# No Series: Daily Assessment with Tiered Exit Cards

Math.A.REI.3

Common core State Standards

• Math:  Math
• A:  Algebra
• REI:  Reasoning with Equations and Inequalities
• 3:
Solve linear equations and inequalities in one variable, including
equations with coefficients represented by letters.

## Daily Assessment with Tiered Exit Cards

Lesson Objective: Provide quick and effective reteaching with daily tiered assessments
Grades 6-12 / Math / Assessment
5 MIN
Math.A.REI.3

## Discussion and Supporting Materials

### Thought starters

1. How and why does Ms. Barchi identify which type of exit card a student completes?
2. Notice how Ms. Barchi quickly sorts the exit cards so she knows which students need reteaching. How does this strategy offer immediate feedback to students and differentiated support?

I can watch only one video because I can't afford to subscribe, but I'm in a gifted endorsement program and keep getting assignments where I am instructed to watch these videos.

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1. How and why does Ms. Barchi iditentify which type of exit card a student completes?

Ms. Barchi walks around while the students are working and makes note of who is understanding the lesson and who needs to be retaught the lesson. She gives a grade level exit card and a above grade level exit card.

2. Notice how Ms. Barchi quickly sorts the exit cards so she knows which students need reteaching. How does this strategy offer immediate feedback to students and differentiated support?

The students hand in their exit cards and they automatically want to know how they're doing. By offering this immediate feedback it allows Ms. Barchi to independently work with that group of students before they move on to the next lesson.

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1. How and why does Ms. Barchi identify which type of exit card a student completes?
2. Notice how Ms. Barchi quickly sorts the exit cards so she knows which students need reteaching. How does this strategy offer immediate feedback to students and differentiated support? Ms. Barchi uses a daily exit ticket for her students to complete everyday.  She uses these cards which have problems that involve the current lesson taught.  She then uses them to separate students who understand, from those that need a reteach or extra practice to prove their understanding of the concept.  This gives her a daily snapshot of students who understand and can go on to the next concept and those that first need clarification and extra practice to show their understanding.
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I like the idea of exit and entrance card to assess for teaching the students that is struggling and also that need extra help in a certain subject. Excellent video!
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Using exit or entrance slips are valuable for assessment and re-teaching. The students like them because they have only one or two problems to work on and that elevates the feeling of being overwhelmed. I will admit that grading 115 exit slips is a lot of extra work, it goes fast...totally worth it!
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### Transcripts

• TEACHING CHANNEL
INTERVIEW WITH MARIE BARCHI

MARIE BARCHI:
Please make sure you hand in your calculator at the end, calculator and

TEACHING CHANNEL
INTERVIEW WITH MARIE BARCHI

MARIE BARCHI:
Please make sure you hand in your calculator at the end, calculator and exit card.
(interview)
I'm Marie Barchi. I’ve never not done an exit card. It's something i just do every day. It just comes natural with my -- it's part of every lesson.
(class)
OK, our aim today is, how do we solve and graph one- and two-step linear inequalities. What would i have to replace example one with to make it an inequality? (Fullian?)
STUDENT 1:
Change the equal sign?
MARIE BARCHI:
To what?
STUDENT 1:
To greater than or less than.
MARIE BARCHI:
Right. You would have to change, that's what an inequality is, it's a mathematical statement in which the equal sign is replaced with one of the four symbols.
(class)
I went into what an inequality was, i did several examples, and we went over the steps it takes. I showed them when you divide by a negative, you flip your inequality symbol. Then we went to two step. And then i completed that by having students come up to the board and put their work up.
(class)
Graph it right underneath. Someone to put up eight. Alicia. And number nine, Ashley.
(interview)
While i walk around, whilst other students are presenting their work, i really get a feel for who's struggling.
(class)
OK this you should always cross-multiply your variable first.
(interview)
You know, when you walk by their paper and the problem's not done, it's because they clearly couldn't do it. And that's kind of how identify at the end of the period who's getting which of the two exit cards.
(class)
OK, guys, you're gonna work on the exit card now. There’s two questions, you have more than enough time. On your way out, where does it go? In the box. Very nice.
(interview)
I give a grade-level exit card and i give an above-grade-level exit card.
(class)
Let’s review our steps while i hand out the exit cards. What steps do we take to solve and graph one- and two-step linear inequalities?
(interview)
I always make sure before i hand out the exit card that i summarize my lesson.
(class)
What is step number two, which only happens sometimes? Ashley?
ASHLEY:
You flip the sign?
MARIE BARCHI:
The fact that we reviewed that you need to flip your inequality sign when you multiply or divide by a negative number reinforced that right before they worked on the exit card. So maybe not all of them got that right, but most of them were like, Oh my God, we just went over that, i have to flip it. So i think that it's important to review your aim.
(class)
Don’t forget to graph the second one. That counts as points, graphing the second one. What’s your answer here?
STUDENT 2:
Negative two.
MARIE BARCHI:
So if it's less than negative two, which choice are you picking?
STUDENT 2:
Number two, so A.
MARIE BARCHI:
(interview)
The kids are constantly asking me, can we have our exit card back from the day before? We want to see how we did on our exit card. They want to make sure they're up to speed.
(class)
Good. Who were you assigned for Tuesday's...
(interview)
I have the students who did not as well on their eighth grade assessment, so they're the lower end math students in their grade, so they get a double period of math every other day, which is nice. I’m grouping by how they did on their exit card. Basically the kids who totally didn't get it I’ll put in one group, the average kids go usually in two different groups, because there's so many of them, and then the above-average go in a separate group.
(class)
Reshaun, you're going to the orange. Noelle, you're gonna just have a seat right over here. Charice, you're going by Salvador. We are just reinforcing what we did yesterday on the one- and two-step linear inequalities.
(interview)
Today you'll see I’ll have fifteen students in my enrichment class and I’ll really be able to work with those kids to make sure they understand how to solve one- and two-step linear inequalities before moving on to something like multistep, where they have to distribute and have a variable on both sides. The strategy of using exit cards i definitely think could be used across the board in high schools and middle schools for several subject areas.
(class)
Good, you flip that one and that one's right. This we gotta switch back, right?
(interview)
Regardless of what subject you're teaching, there are lower end students there and they really need that extra support, and i think it's important that every teacher offers that.
(class)
You used to graph that way; you graph that way. Look at where your arrow's pointing.

* * *END OF AUDIO* * *
* * *END OF TRANSCRIPT* * *

### School Details

Elmont Memorial High School
Elmont NY 11003
Population: 1715

Data Provided By:

Marie Barchi

UNCUT CLASSROOMS
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52 MIN

### Discovering the Properties of Quadrilaterals (Uncut)

Discovering the Properties of Quadrilaterals (Uncut)

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29 MIN

### Heterogeneous Literature Circles (Uncut)

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TCH Special
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42 MIN

### Hybrid Best Practices

Webinar / Distance Learning / Engagement

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58 MIN

### Creating Community Connections

Webinar / Class Culture / Coaching

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Lesson Planning

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New Teachers

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Engagement