide instruction throughout implementation:

  • Grouping. As soon as assessment is finished, instructors group children according to their levels and focus on building the relevant foundations.
  • Tracking. Instructors use a simple chart to track individual and group progress. They target instruction as children progress: once children are able to recognize letters, for example, the instructor shifts focus to recognizing and creating words.
  • Continual reassessment and acceleration. Through reassessment, instructors see the results of their TaRL teaching and are motivated to continue. They take note when children are ready to progress and move them on to the next level. The responsiveness of TaRL instructors is critical in the classroom. As children learn, instructors adjust. In classrooms across the world, TaRL instructors tell us how motivational it is to see children improving.

Motivating teachers to focus on foundational skills

The process of assessing foundational skills, focusing on improving the skills that children lack, and tracking progress as children improve is highly motivational for teachers. Through regular one-on-one assessment, they are able to see how each child progresses as they implement TaRL.

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