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Lives in all areas

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All assessments begin with a question.  The best way to get the 'right' information from the assessment is to ask the right question about how a student is learning and/or how we are teaching.

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All assessments begin with a question.  The best way to get the 'right' information from the assessment is to ask the right question about how a student is learning and/or how we are teaching.

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Are those learning objectives sticking with kids?

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Checks for understanding examples; exit slips, roving and interviewing

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for next steps

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Use assessment to plan for re-teach of concepts students are still developing

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Teacher can use formative assessment to know what to review/revisit vs what is mastered

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Slow down to process information and look to next steps to drive improvement and responsiveness

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Constantly checking in with students via formative assessments, both formal and informal, to determine GRR instructional moves and adjustments to instruction in the moment.

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Direct us to what we teach next.

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In all areas, helps you determine next steps.

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Planning what we want students to learn and how they can show us what they know, have learned or want to learn

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Planning what we want students to learn and how they can show us what they know, have learned or want to learn

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School-wide: Assessment Plan in SIP

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Looking at student work to see what material has been mastered and what needs to be retaught

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Determine a goal for students and what that will look like if they achieve it

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Create assessments aligned to Common Core Standards to align rigor and end goals

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Utilize assessment data to plan future lessons

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...on approach toward student work

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Plan: Using data to move our practices forward

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Plan: Using data to move our practices forward

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Constantly informally assessing students for understanding and adjusting to fit individual student need

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Help you determine what areas to focus on in your instruction.

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Pre-assess to plan instruction
Teach
On going informal assessment to adjust as you teach or remember for next step
Reflect
Review or reassess to inform next steps

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Teachers can use Beginning of the Quarter and End of the Quarter assessments to monitor, plan and assess student progress

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Teachers can use Beginning of the Quarter and End of the Quarter assessments to monitor, plan and assess student progress

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Teachers check for student understanding during instruction to adjust as necessary.

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Looking at student work in order to determine whether learning objectives have been mastered/met and adjusting practice based on this reflection.

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Looking at baseline data, student work samples

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Looking at student work samples to see how students are taking on learning.