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5.4 Review data to determine which students need extra support or to determine who to pull for small groups. Set individual AR reading goals determined by a combination of assessments and prior goal.

5.5 Allowing students to self-assess themselves using a rubric prior to an assignment, as well as after each assignment.

In my classroom the assessment data that I use are informal and formal. My informal assessments include whiteboard practice, observations of pair/share conversations, and questions strategies throughout the lesson. The informal assessments help me drive my instruction throughout the lessons I am teaching. For formal assessments I use the weekly, unit, and end of chapter assessments. These assessments provide me with data on which students are struggling with certain skills. Through this data I will be able to drive my future instruction based on what the students have achieved on the assessment.

I enjoyed the presentation about Quizziz. I like how quickly one can assess in a way that students will enjoy. I plan to use it in my 6th grade classroom for social studies.

In my classroom I use Read Naturally for reading comprehension and fluency. My students graph their progress on a chart. We discuss their progress monthly one on one and also compare their data to their individual IEP goals.

My district has Data talks in which teachers and their respective grade level partner teachers plan, asses, and reflect upon assessment data together. We meet with our principal, instructional coach, instructional services director, and superintendent every 5 weeks and discuss how our students did in our math assessments and ELA assessments. We alternate the topic we are discussing for each data talk from ELA to Math. These data talks are very beneficial to me because they have allowed me to really reflect upon my teaching and think about what things worked and what things I can do differently after carefully analyzing our data.

My CGE is about effectively differentiating. In regards to CSTP 5.4 I paced myself out early on in the year. My goal was to know what I expected at the end of each check point before the school year started. This left open the ability to make changes as necessary to fit the needs of my class. I layered my content to build on each other during similar content/topics. This makes assessing my students a little easier. I have a wide range of ability in my 5th grade class. I have one student working on sight words, and some who read at high school level. I've included hands on opportunities, and have tried to play to as many modalities as possible. I have to differentiate my instruction, work centers, and workshops to meet their needs, and likewise differentiate the assessments so that my students can effectively share with me what they have learned, and what they've taken away from the lesson. This requires that I do several formative assessments to make sure that I can design meaningful opportunities and assessments for them.

I've been using supportive programs, activities, I'm TAPPLE-ing, doing a lot of CFU's, whiteboards, Exit Tickets, 3-2-1 notes, and using as many digital supports as possible.

One area that I would like to improve on is in CSTP 5.5- guiding my students in meaningfully monitoring and reflecting on their progress regularly. I'm trying to provide as many opportunities for students to reflect on learning, and set their goals, but this does remain an area that I would love to continue working on.

I teach 3rd and 4th grade SDC Mild/Moderate. All of my students have an IEP and individual goals. I have my students track their progress on some of their IEP goals on bar graphs, so they can see their progress over a longer time period. This way students can see the growth they are making. It may only be that the student answers 5 out of 10 comprehension questions correctly independently, but the bar graph is boosting their conference because they may have only gotten 3 questions correctly in the beginning. The students are also having more buy in with their goals.

How would you use a book with information about content in your classroom when you have only one copy? Any ideas are welcome :)

I teach 3rd grade; I use a variety of assessment strategies. I find Eureka math exit tickets particularly helpful because I can see where my students demonstrate proficiency, and where they still need understanding. I plan on producing and incorporating exit tickets for other areas of curriculum as well. My class uses Journeys ELA curriculum; we take the weekly assessment, and I find it beneficial as well. I appreciate ongoing informal formative assessment, because I am able to constantly use it and alter my lessons and instruction based on student understanding.
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