Uses a variety of methods to monitor student learning.
a. Aligns classroom assessment with instruction. 
b. Communicates assessment criteria and standards to all students and parents.
b. Communicates assessment criteria and standards to all students and parents.
c. Understands and uses the results of multiple assessments to guide planning and instruction.
d. Guides students in goal setting and assessing their own learning.
e. Provides substantive, timely, and constructive feedback to students and parents
f. Works with other staff and building and district leadership in analysis of student progress.
(2016) This year our district adopted the newer version of Everyday Mathematics. The series had been updated in order to align with the Common Core standards. One feature of the site I like to use is pictured below. It is a daily evaluation of the skill being taught for that days lesson. I am able to choose if each student is meeting or not meeting the standard. There are other options as well for grading if the student is approaching, or making progress. This is then compiled together so that I can see where each student stands according to the standards.
2/17/18 - This is a walk through form my principal used to observe my teaching. During this time I was teaching from the Everyday Mathematics series. Each lesson has what they call "Math Boxes". There are 5 or 6 questions that are either review, or covers upcoming information. I like to have the students complete the boxes individually so that I can see that they are understanding the content. These are informal assessments each day that go along with the Everyday Math Manual. If I notice a large percent of the students are struggling with a particular question I am able to use that to reteach content that was missed to the class. I can also work individually with students if a few students missed the same question. I like the math boxes because they are good practice as well as can be used for assessments.
(2012)This is a link to one of my monthly news letters that I send home. In each letter I include what we are learning about in class and what students are expected to know. As a way to help parents, I also include activities students and parents can do at home to solidify or practice these concepts.
This document is a list of the first 100 Fry words. This year our first grade team decided we would use these words as our standard high frequency words. Each quarter we teach 25 of the words in class. I send home the list of words at the beginning of the quarter and mark the words students need to practice. This way parents are aware of what the required words are and which words need the most focus. I also include ways parents can practice these words in our blog and in our news letters.
(2016 - 2017) Students have to be able to read 71 words correct per minute on a grade level passage, and 67 words correct per minute on a sight word reading list by the end of first grade. These are both scores that I need to share with parents early in the year so that they are able to work on reading at home and so they are not surprised if I tell them their students are not meeting grade level reading. I send the linked form home at the beginning of the school year and I share it again at parent teacher conferences in the fall and spring. I use the students current FAST data at that time so that parents know where their students are, and how far we need to go. While in class I also share their progress monitoring graphs with students. Then I show them where they need to be. This helps them know how they are doing in reading as well.
One way I record data to view and use is to set up a spread sheet in order to compare see assessment results. Then I think about the data tells me about the student(s) as I am planning for different subjects. Here are three different charts I can use to help guide my reading instruction.
This first chart was created from two different running records. I chose the running record based off of the students current reading ability. The top book was given to my low to average readers. The second story was more challenging, therefore I used it to assess my top readers.
This second chart was created in order to represent our BRI (basic reading inventory) data. The assessment is given three times a year. This currently represents the beginning and middle of the year scores. I color code the different scores in order to help me see the change from one test to another.
This last chart represents our sight word scores. In first grade, we are using Fry's first 100 sight words for the year, and twenty five for each quarter.
(2016 - 2017) When deciding what skill students should work on for intervention groups, our team uses the PRESS assessments in conjunction with FAST assessment data. The FAST data will help us know if the students are fluent in sight words, nonsense words, and words correct per minute. It will also let us know if students are reading accurately. The PRESS assessment will help show us what phonics skill a student needs. We are then able to group students based on if they need to fine tune a phonics skill, or if it is a fluency deficit, we can group them with other students who also need to work on their fluency. At the beginning of the school year we also gave students the DDS (Diagnostic Decoding Survey) to help decide where to place students.
These assessments will also help in determining what skills the majority of the class needs. I was able to assess the entire class on the PRESS assessment. This data showed that students knew their short vowels, blends, and vowel consonant - e patterns when reading, but we need to work on variant vowels and vowel teams. I have adjusted my instruction so that our class intervention time is focused on the vowel teams. Our Wonders Series uses different vowel patterns for their spelling words. I use the vowel teams that the book wants us to focus on for the week to focus on during our class intervention time.
This is a rubric I created in order to help students assess their own project outcome. The rubric was displayed before the project was started. Then students created posters in groups based on the rubrics criteria. I had to teach students how to use a rubric and understand the different levels. I had the students grade themselves and other groups based on the rubric.
This was a very useful tool. Instead of giving each student the rubric to write on, I had them raise their hand depending on which score they thought their group or other groups should receive. I think this was helpful since it is a relatively new concept for students to use. Comparing it to GRR model this would be the "we do" portion. In the future I will have students write on their own rubric form.
Click on the link to go to the document: https://docs.google.com/open?id=0BxU0ncIPGuG3b21MUjJDX0xkdWM
(2012) One way I like students to receive feed back is from their peers and from myself. After some of our learning projects or writing activities I will have the students present the information. Sometimes I have the audience give compliments about the activity, or I have them ask questions to check for students understanding of the material. This particular video has a student sharing a graph that we created using M&M's. The audience is asking the student about the graph i.e. which M&M did you have the most of, which did you have the least of? I also help with having the student look back at a question that he gave a wrong answer to. The videos I take are also often shared with parents via email so they are seeing what is happening in the classroom.
The image is a screen shot of the tier website where we keep track of progress monitors. I have purposefully left out the names of the students which would be located to the left. You can tell that I am progress monitoring students in different areas. This information would then be used in our weekly team meetings to help us adjust instruction, check in on students, and move students to a different group if needed.
At beginning, middle and end of the year students are assessed in all areas and these scores are reported out to the state.
(2019) I created this document check list during a team work time. Our first grade team is teaching our science curriculum using PLTW. During this time we also wanted to create assessments to align with our reporting. The document covers all of our quarter 3 speaking and listening standards. While students are working on their animal project for PLTW, the teacher can walk and check in with the student groups and mark if the student is exhibiting that they can demonstrate the standard.
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