1/22/2021 assessment in curiosity corner & kindercorner
TRANSCRIPT
Microsoft PowerPoint - vESC_Assessment_CC_KC2.pptxCuriosity Corner
& KinderCorner
• Please stay muted throughout the presentation until it is time to share
• Cooperative Learning via the Chat Box and Breakout Rooms
• Find the Chat Box and type your name, school, email address and component taught (CC or KC?)
• Any questions, please add them to the Chat Box
• Chat Box Questions will be monitored and addressed throughout and at end of presentation.
2
Remote Learning Norms:
What are your achievement expectations for your Curiosity Corner students before entering KinderCorner?
What are your achievement expectations for Kindergarten students by the end of the school year to be prepared for First Grade?
Think- Write- Chat - Share
3
1/22/2021
2
Cheer Wheel
https://wheeldecide.com/index.php?c1=Firecracker+Cheer&c2=Truck+ Driver+Cheer&c3=Hamburger+Cheer&c4=Silent+Cheer&c5=Hi+Five+Ch eer&c6=Micro+Wave+Cheer+&c7=Kiss+your+Brain+Cheer&c8=Cheery- O&c9=Hip+Hip+Hooray+Cheer&c10=Cheese+Grater+Cheer&c11=Looki n+Good+Cheer&c12=WoW+Cheer&c13=Round+of+Applause&c14=Shi ne+Your+Halo&t=Celebration+Cheers+&time=5
Desired Student Outcomes
Think- Write-Share
Session Goals
• Define assessment in CC & KC
• Determine data that can be collected using the Unit Record Form, Weekly Record Form -how to assess students, and when in the lesson data can be collected.
• Review other data tools used in Curiosity Corner and KinderCorner.
• Discuss how the information from the data tools can help inform instruction.
© 2015 Success for All Foundation 8
Why collect and use assessment data?
• To guide instruction
10
skill
• Oral-language objectives
• Emergent-writing stages
• Beginning-reading objectives
results
• Theme vocabulary sentences (rubric)
• Write Away
strategy through formal classroom-
• Structured Oral-Language Observations
• Reading Roots formal assessment (end of year)
Decontextualized Measures
strategy
• Standardized assessments
• Oral language development*
Assessments in Curiosity Corner
Collecting GAT information
© 2015 Success for All Foundation 4
KinderCorner Goal: To Develop the Whole Child (with a strong emphasis of Oral
Language, Vocabulary, Literacy Skills, Math Skills and Social-Emotional Skills)
Assessments: • SOLO (Vocabulary, Oral Expression and Theme Vocabulary Sentence)
• Observation Checklists by Domain
1/22/2021
5
• Students are familiar with routines. (1)
• Students speak in full, elaborate sentences when responding to teacher questions. (2)
• Student talk equals or exceeds teacher talk. (3)
• Students are engaged during team/partner practice and labs/plan & play activities. If needed, strategies such as talking chips or role cards are in use. (4)
• Partners assist each other effectively with difficult words and use retell every day during partner reading. (5)
• Students use rubrics to meet expectations during partner or team practice. (6)
© 2015 Success for All Foundation 13
Key Points of the CCSS: Speaking & Listening Standards for Early Childhood
Students • Participate in collaborative conversations…
• Follow agreed-upon rules for discussions…
• Continue a conversation through multiple exchanges.
• Confirm understanding…by asking and answering questions about key details and requesting clarification…
• Ask and answer questions in order to seek help, get information, or clarify…
• Describe familiar people, places, things, and events… provide additional detail.
• Add drawings or other visual displays to descriptions …
• Speak audibly and express thoughts, feelings, and ideas clearly.
© 2015 Success for All Foundation 14
Data Collected on the Unit Record Form
© 2015 Success for All Foundation 15
1/22/2021
6
16
• Ten words per unit
• Wonderful Words
• theme-related words
• math words
• basic words
• Goal is to have students use 5 of the 10 words authentically over the course of the two-week unit
© 2015 Success for All Foundation 17
Oral Expression in Curiosity Corner
• Students are rated using NETSA:
• N = Nonverbal
• Measured over the course of the two-week unit
• Record the highest level that seems most prominent over the course of the unit.
© 2015 Success for All Foundation 18
1/22/2021
7
© 2015 Success for All Foundation 19
KC2: SOLO – Oral Language Development
• Measures expressive and receptive vocabulary
• Administered 1 per grading period
• One-to-one usually on Day 5 or 10 during Learning Labs
• Oral Expression- 70, 80, 90, or 100 points
• Vocabulary – 0 – 100 points
• Theme Vocabulary Sentence – practice creating sentences with partners. Scored with rubric. Usually given during Let’s Think About It.
20
Theme Vocabulary Sentence
Oral-Language Scoring Rubric
70 The student does not respond, or the response does not make sense.
80 The student responds with a word or phrase that makes sense.
90 The student responds in a complete sentence that makes sense.
100 The student responds in a complete sentence(s) that make sense and includes details.
21
1. I have brains.
2. My brain helps me move my legs to run outside and play with Joey.
3. Like a remote-control car
1/22/2021
8
(Rhyming, Initial Sounds, Auditory Segmentation,
Auditory Sound Blending, Syllables, etc.)
Example: Auditory Segmentation: sleep pond
• Administered one–to-one
• Scored: D – Demonstrated
ND – Not Demonstrated
23
• Administered one-to-one or during Partner Practice in Stepping Stones
• Read Sound
24
1/22/2021
9
• Used to Demonstrate Concepts of Print, Reading Words or Sentences
1. Units 1-4 Concepts of Print and Book Conventions
2. Units 2-6 (Stepping Stones) Read Letter Groups from Partner Practice Booklet
3. Units 7-16 (KinderRoots) Read a few words or sentence from Shared Story
• Administered one-to-one during Stepping Stones/KinderRoots
• Scored: D-Demonstrated
Student reads the following sentence
“They were eating lots of beans.”
25
• Individual Writing Conferences (*Writing Development Feedback Guide*) The teacher records the highest stage of writing demonstrated by the student
One-to-One during Write Away, Lab Planning, Greetings Readings and Writings
D Drawing
AS2 Early Approximated Spelling
AS3 Intermediate Approximated Spelling
AS4 Advanced Approximated Spelling
Writing Development Feedback Guide KinderCorner 2nd Edition Plus Manual pages 195-196
Initial steps for all stages:
1. Write the code for the most prevalent stage
represented in the upper right-hand corner of the
paper.
2. Say, “Tell me what you wrote today.”
3. Help the student put his or her response into a
complete (oral) sentence if necessary.
4. Proceed with the stage-specific steps for the most
prevalent stage represented in the student’s
writing.
words.
spoken words.
• Say, “You shared your idea with a picture. Let me show you what that looks like in grown-up writing.”
• Write the sentence on the student’s paper. Say each word as you write it.
• Invite the student to read the sentence with you. Point to each word as you read the sentence.
Linear Scribbles
words.
spoken words.
• Model one-to-one correspondence between
spoken and written words.
• Say, “What you have written is beginning to look like grown-up writing. Let me show you a way to know how many words to
write.”
• Say the sentence and draw a line to represent each word as you say it. Say the sentence again, pointing to each line as you say
the word it represents.
• Say, “Now I will write the words.” Write one word underneath each line. Use proper capitalization and punctuation, but focus on
stressing the connection between the lines and the words.
• Have the student read the sentence with you. Point to each word as you read the sentence together.
Letterlike shapes
not actual letters)
word.
• Model conventional writing.
• Ask the student to help you draw a line under the marks to indicate individual words, adding blanks if needed for additional
words.
• Invite the student to say the sentence with you. Point to the blank that represents each word as you say it.
• Say, “Your writing is beginning to look like real letters. This is what the words in your sentence look like in grown-up writing.”
Write the words under the corresponding blanks.
• Invite the student to read the sentence with you. Point to each word as you read the sentence together.
Random Letters
symbol connection)
word.
symbol connection with one or two of the
words in the sentence.
word in the sentence.
• Ask the student to help you draw a line under the letters to indicate individual words, adding blanks if needed for additional
words.
• Help the student with letter/sound correspondence by focusing on a “word” that starts with a sound previously taught in
Stepping Stones and say, “Let’s write the first sound and draw a line to stand for the rest of word.”
• Prompt the student to write the letter for the sound and draw a line for the rest of word. Do this underneath the blank that
represents the word.
• Write the other words in the sentence underneath the lines that represent them. Invite the student to read the sentence with
you.
1/22/2021
10
Approximated Spelling
AS-1
sounds.
final sounds in words.
• Ask the student to help you draw a line under the letters to indicate individual words, adding blanks if needed for additional
words.
• Select a word that begins with a sound previously taught, but that does not already begin with the correct initial sound. Help the
child say the word aloud and isolate the sound. Prompt the student to recall the corresponding letter. Refer to mnemonic picture
cards if needed.
• Select a word for which the student has written the initial letter and has a familiar ending sound.
• Ask the student to identify the ending sound in the word and write the letter for the sound.
• Write the other words in the sentence underneath the lines that represent them. Invite the student to read the sentence with you.
Early Approximated Spelling
words)
AS-2
to words.
• Ask the student to help you draw a line under the letters to indicate individual words, adding blanks if needed for additional
words.
• Select a word for which the student has written at least two sounds but has missed one or more.
• Rewrite the word underneath the student’s word, adding lines to represent missing sounds.
• Assist the student in sounding out and writing some of the missing middle letters on the lines.
• Invite the student to read the sentence with you. Point to each word as you read it.
Intermediate Approximated
3 letters in easy CVC words)
AS-3
or four correct sounds.
• Select a word for which the student has written at least two sounds but has missed one or more.
• Rewrite the word underneath the student’s word, adding lines to represent missing sounds.
• Assist the student in sounding out and writing some of the missing middle letters on the lines.
• Invite the student to read the sentence with you. Point to each word as you read it.
Advanced
spelling errors)
represent every sound in each word.
• Correct one or two spelling errors.
• Select a word for which the student has written at least two sounds but has missed one or more.
• Rewrite the word underneath the student’s word, adding lines to represent missing sounds.
• Assist the student in sounding out and writing some of the missing middle letters on the lines.
• Invite the student to read the sentence with you. Point to each word as you read it.
Conventional Spelling**
CS
• Teacher prompts use of conventional spelling. • Draw attention to a misspelled word.
• Explain what the child has done correctly, and then state the conventional way to spell the word.
• Write the word, correctly spelled, underneath the child’s word.
• Invite the student to read the sentence with you. Point to each word as you read it.
Identify the Emergent Writing Stage?
29 Stage? What feedback would you give to this student?
D Drawing
AS2 Early Approximated Spelling
AS3 Intermediate Approximated Spelling
AS4 Advanced Approximated Spelling
30Stage? What feedback would you give to this student?
D Drawing
Spelling
31 Stage? What feedback would you give to this student?
D Drawing
AS2 Early Approximated Spelling
AS3 Intermediate Approximated Spelling
AS4 Advanced Approximated Spelling
32
Getting Along Together Behaviors in CC
• Eight GAT behaviors total, only two targeted in each two-week unit
• Each behavior is repeated four times throughout the year.
• Students are rated using N, P, I:
• N = not evident
1/22/2021
12
© 2015 Success for All Foundation 34
Getting Along Together in KC2
• Students demonstrate the understanding or use of problem-solving skills.
• Can be observed at any point during the day or during Gathering Circle.
• Scored:
35
Skills and Strategies Taught in Getting Along Together for KC2 1. Active Listening
2. Say-It-Back
8. Win-Win Solutions
9. Conflict Solvers
Think – Write – Share
What do you notice about the sequence of the skills and strategies taught?
Which skills are most difficult for your students?
36
1/22/2021
13
Read and Respond
• Records the number of times the Read and Respond form is returned and signed
• Students are given a score of 0–10 (or a total number designated by the facilitator).
https://vimeo.com/channels/cchomelink
https://vimeo.com/channels/kchomelink
Managing Classroom Data
38
42
• Graphemes
• Individual Teacher Use
• Component use
in preschool • Students in Curiosity Corner are not
included on the Grade Summary Form. • KinderCorner mastery is not averaged into overall school mastery on Grade Summary
Form
© 2015 Success for All Foundation 43
1. How might you collect data in a hybrid setting or virtual setting?
a. whole group b. small group c. one-to-one
Using Data for Small Group or Intervention
Please share ideas in Breakout Rooms…
Please be ready to share with the group.
1/22/2021
16
4651
• Analyzing classroom and component data
• Planning for continuous improvement through classroom implementation
• Evaluating results and looking for progress
© 2
http://www.successforall.org/success-for-all-school-resources-for- home-use-during-covid-19/
https://members.successforall.org/login.aspx
https://resources.successforall.org/SFAFOnlineResources.aspx
1/22/2021
17
Reflection
How will you use this information to strengthen your collection and use of assessment data in your classroom?
© 2014 Success for All Foundation 49
Questions?
Thank you for your participation and attendance.
Thank you for all that you do to ensure that each and every one of your
students grow and blossom.
• Please stay muted throughout the presentation until it is time to share
• Cooperative Learning via the Chat Box and Breakout Rooms
• Find the Chat Box and type your name, school, email address and component taught (CC or KC?)
• Any questions, please add them to the Chat Box
• Chat Box Questions will be monitored and addressed throughout and at end of presentation.
2
Remote Learning Norms:
What are your achievement expectations for your Curiosity Corner students before entering KinderCorner?
What are your achievement expectations for Kindergarten students by the end of the school year to be prepared for First Grade?
Think- Write- Chat - Share
3
1/22/2021
2
Cheer Wheel
https://wheeldecide.com/index.php?c1=Firecracker+Cheer&c2=Truck+ Driver+Cheer&c3=Hamburger+Cheer&c4=Silent+Cheer&c5=Hi+Five+Ch eer&c6=Micro+Wave+Cheer+&c7=Kiss+your+Brain+Cheer&c8=Cheery- O&c9=Hip+Hip+Hooray+Cheer&c10=Cheese+Grater+Cheer&c11=Looki n+Good+Cheer&c12=WoW+Cheer&c13=Round+of+Applause&c14=Shi ne+Your+Halo&t=Celebration+Cheers+&time=5
Desired Student Outcomes
Think- Write-Share
Session Goals
• Define assessment in CC & KC
• Determine data that can be collected using the Unit Record Form, Weekly Record Form -how to assess students, and when in the lesson data can be collected.
• Review other data tools used in Curiosity Corner and KinderCorner.
• Discuss how the information from the data tools can help inform instruction.
© 2015 Success for All Foundation 8
Why collect and use assessment data?
• To guide instruction
10
skill
• Oral-language objectives
• Emergent-writing stages
• Beginning-reading objectives
results
• Theme vocabulary sentences (rubric)
• Write Away
strategy through formal classroom-
• Structured Oral-Language Observations
• Reading Roots formal assessment (end of year)
Decontextualized Measures
strategy
• Standardized assessments
• Oral language development*
Assessments in Curiosity Corner
Collecting GAT information
© 2015 Success for All Foundation 4
KinderCorner Goal: To Develop the Whole Child (with a strong emphasis of Oral
Language, Vocabulary, Literacy Skills, Math Skills and Social-Emotional Skills)
Assessments: • SOLO (Vocabulary, Oral Expression and Theme Vocabulary Sentence)
• Observation Checklists by Domain
1/22/2021
5
• Students are familiar with routines. (1)
• Students speak in full, elaborate sentences when responding to teacher questions. (2)
• Student talk equals or exceeds teacher talk. (3)
• Students are engaged during team/partner practice and labs/plan & play activities. If needed, strategies such as talking chips or role cards are in use. (4)
• Partners assist each other effectively with difficult words and use retell every day during partner reading. (5)
• Students use rubrics to meet expectations during partner or team practice. (6)
© 2015 Success for All Foundation 13
Key Points of the CCSS: Speaking & Listening Standards for Early Childhood
Students • Participate in collaborative conversations…
• Follow agreed-upon rules for discussions…
• Continue a conversation through multiple exchanges.
• Confirm understanding…by asking and answering questions about key details and requesting clarification…
• Ask and answer questions in order to seek help, get information, or clarify…
• Describe familiar people, places, things, and events… provide additional detail.
• Add drawings or other visual displays to descriptions …
• Speak audibly and express thoughts, feelings, and ideas clearly.
© 2015 Success for All Foundation 14
Data Collected on the Unit Record Form
© 2015 Success for All Foundation 15
1/22/2021
6
16
• Ten words per unit
• Wonderful Words
• theme-related words
• math words
• basic words
• Goal is to have students use 5 of the 10 words authentically over the course of the two-week unit
© 2015 Success for All Foundation 17
Oral Expression in Curiosity Corner
• Students are rated using NETSA:
• N = Nonverbal
• Measured over the course of the two-week unit
• Record the highest level that seems most prominent over the course of the unit.
© 2015 Success for All Foundation 18
1/22/2021
7
© 2015 Success for All Foundation 19
KC2: SOLO – Oral Language Development
• Measures expressive and receptive vocabulary
• Administered 1 per grading period
• One-to-one usually on Day 5 or 10 during Learning Labs
• Oral Expression- 70, 80, 90, or 100 points
• Vocabulary – 0 – 100 points
• Theme Vocabulary Sentence – practice creating sentences with partners. Scored with rubric. Usually given during Let’s Think About It.
20
Theme Vocabulary Sentence
Oral-Language Scoring Rubric
70 The student does not respond, or the response does not make sense.
80 The student responds with a word or phrase that makes sense.
90 The student responds in a complete sentence that makes sense.
100 The student responds in a complete sentence(s) that make sense and includes details.
21
1. I have brains.
2. My brain helps me move my legs to run outside and play with Joey.
3. Like a remote-control car
1/22/2021
8
(Rhyming, Initial Sounds, Auditory Segmentation,
Auditory Sound Blending, Syllables, etc.)
Example: Auditory Segmentation: sleep pond
• Administered one–to-one
• Scored: D – Demonstrated
ND – Not Demonstrated
23
• Administered one-to-one or during Partner Practice in Stepping Stones
• Read Sound
24
1/22/2021
9
• Used to Demonstrate Concepts of Print, Reading Words or Sentences
1. Units 1-4 Concepts of Print and Book Conventions
2. Units 2-6 (Stepping Stones) Read Letter Groups from Partner Practice Booklet
3. Units 7-16 (KinderRoots) Read a few words or sentence from Shared Story
• Administered one-to-one during Stepping Stones/KinderRoots
• Scored: D-Demonstrated
Student reads the following sentence
“They were eating lots of beans.”
25
• Individual Writing Conferences (*Writing Development Feedback Guide*) The teacher records the highest stage of writing demonstrated by the student
One-to-One during Write Away, Lab Planning, Greetings Readings and Writings
D Drawing
AS2 Early Approximated Spelling
AS3 Intermediate Approximated Spelling
AS4 Advanced Approximated Spelling
Writing Development Feedback Guide KinderCorner 2nd Edition Plus Manual pages 195-196
Initial steps for all stages:
1. Write the code for the most prevalent stage
represented in the upper right-hand corner of the
paper.
2. Say, “Tell me what you wrote today.”
3. Help the student put his or her response into a
complete (oral) sentence if necessary.
4. Proceed with the stage-specific steps for the most
prevalent stage represented in the student’s
writing.
words.
spoken words.
• Say, “You shared your idea with a picture. Let me show you what that looks like in grown-up writing.”
• Write the sentence on the student’s paper. Say each word as you write it.
• Invite the student to read the sentence with you. Point to each word as you read the sentence.
Linear Scribbles
words.
spoken words.
• Model one-to-one correspondence between
spoken and written words.
• Say, “What you have written is beginning to look like grown-up writing. Let me show you a way to know how many words to
write.”
• Say the sentence and draw a line to represent each word as you say it. Say the sentence again, pointing to each line as you say
the word it represents.
• Say, “Now I will write the words.” Write one word underneath each line. Use proper capitalization and punctuation, but focus on
stressing the connection between the lines and the words.
• Have the student read the sentence with you. Point to each word as you read the sentence together.
Letterlike shapes
not actual letters)
word.
• Model conventional writing.
• Ask the student to help you draw a line under the marks to indicate individual words, adding blanks if needed for additional
words.
• Invite the student to say the sentence with you. Point to the blank that represents each word as you say it.
• Say, “Your writing is beginning to look like real letters. This is what the words in your sentence look like in grown-up writing.”
Write the words under the corresponding blanks.
• Invite the student to read the sentence with you. Point to each word as you read the sentence together.
Random Letters
symbol connection)
word.
symbol connection with one or two of the
words in the sentence.
word in the sentence.
• Ask the student to help you draw a line under the letters to indicate individual words, adding blanks if needed for additional
words.
• Help the student with letter/sound correspondence by focusing on a “word” that starts with a sound previously taught in
Stepping Stones and say, “Let’s write the first sound and draw a line to stand for the rest of word.”
• Prompt the student to write the letter for the sound and draw a line for the rest of word. Do this underneath the blank that
represents the word.
• Write the other words in the sentence underneath the lines that represent them. Invite the student to read the sentence with
you.
1/22/2021
10
Approximated Spelling
AS-1
sounds.
final sounds in words.
• Ask the student to help you draw a line under the letters to indicate individual words, adding blanks if needed for additional
words.
• Select a word that begins with a sound previously taught, but that does not already begin with the correct initial sound. Help the
child say the word aloud and isolate the sound. Prompt the student to recall the corresponding letter. Refer to mnemonic picture
cards if needed.
• Select a word for which the student has written the initial letter and has a familiar ending sound.
• Ask the student to identify the ending sound in the word and write the letter for the sound.
• Write the other words in the sentence underneath the lines that represent them. Invite the student to read the sentence with you.
Early Approximated Spelling
words)
AS-2
to words.
• Ask the student to help you draw a line under the letters to indicate individual words, adding blanks if needed for additional
words.
• Select a word for which the student has written at least two sounds but has missed one or more.
• Rewrite the word underneath the student’s word, adding lines to represent missing sounds.
• Assist the student in sounding out and writing some of the missing middle letters on the lines.
• Invite the student to read the sentence with you. Point to each word as you read it.
Intermediate Approximated
3 letters in easy CVC words)
AS-3
or four correct sounds.
• Select a word for which the student has written at least two sounds but has missed one or more.
• Rewrite the word underneath the student’s word, adding lines to represent missing sounds.
• Assist the student in sounding out and writing some of the missing middle letters on the lines.
• Invite the student to read the sentence with you. Point to each word as you read it.
Advanced
spelling errors)
represent every sound in each word.
• Correct one or two spelling errors.
• Select a word for which the student has written at least two sounds but has missed one or more.
• Rewrite the word underneath the student’s word, adding lines to represent missing sounds.
• Assist the student in sounding out and writing some of the missing middle letters on the lines.
• Invite the student to read the sentence with you. Point to each word as you read it.
Conventional Spelling**
CS
• Teacher prompts use of conventional spelling. • Draw attention to a misspelled word.
• Explain what the child has done correctly, and then state the conventional way to spell the word.
• Write the word, correctly spelled, underneath the child’s word.
• Invite the student to read the sentence with you. Point to each word as you read it.
Identify the Emergent Writing Stage?
29 Stage? What feedback would you give to this student?
D Drawing
AS2 Early Approximated Spelling
AS3 Intermediate Approximated Spelling
AS4 Advanced Approximated Spelling
30Stage? What feedback would you give to this student?
D Drawing
Spelling
31 Stage? What feedback would you give to this student?
D Drawing
AS2 Early Approximated Spelling
AS3 Intermediate Approximated Spelling
AS4 Advanced Approximated Spelling
32
Getting Along Together Behaviors in CC
• Eight GAT behaviors total, only two targeted in each two-week unit
• Each behavior is repeated four times throughout the year.
• Students are rated using N, P, I:
• N = not evident
1/22/2021
12
© 2015 Success for All Foundation 34
Getting Along Together in KC2
• Students demonstrate the understanding or use of problem-solving skills.
• Can be observed at any point during the day or during Gathering Circle.
• Scored:
35
Skills and Strategies Taught in Getting Along Together for KC2 1. Active Listening
2. Say-It-Back
8. Win-Win Solutions
9. Conflict Solvers
Think – Write – Share
What do you notice about the sequence of the skills and strategies taught?
Which skills are most difficult for your students?
36
1/22/2021
13
Read and Respond
• Records the number of times the Read and Respond form is returned and signed
• Students are given a score of 0–10 (or a total number designated by the facilitator).
https://vimeo.com/channels/cchomelink
https://vimeo.com/channels/kchomelink
Managing Classroom Data
38
42
• Graphemes
• Individual Teacher Use
• Component use
in preschool • Students in Curiosity Corner are not
included on the Grade Summary Form. • KinderCorner mastery is not averaged into overall school mastery on Grade Summary
Form
© 2015 Success for All Foundation 43
1. How might you collect data in a hybrid setting or virtual setting?
a. whole group b. small group c. one-to-one
Using Data for Small Group or Intervention
Please share ideas in Breakout Rooms…
Please be ready to share with the group.
1/22/2021
16
4651
• Analyzing classroom and component data
• Planning for continuous improvement through classroom implementation
• Evaluating results and looking for progress
© 2
http://www.successforall.org/success-for-all-school-resources-for- home-use-during-covid-19/
https://members.successforall.org/login.aspx
https://resources.successforall.org/SFAFOnlineResources.aspx
1/22/2021
17
Reflection
How will you use this information to strengthen your collection and use of assessment data in your classroom?
© 2014 Success for All Foundation 49
Questions?
Thank you for your participation and attendance.
Thank you for all that you do to ensure that each and every one of your
students grow and blossom.