I use read naturally curriculum with my students to assess their fluency. They are able to graph their own progress and color in their results. They are excited every time they see the results because the graph keeps growing/getting higher and they want to do better on the next read. 

I teach second grade. My district adopted the iRead program with smart technology that tracks student progress and differentiates for each individual students need. The program also offers a "groupinate" function that groups students based on the skills that they need the most support. I use this to group my small groups during centers and focus on specific skills. I can regroup students every week based on their performance that week so that students can move from group to group as needed. 

This year I was introduced to an online assessment tool for Kindergarten called ESGI (Educational Software for Guided Instruction). I am completely in love with this program because it allows me to make the best use of my time while assessing my students. Instead of relying on the paper assessments I previously had available, I can now create my own or copy assessments made by other Kindergarten teachers. Best of all, ESGI compiles the data by student and classroom so that I can send reports and flash cards home with my students!

Interim assessments: Renaissance (the makers of Accelerated Reader) have STAR Early Literacy, Math, and Reading assessments that I use to help form groups for differentiation and as benchmark data. I also use DIBELS and BPST in this manner.

Formative: In small groups I am able to do daily progress monitoring to inform instructional decisions. 

I am a 2nd grade teacher. I use assessment to identify areas where further instruction is needed for small group instruction. I also use it to differentiate instruction. For example, I use Lexia levels and AR levels to form reading groups for the students who have mastered phonics skills.

In my Primary Mod/Sev classroom, the most important component to assessment is collaboration with my team. When I talk with my paraprofessionals and support providers about a student they are always able to add valuable perspective because we all see students in different situations. 

I am constantly assessing my students to see if they are understanding the concepts. Each of my students is working on something "similar yet not." (k-1 M/M SDC) This affects where they sit in the classroom, what their group is working on and where I place them within the curriculum. 

During our Engage NY math lessons, I use informal assessments, to determine if the students need more time with hands on activities before completing the problem sets. 

Our district uses ESGI to assess our Kindergartners. It is an easy computer generated assessment system that can be modified specifically for your class. 

I am a K-1st Autism teacher. I primarily use, per my district, the VB-MAPP as my assessment tool for annuals (depending on the student) and triennials. In the classroom, I use Discrete Trial data, Direct Instruction and ABC charts for behavior. Using all of these assessments, I can report on how they are doing on their IEP goals and project new goals for the following year. 
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