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Strategy/Tool: Class Dojo

Class Dojo allows teachers to award and deduct points for students based on observations of certain “behaviors.” In a basic sense, it is a behavior management tool, but customizing some of its features can turn it into a far more useful tool for teachers. Class dojo can send this directly to parents in real time if points are added or deducted for behavior. The teacher can use this in a whole class sense as well as individual senese. The teacher also chooses the desired behaviors.

This tool is best used in elementary and middle school for informal assessment on behavior and social skills.

This is intended to measure classroom behavior and overall emotional/behavioral well being.

CO STANDARDS:
Third Grade, Standard 3. Social and Emotional Wellness

Grade Level Expectation:

1. Utilize knowledge and skills to treat self and others with care and respect.

Students Can:

1. Identify the characteristics of someone who has self-respect and positive self-esteem.

2. Acknowledge the value of personal and others' talents and strengths.

3. Summarize the importance of respecting the personal space and boundaries of others.

4. Discuss the importance of treating others the way you would like to be treated.

5. Give examples of skills that develop and maintain healthy relationships as well as strong friendships.

This standard matches the informal assessment tool because it allows students to recognized and acknowledged respect for themselves and others as their behavior reflects during school/class time.

Strength One: This sends real time responses to parents and students allowing the behavior to be recognized and fixed quickly.
Strength Two: This tool tracks and saves everything that is recorded so it is effective when looking at data over a period of time.
Improvements: I believe this still shows the entire class if one student gets points deducted or added which can be embarrassing to students which may cause more behavior issues rather than fixing any behavior issues- this could be improved by only using it to show class behavior points and/or not having it in present mode during class. You may also find another similar online tool that does the same things without sending whole class notification about individual student.

Link/photo examples

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Strategy/Tool: Smiley Face Per block tracker

This tool informally assesses behavior in a positive way by only adding a smiley face to the students sheet if they exhibited the desired behavior for that block period. The teacher determines at the end of the day or end of the week if the student has enough (pre-determined amount) of smiley faces in order for student to recieve some kind of (pre-determined with student/students) prize. This informal assessment is quick and easy, taking no less than a couple seconds per smiley and a few minutes at the end of the day to debrief with the student. This informal assessment also allows the choice of keeping the smiley sheets and documenting them if needed.

This can be used for all grade levels but especially efficient for students K-5. This is intended to measure classroom behavior and overall emotional/behavioral well being.
CO STANDARD:
First Grade, Standard 3. Social and Emotional Wellness

Grade Level Expectation:

1. Demonstrate how to express emotions in healthy ways.

Students Can:

1. Explain possible causes for a variety of emotions.

2. Identify appropriate ways to express emotions and cope with strong feelings.

3. Demonstrate effective listening skills and verbal/nonverbal communication skills.

4. Describe and practice situations that require polite and empathetic responses such as please, thank you, and I'm sorry.

5. Demonstrate strategies to resolve conflicts, such as sharing, collaboration, and appropriately advocating for personal needs.

Strength one: This allows teachers to quickly give feedback without disrupting class time or causing negative attention to student.
Strength Two: This tool promotes PBIS model and positive reinforcement
Improvements: Some teachers will use this as leverage when calling out negative behavior. Improvement made to this is to ensure teachers are not using this to call out students during class but instead using it as a behavior and self check for students to understand their emotions and reactions/behavior to their emotion.

Link/photo examples:

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Strategy/Tool: Informal (qualitative) reading inventory

This tool measures Grade level reading, Fluency, Comprehension, Vocabulary, Oral reading accuracy.

Choose a grade level passage for the student to read. As the student is reading complete the oral reading accuracy and reading fluency assessments. After the student finishes the passage, check for understanding through explicit and implicit questions. Also, ask open-ended questions about the vocabulary found in the passage.

This assessment can be given to students in grades one through twelve. Students should be expected to master age-appropriate material.

The informal reading inventory is an on-going assessment, and should be completed several times throughout the child's schooling. In kindergarten, perform the informal reading inventory twice per year, at mid-year and at the end of school. In first and second grades, it should be done three times, at the beginning of the school year, at mid-year, and at the end of the year. If a child is struggling, the inventory should be done more often in order to have an accurate picture of the child's progress.

CO STANDARDS:
Second Grade, Standard 2. Reading for All Purposes
Students Can:

Use Key Ideas and Details to:
-Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.
-Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RL.2.1) *
-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS: RL.2.2)
-Describe how characters in a story respond to major events and challenges. (CCSS: RL.2.3)*

Strength one: This is a quick check mark informal assessment that does not require too much time for the teacher or the student.
Strength Two: This informal assessment can be used on all levels and all grades making it easy to interchange and use throughout each year and as content standards may change or grade level changes.
Improvements: I cannot find improvements for this specific assessment

Link/photo examples:

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Strategy/Tool: Concepts of print awareness

Concepts of print are usually learned incidentally as children are exposed to books and story readings at home and at school. Concepts of print include an understanding that: print carries meaning, that books contain letters, words, sentences, and spaces. It also includes understanding what books are used for, and that books have parts such as a front cover, back cover and a spine. Eventually, students learn more sophisticated ideas such as understanding that we begin reading on the left and read across the page to the last word on the right, and then we got to the next line, begin reading on the left, and so on.

Some students enter kindergarten with an understanding of print concepts, but other will master it as the school year goes on.

When should it be assessed?

Assess concepts of print twice during kindergarten, at the start of school and at mid-year. In addition, as you model story reading techniques to help guide instruction, identify students who need additional support, and determine if the pace of instruction should be increased, decreased, or remain the same.

CO STANDARDS:
Kindergarten, Standard 2. Reading for All Purposes

Grade Level Expectation:

1. Develop and apply the concepts of print and comprehension of literary texts
Students Can:
Use Key Ideas and Details to:
With prompting and support, ask and answer questions about key details in a text. (CCSS: RL.K.1) *
With prompting and support, retell familiar stories, including key details. (CCSS: RL.K.2)
With prompting and support, identify characters, settings, and major events in a story. (CCSS: RL.K.3) *
Use Craft and Structure to:
Ask and answer questions about unknown words in a text. (CCSS: RL.K.4)
Use Range of Reading and Level of Text Complexity to:
Actively engage in group reading activities with purpose and understanding. (CCSS: RL.K.10)

Strength one: Aids teacher in recognizing quickly what students need more instruction in print awareness and what parts specifically students struggle with.
Strength Two: This can aid teachers in directing and grouping students into small groups based off of what kind of help or improvement the students need.
Improvements: There is no specific way to document this, this may be a good tool to be used in conjunction with a check/check minus chart or thumbs up, thumbs down for understanding checking.

Link/photo examples:

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Strategy/Tool:
Portfolios
Portfolios can be used to document students' achievement and progress. Portfolios give an accurate picture of an individual's strengths and weaknesses. Instruction on how to pick a piece of work to place in a portfolio (does it show a concept that was struggled with then understood, does it demonstrate an understanding of a concept? Is it something you are proud of?) is beneficial for students. This type of instruction engages the student to reflect on his or her own work. Portfolios encourage students to take an active role in learning information they feel they have not yet mastered.

Portfolios can help guide instruction. Through looking at a piece of child's work, a teacher can quickly see what lessons are further needed. For example, by looking at a student's writing a teacher may determine lessons in using commas correctly need to be revisited.

This tool can be used and is beneficial for all grades. K-12.

This would be an on-going assessment tool and any artifact of student writing/work can be added to this tool.

CO STANDARDS.
Third Grade, Standard 3. Writing and Composition

Grade Level Expectation:

2. Write informative/explanatory texts developed with facts, definitions, and details, ending with a related concluding statement.

Students Can:

1. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CCSS: W.3.2a)

2. Develop the topic with facts, definitions, and details. (CCSS: W.3.2b)

3. Use linking words and phrases (for example: also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c)

4. Provide a concluding statement or section. (CCSS: W.3.2d)

This tool and standard match well because the evidence of the student meeting these standards will be in their student work which can be added to the student portfolio.

Strength one: This can be done electronically or hard copy, allowing for flexibility and benefiting online/distance learning.

Strength two: Shows any kind of growth and/or regression over a longer period of time. This can be used for more than just this subject area also.
Improvements: This assessment is broad and can be subject to what the teacher and student decide to put into the portfolio, creating inconsistency. This can be improved  by making a solid plan/rubric of what belongs in the portfolio before anything is added to it.

Link/photo example:

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Strategy/Tool: KWL Chart
A KWL Chart is one type of graphic organizer that allows students to determine
"What they know about a specific topic," “What they want to know/learn about a
specific topic," and "What they learned from the lesson." This method is used to
gauge students' understanding of a particular concept or process.

KWL Charts are appropriate tools for all grade levels but mostly going to be effective in 3-12.

This informal assessment tool is used to measure what students know, what they want to know and then what they have learned once the content is covered. This allows teachers to see what concepts are needed to be covered again, what stuck for students and where a student might need more help.

CO STANDARDS: Fifth Grade, Standard 1. Number and Quantity
Students Can:
B. Explain patterns in the number of zeros of the product when multiplying a number by powers of
10 and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of
10s . (CCSS: 5.NBT.A.2)
This tool and standard can be used to explain the patterns of what they understand, what they are still wondering and what they have learned.

Strength One: This allows students to track their own understanding and reflect on it.

Strength Two: This gives the teacher a better idea if they are teaching to the questions the students had/have and what students prior background knowledge is/was and how it may have aided in understanding.

Improvements: This can be improved by adding a Q at the end, making it a KWLQ- with the Q being "Questions I still have after the lesson" This helps the teacher see the gap in understanding from students.

Link/photo examples:

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Strategy/Tool: Think-Pair-Share:
A Think-Pair-Share involves students thinking about a question, pairing off and
discussing the question with a classmate, and then sharing their answers with the
whole class.

Think-Pair-Shares are appropriate for all grade levels K-12 but most commonly used 2-9.

This informal assessment tool is used to measure students understanding of a topic either being introduced or a newly learned topic, and into topics they have mastered. The teacher is able to listen to conversations around the room as well as what is shared aloud to the class.

CO STANDARDS:  Third Grade, Standard 3. Data, Statistics, and Probability
Students Can:
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes. (CCSS: 3.MD.A.1)
This standard and tool can be used by asking students to think of what time they see on the clock, pair with a friend to see what they came up with and then share to the class.

I found this tool on: http://harper-academy.net/wp-content/uploads/2015/11/Math-Assessment-Strategies.pdf

Strength One: This tool allows students to use their own background knowledge as well as shared information from their peers. This also helps students communication skills.
Strength Two: Students are held accountable to present information and ideas for their own learning and their partners learning. The teacher can listen in on conversations to quickly assess which students have a better understanding and which may still need more clarification.
Improvements: This could be improved by adding a write section. "Think-write-pair-share" this way students are more prepared of what to say or talk about and this aids in documentation.

Link/photo examples of a Think Pair Share:

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Strategy/Tool:
Journals
Journals can be used to document student learning, spelling, and writing. Often times this is used during a writers workshop and can document growth in writing styles over time, notes from mini lessons on writing and anything else the student may want to write or add into their journal. A journal is a tool students can use to communicate with the teacher and self-evaluate their learning progress. Students are able to ask teachers questions in the journal about specific skills that they may be too shy to ask in class.

Journals can be used at any grade level K-12 but are probably most useful during early writing stages 1st-4th

This should be assessed every few weeks or once a month by turning in the journal to the teacher. The teacher can use this to assess, spelling, grammar, content understanding, and more.

CO STANDARDS:
Third Grade, Standard 3. Writing and Composition

Grade Level Expectation:

4. Use a recursive process to plan, draft, revise, and edit writing, applying knowledge of the conventions of grammar, capitalization, punctuation, and spelling.

Students Can:

1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.3.10

Strength one: This tool assesses over time to see growth and/or regression throughout the year
Strength Two: This tool gives the student more freedom and the teacher the ability to see what they know each week/month/quarter or semester.
Improvements: You could improve this tool by going a step further and creating a daily or weekly reflection for any questions students might have and then the teacher is more often checking the journal for student understanding and comprehension.

Link/photo examples: