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G3-5 use Avant STAMP (STAndards-based Measurement of Proficiency test) to conduct the assessment during Mandarin class. STAMP is a web-based adaptive proficiency test using real-world questions.

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Foster a Growth Mindset

Celebrate small improvements to keep students motivated.

Encourage students to set specific, measurable, achievable, relevant, and time-bound (SMART) goals for their language learning.

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Taking action - natural integrates other standards

Goods summative assessments - know the end goal

Social studies units easily hit all types of assessments: pre, formative, summative, and performance tasks

Integrated with literacy

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Better integration with literacy for some grade levels

Use pre-assessment data to inform instruction - make time to intentionally analyze data before teaching a new unit

Add more performance tasks (i.e. Living History unit in 1st grade)

Adding variety to assessments - multiple means of expressing/demonstrating learning

Opportunities for extension (and modification for ILP students)

Some grade levels need to be updated on Atlas

"During PLC time" - when do we fit this into PLC time? It seems to happen during team meetings normally

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common assessments in Atlas

mClass benchmarks

MAP testing

WIDA testing

pre-assessment and post-assessments

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defining what PLC time is for

more than just once-per-week PLC time?

LS involvement?

vertical assessment alignment

unpacking priority standards to assess well

incorporating supporting standards

clear norming of assessments

which assessments must/should be normed

modifying assessments for ILP students

What systems are in place?

How is it noted and tracked?

what about non-ILP students that require modification

how to modify and how to record

matching intervention strategies to student needs based on assessment data

integrating technology for writing assessments (writing on iPads, speech-to-text, etc.)

rethinking 45-minute on-demand assessment model

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Why don't we have curriculum?

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How do we communicate knowledge and skills, and assessment results, to parents?

some grade levels send hard copies home for signatures

some grade levels post results on Seesaw

Does it need to be the same for all grade levels? All subjects?

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*Constant feedback in the moment when students are creating/playing

*Variety of types of assessment and focus of learning

*Show progress

*Project based and authentic, purposeful, creative

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*Use student-friendly rubrics with students to allow for self-assessment and ownership of their own progress

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•using Mclass data to group students and progress monitoring for student below grade level to creates groups

•Moving in the direction of grouping student via Lexile levels from MAP data.

•Consistently giving weekly PM using UFLI skills

•Pre and post assessments are aligned to priority standards

•Grade 1 recently started reading unit pre and post assessments

•Use of a variety of assessment forms

•Team norming is happening

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•Creating student friendly rubrics

•Improving on conducting review of assessment before the start of the unit

•Having the same common assessment (grade 1)

•Create accommodated assessment for student with ILPs

•More time for the students to reflect on their assessment and provide ongoing feedback

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Final 2 strengths -

1) We feel we are using a variety of formatives that are hands-on

2) Teachers are providing opportunities of reflection

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Next steps

Clarity of pre-assessments and post-assessments

Does each standard need to be evaluated?

Do the pre and post-assessments need to look the same?

How are we grading (refining proficiency scales)?

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Strengths

Pre & Post Assessments in each grade level

Common assessments in each unit per grade level

Checkpoints are used to guide instruction within the unit

Students reflect on their skills and next steps

Differentiate based on needs

Possible next steps

Bridging gaps in assessments between grade levels and the curriculum used in each grade level

Develop mathematical practices and common math language between grade levels

Create the time to unpack the grade level standards to produce standards based instruction with resources to do so

Adjusting assessments to reflect the needs of our LS students

Norming common assessments