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Priorities when thinking about benchmark or interim assessments....
ensuring I am on track to support student mastery of the concept or standards, help to reflect on intstructional practice

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Real time data- quick turnaround. Easy to read and report out.

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Real time data- quick turnaround. Easy to read and report out.

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Share with students, other grade level partners, parents, principals

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What information would I like to get from this? Progress on standards taught, student strategies and approaches to tasks, accuracy on content, depth of understanding and how students express understanding

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3. To know where my students are and where I need to take them. To drive instruction...

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3. To know where my students are and where I need to take them. To drive instruction...

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Student portfolio and conferences with students

Student and co-led conferences with parents

Weekly progress reporting shared with families and students

Online gradebook

PLC, lesson study, Critical friends

Student to student critique

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2. Everyone! Students, parents, grade level teams, PLCs (if different), principal...

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2. Everyone! Students, parents, grade level teams, PLCs (if different), principal...

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Depends on what I want to communicate.

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1. baseline data, progress monitoring, drive instruction, find out what students have/have not learned.

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1. baseline data, progress monitoring, drive instruction, find out what students have/have not learned.

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1.  to get a baseline and learn what students know, don't know at all...or are in process of learning.  Use it to set targeted goals.  As a principal- to monitor staff and student performance...patterns

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1.  to get a baseline and learn what students know, don't know at all...or are in process of learning.  Use it to set targeted goals.  As a principal- to monitor staff and student performance...patterns

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2.  Student, parents, staff, admin.  Student work samples, Report cards, progress reports, phone calls, meetings, graphs/charts...am I missing the question?
3.  Progress monitoring- measure progress on target and adjust instruction as needed
4. expectation that interim assessments (progress monitoring) is done on a regular basis and is used to inform instruction- driven by teachers, principals- monitored only by EC. Change happens as a result of assessments

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1. examine grade level performance to discuss/consider nuance and difference in instruction (make adjustments)

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1. examine grade level performance to discuss/consider nuance and difference in instruction (make adjustments)

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2.grade level team / site admin / matriculation teams... 1:1...emails and team conferences
3.examine adjust/plan
4.concrete examples scenarios and experiences with the most functional practices available.

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1:  instructional planning, check my own teaching, calibration with peers, differentiation needs of students (intervention/ acceleration)

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1:  instructional planning, check my own teaching, calibration with peers, differentiation needs of students (intervention/ acceleration)

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2: peers, supervisor, families, students
3: gage instruction -where i am going and where we have been. what do i have to cycle back to for gaps, mastery. check my timeline for final summary assessments
4 calibration of my rigor and expectations for students

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Gauge the effectiveness of instruction
discover student strengths and needs
Adjust instruction
Evaluate instructional materials and delivery
develop questioning and language for instruction

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1. Assessments are given to measure student understanding of a specific concept, standard and to provide information as to their strengths and weaknesses so that support or extension can be planned, instruction adjusted. Assessment at a class level can be used to identify whether pacing and instruction are appropriate for students to acheive the standards as well as to identify where supports or enhancement may be needed. Assessments can also be used to share with students their own performance and to help them set goals.