Digital leaders should look to digitally mature companies to understand how to grow revenue and profits. Learn about digital maturity research.

Here are some ideas for online assessment tools for Spanish class! Perfect for a sub or are doing distance learning days!

Asset management risk assessment template. Assessment is the systematic procedure of applying empirical evidence on the particular knowledge, abilities, attitudes, and thoughts to refine teaching techniques and improve student learning. This includes analyzing information that is usually distributed by way of surveys, individual interviews, and tests of teachers, and admissions. There are lots of assessment

This product includes two assessments on reflection, refraction and absorption. These could be used together for a longer assessment, or separately for daily assessment.There is a PDF printable version as well as a digital Easel activity that can be directly assigned into Easel or Google Classroom...

Editable Childcare Setting Risk Assessment. Risk assessment encourages managers and childcare workers to consider what could go wrong at the setting (or on outings) in order to be able to manage the situation before an accident or injury occurs. You can use this as a template for any type of risk assessment. You can add and edit to suit your needs. PLEASE NOTE: No physical print is delivered. Simply purchase, download and print either from home or at a local print shop. **HOW TO DOWNLOAD** After you purchase the listing, you will receive an email with a link to download or you can find it under "Purchase and Reviews" on your Etsy account. **TERMS OF USE** This printable document is for personal use only. You may print the digital document as many times as you want. You may not use any part of the file to make items to resell. You may not share this digital document with others or distribute printed copies. Please note that I am not able to offer refunds on digital documents. However, if you have any questions or problems with the document I will do my very best to help you.

These game-changing digital tools will help you develop a more efficient assessment system and cut your overall grading time in half. As I’m sure many fellow teachers would agree, developing an effective system of providing meaningful, individualized feedback to each of our students during the wr

There is a very wide variety of digital formative assessment tools that can be used for free. I’ve made simple graphics for 18 of them. Most of the tools work with any web browser, so they are great for laptops, computer labs, iPads, Chromebooks, tablets, and smartphones.

Are you looking for new formative assessment strategies to try out in your classroom? Are you tired of using the same assessments over and over? If so, check out the strategies in this FREEBIE! I hope you find a new strategy or two to try out in your classroom! Until next time,

Social Skills Board Game: Help students practice important social skills and how to respond appropriately in a variety of social situations with this fun counseling game. Topics covered include, using a social filter, assessing if a behavior is expected or unexpected, and how to recover from a social mishap. This game can be used with a small group, individual, or the entire class! **Recently updated to include a digital version** Save with bundles! Save 20% with my School Counseling Board Game BUNDLE  WHAT’S INCLUDED: ↠ Board Game (Print and Digital) ↠ 24 Social Skills Game Cards ↠ Directions ↠ Answer Key BENEFITING STUDENTS Students will be better equipped to succeed in a variety of social situations. Social skills are fundamental to student success both inside and outside of the classroom. At a minimum, this game allows students to identify and share their feelings, develop self-esteem through participation, and practice empathy while hearing others’ answers. SAVING TIME This game is designed to be very low-prep. Who is this For? “Social Skills Board Game” is designed for students grades 1-5. RELATED SCHOOL COUNSELING RESOURCES: ⁕ School Counseling Board Game Bundle ⁕ Social Skills Boom Cards Digital Activity ⁕ Social Skills Game + Activity ⁕ Social Skills Small Group ⁕ Social Skills Scoot Game Visit Bright Futures School Counseling Blog and subscribe to my email list to gain access to my Class Lesson Cheat Sheet. You will also receive a weekly email with my latest school counseling tips, research, and freebies! Follow me on social media to be the first to learn about sales and new resources! School Counseling Simplified Podcast Bright Futures Counseling INSTAGRAM Bright Futures Counseling FACEBOOK

Digital Data Forms | Data sheets are a special educator's best friend. This bundle of digital data sheets (using Google Forms) is the perfect addition to any special education classroom. How many digital data sheets are included? You will find 143 digital data forms included in this bundle. Please click here for a preview to try a free Parent Contact Log form. Watch the preview video to see 3 forms. Please note: You will need a Google account to be able to edit and use these forms. This bundle does not include printable data sheets. You can find a bundle of 175+ printable data sheets here. What types of data sheets MAY be included in the digital bundle? • General IEP folder organization • Request for Assistance / Nurse Forms • Parent Questionnaires • Student Questionnaires / Self-Evals and Assessments • Meeting Minutes • Observation Forms / Teacher + Specialist Reports • IEP Meeting Dates Tracking • Transition, Career Choices, + Vocational Assessment • Accommodations / Modifications • FBA, Behavior, ABC Charts • Discrete Trials • General Goal Tracking • Inclusion • Task Analysis + Multi-Step Tasks • Reading / ELA (general + elementary skills) • Math (basic skills) • Trials / Mass Trials • Prompting • Frequency + Duration • Toileting + Life Skills Find the printable, endless data sheet bundle here. Connect with me: • Newsletter • Blog • Facebook • Instagram • Pinterest • Don't forget about the green ★ to follow my store to get notifications of new resources and freebies! Thanks for Looking and Happy Teaching!

Welcome to the ultimate guide on the Customizable Digital Student Rubric Mastery Tracker! ✨ Are you a teacher looking to efficiently track and manage student mastery? This tutorial is perfect for you! Our template is designed to streamline your assessment process, offering a dynamic and customizable solution for tracking student progress across various standards. Features: Fully Customizable: Tailor the rubric to fit your specific needs and standards. Digital & Efficient: Easily create digital rubrics for each student, either within the same workbook or as separate workbooks in Google Drive. Automated Data Validation: Automatically set up data validation and conditional formatting for seamless tracking. ✔️ Email Integration: Share individual student rubrics with just a few clicks. Real-Time Updates: Push updates to all student rubrics effortlessly, ensuring everyone stays on track. Visual Feedback: Color-coded performance levels for quick and easy assessment. Unpacking the Template: Skills & Concepts Depth of Knowledge Learning Intentions Essential Questions Evaluation Criteria Sample Performance Tasks This template is perfect for tracking the mastery of 2nd Grade NC and Common Core ELA Standards, but it can be easily customized for any grade level or subject. Watch this tutorial to see how you can set up, customize, and use this powerful tool to enhance your teaching and student assessment. Download Now and start making your assessment process smoother and more efficient! Don't forget to like, comment, and subscribe for more helpful tutorials and resources!

A few months ago, I published a video/blog post in which I shared how I use Plickers and my Assessment Magnet system in my teaching for assessment purposes. If you haven’t seen the video yet, here it is below (be sure to also check out the full blog post for additional examples of how I use these two tools in physical education). A few weeks later, I shared how I combined this magnet system with my Mini-Coaching system and QR Jump Rope Cards in my jump rope unit to help students set goals, track progress and learn independently in P.E. class. Here’s the Quick Look video I made to explain how this works: After sharing the videos with the #physed community, I was super pumped to see how many teachers were excited about trying out the magnet system in their teaching! The Remix One of the cool things about sharing your ideas online is that you never know how the idea will grow from what it once was. That said, one teacher in particular, Mike Ginicola of Connecticut, decided to try the Assessment Magnet system out in his own teaching: Thanks to some of our pioneers, I’m getting closer to my vision of a meaningful #physed program. Magnets rock @JoeyFeith! pic.twitter.com/8kmT0eMUlc — Mike Ginicola (@PhysEdDepot) March 22, 2017 Mike then took things a step further in order to solve a problem with the original magnet system: the fact that it was hard to quickly track student magnets after each class (something that I was doing manually after my lessons). Mike reduced the Plickers card images until they were small enough to be placed on a magnet. By having these mini-Plickers assessment magnets, a teacher can simply scan the whiteboard at the end of a lesson to quickly log where each student’s magnet was placed at... Continue Reading

Plickers is a free online formative assessment program, but it can also be used to foster active engagement in any subject area and at any grade level. Read this post to learn innovative strategies for using Plickers in your classroom!

Benefits of Using Google Forms as Formative Assessments Data, data, and more data! It seems like we’re always being asked to track assessment data for our students. Of course, knowing what our students know and are able to do is important, but if you’re still giving paper assessments, it can be exhausting to interpret all […]

In this post, you will find 27 Formative Assessment Tools for Your Classroom! Formative assessment is such an essential part of the learning process and student success, and many digital tools can help support this process.This list has a wide variety of features and options to help you solidify your formative assessment strategies! Many of the tools below are great for both formative and summative assessments.

This is a helpful & informative 2 page review on hypertension This review includes detailed info on: - Manifestations - Risk factors - Assessment - Medical management - Outcomes - Hypertensive Crises This is a digital download that can be printed and downloaded

Explore classroom ideas and ELA worksheets specifically tailored for upper elementary teachers teaching reading and writing.

Discover time-saving Maths Assessment strategies for teachers. From pre-assessments to digital tools, streamline the process and monitor progress effectively.

This interactive Slides presentation allows students to differentiate between connotation and denotation. It introduces students to the concept of connotative meaning through visuals and examples. Resource includes a teacher copy and student copy that can be pushed out digitally through learning man...

Guiding reflection of the Approaches to Learning Skills with the children helps them through the reflection process, provides a lead into the most fruitful conversations and encourages inclusive assessment practices in your classroom. Created during my distance learning experience, this interactive digital presentation presents guiding questions to review and reinforce the IB PYP reflective thinking process. Assessment within the inquiry-based classroom focuses more on feedback and less on grades. It is an inclusive practice where the children are very much a part of monitoring and assessing their own learning and understanding. You can read more about inclusive assessment practices here, in my blog. Easy to integrate with ANY unit of inquiry or single subject, this presentation develops the children’s independence with their reflection practice, gathering evidence of their learning and understanding and can be used in goal-setting, portfolios and student-led conferences. It is presented by clicking and thus the animated slides are also controlled with each click. Use as a presentation AND as an interactive activity. This digital presentation allows for students to interact with the slides on screen, annotating and typing on the slides. It can be used as a whole class presentation, in small collaborative groups and for independent reflections, all designed to support their reflection and build upon their understanding of assessing themselves and their learning and understanding. Use with: •On-going reflection •End of unit reflections •Formative self-assessment •Student-led conferences You will find: •12 interactive slides •A review of the reflective thinking cycle •Lesson suggestions for reflection and assessment You may also like the complete resource for guiding questions that can be used with ANY unit of inquiry and single subjects in my complete resource for reflection: Reflective Thinking- Guiding Self Assessment and Reflection. This covers ATL Skills, Learner Profile and more general guiding questions too. You can find many more tips and tools for the inquiry-based classroom and the IB PYP in my blog, PYPteachingtools.com. Enjoy! Susan Powers

Guide students in creating digital portfolios to highlight their video productions in your program! Digital portfolios are an industry standard for people wanting to work in broadcast, TV, and film productions - and you can help your students create their own to showcase their best work. Students will be tasked with managing their digital portfolios throughout the school year after creating them and the second unit of this bundle is their final assessment on their polished portfolios. These 2 complete, ready-to-go units include editable day-by-day instructor's presentations, detailed lesson plans, a Create a Digital Portfolio Student Project Guide, Final Digital Portfolio Project Guide, and rubrics. Students will be graded on creating a site with 5 content pages: Home, About Me, My Work, Vlog or Blog, and Contact. Once students create their portfolios, you can incorporate pacer projects throughout the school year for students to continue updating their sites. It's a game-changer with classroom management and always giving students a productive next task! Contents of the Create a Digital Portfolio Unit include: Create a Digital Portfolio Instructor's Presentation (22-slide editable PowerPoint + JPG Slide Options) Create a Digital Portfolio Lesson Plan (4-page editable Word doc + PDF option) Create a Digital Portfolio Student Project Guide (2 options: 3-page and 2-page PDFs + editable PowerPoint templates) Digital Portfolio Rubric (1-page PDF) Contents of the Final Digital Portfolios Unit include: Final Digital Portfolios Instructor's Presentation (15-slide editable PowerPoint + JPG Slide Options) Final Digital Portfolios Lesson Plan (3-page editable Word doc + PDF option) Final Digital Portfolios Student Project Guide (2-page PDF + editable PowerPoint template) Final Digital Portfolios Rubric (included on Project Guide) Terms of Use This resource may be used by the original purchaser for single class use only. Teachers may distribute this product in e-mail, through Google Classroom or over the Internet to their students (and parents) as long as the site is password protected. If you want to share this resource with colleagues, please purchase additional licenses from TpT. Thank you for your support!

ClassDojo is not only a great tool to communicate behavior and help with classroom management, but it can also be used to share student progress!

The Developmental Reading Assessment, herein referred to as the DRA, is a reading assessment that is administered several times a year in order to determine a student's independent reading level, provide information for teachers in order to drive instruction, and monitor a students reading progress throughout the year. While the process involved in administering a DRA test can seem daunting at first, once you begin giving the tests to students it quickly becomes second nature. Below I have provided excerpts from a variety of documents found via the web that give basic information and outlines of what the process entails. This information is provided for educational purposes only and should not be used without first discussing the process with the teachers and administrators at your school. Purpose ü To inform instruction- This assessment provides the teacher with information on a student’s strengths and weaknesses as a reader. It will enable the teacher and the student to set goals, and to monitor progress over time. Furthermore, teachers will be able to focus lessons to meet the student needs. ü To provide students with appropriate leveled reading material- In order to make progress, research has informed us that students need to be reading material 85% of the time at their independent level. (R. Allington) K-3 DRA Protocol I. Overview After administering and interpreting the DRA you should be able to match students to independent reading material that is in their zone of proximal development AND inform your instruction. Please see section IV of this protocol for more information on determining reading levels and informing instruction. Administration—Do not provide students with any assistance (cues) during any assessment—you are an impartial observer, recording what the child is able to do independently. 1. Determine the text level: 2. Complete the DRA OBSERVATION GUIDE: Record the student’s name, date, and your name 3. Follow the instructions EXACTLY as they written on the DRA OBSERVATION GUIDE: ¨ Introduce the DRA text ¨ Record the student’s oral reading behaviors on the DRA Observation Guide ¨ Ask questions as written on the DRA Observation Guide to assess comprehension IV. SCORING 1. ACCURACY—Determine by using the table provided on the DRA Observation Guide: ¨ Repetitions and self-corrections are not errors/miscues ¨ Proper nouns are counted as one error/miscue IF the student consistently pronounces the name the SAME way (e.g. Dukey/Duke=one error/miscue). If the student pronounces the name in DIFFERENT ways it is counted as an error/miscue EACH time (e.g. Dukey, Duked, Duck/Duke=3 errors) ¨ Any word, other than a proper noun, pronounced incorrectly is counted as an error/miscue EACH time ¨ Skipping an entire line is counted as one omission thus one error/miscue ¨ Any insertion of a word is counted as one error/miscue ¨ Any omission is counted as one error/miscue 2. COMPREHENSION—Determine by completing the table on the DRA Observation Guide: ¨ Be conservative when scoring a student’s responses on the comprehension rubric. For example, don’t assume a student knows the difference between ‘he’ and ‘she.’ If they mix it up, mark it accordingly. This informs your teaching. Follow the procedures described below for scoring on the comprehension rubric: o Rows 1-4: score the child based on his/her overall performance (with teacher prompts) o Rows 5-6: score the child based on his/her responses with prompts and the number of prompts required FLUENCY—Determine by using the Rubric for Fluency Evaluation (Fountas & Pinnell, Guided Reading: Good First Teaching for All Students, 1996): 1 Very little fluency; all word-by-word reading with some long pauses between words; almost no recognition of syntax or phrasing (expressive interpretation); very little evidence of awareness of punctuation; perhaps a couple of two-word phrases but generally dysfluent; some word groupings awkward. 2 Mostly word-by-word reading but with some two-word phrasing and even a couple of three-or four-word phrases (expressive interpretation); evidence of syntactic awareness of syntax and punctuation; although not consistently so; rereading for problem solving may be present. 3 A mixture of word-by-word reading and fluent, phrased reading (expressive interpretation); there is evidence of attention to punctuation and syntax; rereading for problem-solving may be present. 4 Reads primarily in larger, meaningful phrases; fluent, phrased reading with a few word-by-word slow downs for problem-solving; expressive interpretation is evident at places throughout the reading; attention to punctuation and syntax; rereading for problem-solving may be present but is generally fluent. Determine Reading Level: A student’s reading level is determined through a combination of accuracy, comprehension, and fluency. If any one of the areas is instructional, the passage is at an instructional level. If any one area is frustration, the passage is at a frustration level. The passage is independent when all three areas are in the independent range. Please note that a text may be independent for a student but at the same time be too easy (not provide appropriate practice of reading strategies) and therefore not be informative for instruction. The goal is to match students to independent reading material AND inform your instruction. For example: § INDEPENDENT: students can read text with accuracy, comprehension, and fluency: ACCURACY COMPREHENSION FLUENCY 95-100% 18-24 3-4 § If a student is at an INDEPENDENT LEVEL in all three areas (accuracy, comprehension, and fluency), the passage is considered to be independent. However, be aware of texts that are “too easy” and will not provide adequate practice for the student or inform your instruction. For example: Name Accuracy Comprehension Fluency Reading Level Comments Student 1 98-100% 22-24 4 Easy Independent Not informative for instruction, not in student’s zone of proximal development, administer another DRA Student 2 95-97% 18-21 3-4 Independent Can be informative for instruction, more likely to be in student’s zone of proximal development (appropriate challenge) § INSTRUCTIONAL: students require teacher mediation to read with accuracy, comprehension, and fluency: ACCURACY COMPREHENSION FLUENCY 90-94% 16-17 2-3 § If a student is at an INSTRUCTIONAL LEVEL in any one or more of the three areas (accuracy, comprehension, or fluency), the passage is considered to be instructional. For example (area/s of instruction in bold): Name Accuracy Comprehension Fluency Reading Level/Rationale Student 1 92% 16 4 Instructional/Accuracy & Comp Student 2 100% 16 3 Instructional/Comp Student 3 95% 18 2 Instructional/Fluency § FRUSTRATION: students struggle to read with accuracy, comprehension, and/or fluency: ACCURACY COMPREHENSION FLUENCY <90% <16 1-2 · If a student is at a FRUSTRATION LEVEL in any one of the three areas (accuracy, comprehension, or fluency), the passage is considered too difficult—it is at a student’s frustration level. For example (single area of frustration in bold): Name Accuracy Comprehension Fluency Reading Level/Rationale Student 1 89% 18 3 FRUSTRATION/Accuracy Student 2 95% 15 3 FRUSTRATION/Comprehension Student 3 98% 18 1 FRUSTRATION/Fluency Benchmark Levels: All of Newton’s mid-year and end-of-year benchmarks are based on independent reading levels. Thus, by the end of the school year, kindergartners should read level 2 texts independently, first graders level 16, and second graders level 28. Independent Reading scores are reported on the Newton Public Schools class data sheets: Grade January June Kindergarten N/A Level 2 First Grade Level 8-10 Level 16 Second Grade Level 20 Level 28 Third Grade Level 30 Level 38 6. Ceiling Levels: Stop using the DRA as your assessment tool at the ceiling levels indicated below. Instead, use Running Records, Miscue Analysis, and reading conferences to determine a student’s independent reading level, inform your instruction, and to monitor progress. If you need assistance to assess your advanced readers, please see your literacy specialist: Grade January June Kindergarten N/A Level 16 First Grade Level 28 Level 28 Second Grade Level 38 Level 38 Third Grade Level 44 Level 44 Developmental Reading Assessment (DRA2) What is the DRA? The Developmental Reading Assessment provides teachers with a method for assessing and documenting primary students' development as readers over time. Its purpose is to identify students’ reading level, defined as a text on which students meet specific criteria in terms of accuracy, fluency, and comprehension. Additional purposes include identifying students’ independent reading strengths and weaknesses, planning for instruction, monitoring reading growth, and, for the grades 3-5, preparing students to meet classroom testing expectations and providing information to teachers, schools, and region regarding reading achievement. The assessments are conducted during one-on-one reading conferences as children read specially selected assessment texts. A set of leveled texts, which increase in difficulty, are used for the assessment. The DRA evaluates the major aspects of reading that are critical to independence as a reader. What is the DRA Word Analysis? The DRA Word Analysis is designed to evaluate the phonological awareness and phonics skills of students in kindergarten and early first grade and the word analysis skills of below-grade-level readers in Grades 1-5. How do I administer the DRA? The DRA should be administered on a semiannual basis or more frequently in the case of struggling readers. Teachers should administer the assessment to their own students to provide them with information on which to base their teaching practices. Assessment should take place in a part of the room that allows for one-on-one observation and conversation without distractions or interruptions. Other students should not overhear the stories being read aloud or retold. The assessment should take place in one sitting. Don't break off in the middle of an assessment. If it appears that the student will need further assessment, you should continue on another day. Set yourself up in a quiet area with texts and observation sheets where other students cannot hear the conversation. Try to assess at least 1 or 2 students each day during an independent work time. This creates minimal disruption to the class and allows the teacher to fill out the forms while the reading behaviors of the child are fresh in his/her memory. Explain to students that you will be sitting down to read with everyone so you can get to know what they have learned about reading. Telling students they are being tested only creates stress! Overview For levels A to 2 ü Teacher selects the text ü Teacher introduces the text ü Teacher reads one or two pages ü Child points and reads the rest of the story; teacher takes running record of oral reading For Levels 3 to 12 ü Teacher or student selects the text that seems just right for him or her ü Teacher introduces the text ü Student reads complete text aloud; teacher takes running record of oral reading ü Student retells either the story or the information read to demonstrate comprehension For Levels 14 to 24 ü Teacher selects a range of three texts ü Student chooses one that seems just right ü Teacher introduces the text ü Student reads the first two to four paragraphs or pages aloud; teacher takes a running record of oral reading and records time ü Student reads remaining text silently in another location ü Student retells story or shares information gained from text For Levels 28 and above ü Teacher selects a range of three texts ü Student chooses one that seems just right ü Teacher introduces the text ü Student reads the first two to four paragraphs or pages aloud; teacher takes a running record of oral reading and records time ü Student reads remaining text silently in another location ü Student respond in writing to questions and prompts in the student booklet Before the Assessment ● Duplicate the black line masters from the CD of the levels needed. Running records will be recorded on the out loud reading of books/passages. Plan on a minimum of one for each student. ● Stopwatch or watch with second-hand. ● Become familiar with the stories the students will be reading. Introduction · Choose a level that is a good estimate of where a student is able to be successful. If a student struggles, STOP, go back to an easier level, or say, “This isn’t a very good book to read today. You go back to your seat now and I’ll look for a better one to read another time.” Be careful to not let frustration set in at the onset of this assessment. In Levels 18-44, you will ask the student to read aloud the first few paragraphs to determine if you have selected an appropriate text. · The converse is also true. If a student easily reads the level with few or no errors in a short amount of time, then it would be appropriate to have the student move up to a higher level. It is not required to have each level read. Once the appropriate level has been established, proceed with the steps to give the assessment. · Introduce the book by reading the first script on the Observation sheet. · This is a time to also let the student know that they will be retelling the story to you from beginning to end. They will have a chance to re-read the story silently before they begin the retell. Introducing the Text Sample introduction: “I am going to ask you to read a story aloud to me. Read it as best you can. I can’t help you; so if you come to a word you don’t know, just try your best. I’m going to take some notes while you’re reading so I can remember what you say.” Allow the student to take a “picture walk” through the text. There is no time limit for this. The student may want to tell you a story based on the illustrations and this is allowed. Teacher may continue with: “The story you are gong to read is called ______________. (Supply the title). It is about __________________________. “ (Supply one line plot summary provided.) This is a time to also let the student know that they will be retelling the story to you from beginning to end. They will have a chance to re read the story silently before they begin the retell. During the Assessment • Start the timing as soon as the child begins to read. • An accurate note of minutes and seconds must be made when the reading stops. • Once the oral reading is over, the student should take the book and read it again silently. This gives them another opportunity to check themselves on comprehension before the retelling. During this time the teacher should mark the score for phrasing based on the rubric on the Student Information Sheet. • Once the student has finished reading the book or portion silently, the teacher may prompt the retelling with “Think back to the beginning, and tell me the story. Tell me everything you remember about it.” If the retelling seems incomplete, the teacher should prompt with, “Tell me more.” This prompt should be used only once. Or start the first section of the student booklet. • When the student finishes the retelling, the teacher should score that skill before seeing another student based on the rubric on the Student Information Sheet. After the Assessment • Add up all the scores for accuracy, fluency rate, phrasing and retelling will indicate the strength or weakness of the student at that level. • Analyze the Data – In performance-based assessments, it is important to move beyond just the score and look at what strategies and or skills the student used effectively, used ineffectively or neglected. Certain questions can be explored. -Did the error make sense? -Did the student use meaning when the error was made? - Noticed an error and reread - Attempted self-correction - Used picture clues to attempt words - Read something sensible, even if it didn’t match letter sounds of the correct word - Skips word or reads ahead - Inserted extra words which supported the meaning - Are there any visual similarities between the error and the actual text? - Did the student look through the word for known parts or endings? - Substituted a word that started with the same sound as the correct word. - Appears to “sound out the word” - Covers ending or prefix - Gets beginning or ending sounds correct although the word is wrong - Made a sound for each letter in the word - What does the student do at difficulty? Stop? Reread? Appeal for help? • Plan Teaching – With this type of assessment, it can become an integral part of the teacher’s ongoing instruction, providing them with strategies to understand students’ early reading performance. This assessment also helps the teacher identify and document change over time. Oral Reading · Take a running record of oral reading for all Levels. · Ticking each correct word is not necessary and allows the recorder to note other behaviors more accurately. · Appeals are noted (A); they are scored as errors ONLY if the word is told to the student (T). The only acceptable prompt is “try something.” The prompt is given after about a 5 second wait. Wait again. Tell the word if necessary (T). (A wait with a questioning look or tone can be considered an appeal. This prompt does not count as an error.) · Other prompts such as “Look at the first letter.” or “Look at the picture” are absolutely not admissible. Use standard conventions for recording so others can refer to the record and “read” it accurately. (See laminated sheet) · Record self corrections. Be watchful, however, for students who make many, many errors, constantly self-correcting. This behavior clearly interferes with fluency. Fluency The total number of oral reading errors is converted to an accuracy score. Beginning at level 14, oral reading is timed, using a words-per-minute (WCPM) metric. Three to four aspects of oral reading are rated on a 4-point scale: expression, phrasing, rate, and accuracy. Comprehension · In Levels 3-16, once the oral reading is over, the student should take the book and read it again silently. This gives them another opportunity to check themselves on comprehension for retelling. Then, you will close the book and tell the student to, “Start at the beginning and tell me what happened in the story.” · Underline information that the student is able to give, but which requires prompting. · Note information that the student is able to give, but which requires prompting, with a TP (teacher prompt). · Follow-up questions follow the summary and if used need to be tallied to the left. The number of prompts to elicit more information will be calculated as part of the comprehension score. · Try to use only the follow-up questions provided, but if you need to ask others, be sure to record them in the space provided. All information provided by the child (both prompted and unprompted) is considered valid information when determining the comprehension score. Using the Comprehension Rubric – To pass a level a student should score in the Adequate (16-24) range. In the early levels (A-6) there is very little substance to the stories: little to retell that is not apparent from the pictures, few events and characters and very little room for misinterpretation. Therefore, this rubric does not work well, and retelling at these levels is not necessary for the average student except to build the understanding that this is something we need to learn how to do. In levels 8-16 the rubric works better; however, some stories have only 2 characters, characters may not be given names, and the stories do not lend themselves to inferential thinking. The general rule when scoring the rubric at these levels is to NOT penalize the student for information that is not in the story (i.e., if there are only 2 characters and the student mentions 3 in the retelling, score a 3 or 4). Overall Tips Readings are administered only as far as the student is able to read with: At least 90% accuracy (Levels A-1) At least 91% accuracy (Level 2) At least 94% accuracy (Levels 3-44) Adequate comprehension (see DRA Observation Guide sheets) · Make notes about reading behaviors and strategies for future reference. · Stop once a student falls into the Instructional or Independent level and information is gained that would drive instruction for that student to progress as a reader.Questions What if a student is successful at passing a level beyond their grade level? The student should be retested to verify that the information on the last assessment is correct. It is highly recommended that students reaching Level 44 have an independent score for fluency and comprehension before they are considered proficient at this level. If a student reads several levels above grade level, speak with your site literacy specialist for recommendations for this issue. What is the difference between independent and instructional levels? The 90-94 percent range represents the student’s instructional level, and it is the instructional level that should be reported. A student’s independent level is the level at which he/she reads with 95-100 percent accuracy, with fluency, and comprehension. A student’s independent level is generally one or two levels lower than his/her instructional level. Can I use the DRA for monthly monitoring of students’ independent reading level? The DRA is not an appropriate tool to use for the monthly monitoring of students’ independent reading level. This leads to over-use of the DRA and students will eventually learn the test. Teachers can use a running record with leveled/benchmark books for monthly monitoring. Can I share this information with parents? Yes! Parent Teacher Conferences are an excellent time to share this information with parents. Share results. It is important for this to be an informing, yet hopeful encounter. It may be helpful to provide a copy of the level book that the student read. This is an opportunity for the parents and the teacher to form a partnership focusing on the support of their child’s progress. Some strategies you might suggest to parents are: ü Read with child daily. ü Talk about reading strategies. ü Talk about the story, highlighting main points. ü Practice high frequency words. ü Listen to books on tape. ü Tape the child while reading and have them listen to it. Adults can provide a role model for daily

REVISION POSTERS: Antepartum haemorrhage, including Placental Abruption and Placenta Previa. 4x posters covering: - Definition - Incidence - Pre-disposing risk factors - Signs and symptoms - Assessment - Investigations - Treatment - Management - Ongoing care - Professional Values Posters are PDF which is downloadable and printable after purchase. Please remember to download and save items for future use and ease of printing. Item is a digital download only, and hard copies are NOT sent out to the buyer. Relatable mainly to midwifery. If you have any problems, don't hesitate to contact me for advice and support. Posters are not to be distributed or used for anything other than self-study. Kind Regards Rachel The content creator.

The Assignment Tracker by grades is a digital resource tool designed to help educators visually monitor and track student progress. This customizable tracker is perfect for teachers who want to efficiently manage and evaluate assignments, assessments, or anything you need to track progress of in your classroom! This tool simplifies the process of tracking individual and class performance, making it easier to identify areas where students excel or need additional support. Once data is input, the tracker begins to visually show how each student is doing. It includes cell formatting, progress bars, and line graphs to show all the data in a cohesive, yet appealing way. This is a perfect tool to up your organization, classroom management, and data collection to drive instructional practices! Included in this resource: 3 slides - Start Here, Assignments - Grades (Example), Assignments - Grades (Master) This resource is formatted to use with Google Sheets. (c) Data Tracking Teacher

Checking for Understanding Formative Assessment Exit Slips

When students have fun learning, everybody wins.

Are you struggling to keep track of your student’s data? Here are effective tips for tracking data digitally!

For too many art teachers, assessment remains a difficult concept. It’s tough to know what’s going to work, how it can be implemented, and how it can be incorporated to actually help improve teaching. In this episode, Tim takes on some of these concerns and shares his ideas on making assessment valuable. Heather Crocket, the […]

Google Keep is one of my favorite G Suite tools! One fun way to use Google Keep is for feedback. In this post, I've got 4 ways to use Google Keep for feedback and assessment.

If you've been searching for a way to DIGITALLY assign students a quick assessment of a math skill to drive instruction, this video tutorial is for you!

For too many art teachers, assessment remains a difficult concept. It’s tough to know what’s going to work, how it can be implemented, and how it can be incorporated to actually help improve teaching. In this episode, Tim takes on some of these concerns and shares his ideas on making assessment valuable. Heather Crocket, the […]

Informal assessments for special education in the areas of Reading, Writing, and Math. Two versions: one printable and one digital.

If you are anything like me you're always searching for new and easy ways to keep track of student work to have on file for conferences/IEP meetings etc. For years I struggled with binders, file folders, digit files on my desktop and so much more. I was so tired of it and knew I had to find something that would make my life easier. Tah-dah!!!!!! SeeSaw is a FREE (you can pay for certain subscriptions but the free one is perfect!) app that allows you and your students to build digital portfolios. It is super user friendly, the kids love it and best of all.....it makes collecting student work samples SOOOOO easy. Once you get signed up, add your students, download the app and connect it to your account (simply snap a picture of the class QR Code) you are ready to start. The students are able to add photos, videos, drawings, notes or links right away. We use photo and note the most in my classroom. Here are a few examples of student work from my classroom. 1) Rainbow writing. I snapped a picture of our worksheet and the kids select different colors right inside the app. It is also easy to differentiate. Notice how one of my students has one large word instead of all 5. 2) Using the Note option, I had my students type sentences using their spelling words and respond to a question following a story I read. 3) Using the drawing feature I had a student draw a picture after listening to a story I read aloud. 4) I took a picture of a vocabulary card and had my student write about it using the caption feature. For the second picture we took a picture of the work a student did on the Smartboard. 5) We are working on counting by fives so I used the video feature to record my student counting by fives. We took a picture of the chart and she touched the numbers while counting out loud (this is just a screenshot so the video portion will not work) What I love about this app is once kids "turn" in their work you are able to approve it, make comments, like it. It is very similar to a Facebook news feed. As you can see here I have 13 items to approve. Once you approve the items they are sorted and stored in each students individual folders. It makes searching for their work quick and easy. There is also a parent feature where you can give parents access to their child's portfolio. I haven't explored this option yet. I am thinking about just sticking with the classroom option for now :). I cannot tell you how fast my students picked this up and how nice it has been to be able to have instant data collection/digital portfolios. Make sure to sign up for a free account at http://web.seesaw.me/ Have you used SeeSaw before? Do you have another digital portfolio app that you use? Follow my blog with Bloglovin

Students create a foldable to describe 5 common methods (magnetic attraction, filtration, evaporation, distillation & chromatography) that can be used to separate mixtures. Includes 2 options (blank and guided) for differentiation. Use this activity as part of an interactive notebook. An Easel by TPT Assessment is included. This digital option can be used for: Remote or in-person instruction Practice on any Learning Management System (LMS) or device Student data Related Resources: ⭐ Methods to Separate Mixtures Anchor Chart ⭐ Pure Substances and Mixtures Cornell Notes #40 ⭐ Elements, Compounds & Mixtures (cut & paste) Activity ⭐ Elements Compounds Mixtures (drag and drop) Google Drive Activity More notes, games & foldables available at Sandy's Science. Florida Next Generation Sunshine State Standards Big Idea 8: Properties of Matter (Benchmark: SC.8.P.8.9)

This includes materials for planning, developing, and collecting data for behavior intervention plans (BIPs) and functional behavior assessments (FBAs) for challenging behaviors. The document begins with a step-by-step guide to follow for assessing behavior and creating behavior plans that work. Behavior intervention plans are critical in helping children and young adults with challenging behaviors. By systematically identifying challenging behaviors, we can teach students to replace those behaviors with more positive ones through direct instruction and reinforcement. All materials are printable and easy to use with guided explanations, as needed. EDITABLE VERSION INCLUDED A completely editable version for PowerPoint is included, allowing you to customize any forms or use them digitally. These materials can be used by special educators, regular education teachers, and other support professionals. They can be used for across several age and grade levels. Table of Contents Behavior Intervention Plan Process Teacher Interview Operationally Defining Behavior Behavior Intervention – Planning Parent Interview Observation Consent Form Functions of Behavior Replacement Behavior Look-Up FBA Observation Form 1 FBA Observation Form (Sample) FBA Observation Form (Blank) Weekly Behavior Recording Sheet ABC Behavior Recording Sheet ABC Reference Sheet Behavior Interval Recording Student Interview Reward Inventory Interventions/Supports Rewards/Incentives Behavior Intervention Plan Template Behavior Contract Behavior Support Plan School – Home Behavior Plan Weekly Behavior Chart Daily Point Sheet Buy the Bundle and Save Over 20%! — { Social Skills and Behavior Management MEGA Bundle } This bundle is a huge pack of over 350 pages focusing on social skills and behavior management. Save big by buying all the materials in one place. — { Middle School Special Education BUNDLE! } This is a huge bundle of materials specifically designed for middle school special education teachers. It includes materials necessary for writing IEPs, assessing student progress, teaching study skills & executive functioning skills, helping students write goals, write behavior intervention plans, and much more. Follow Me! { Click here to follow my store! } Tips for Customers: If you have questions, please contact me through Q & A and I'll get back to you as soon as I can! Please consider leaving feedback on this resource to receive TpT credits! I always strive for 5 stars and love hearing your feedback. Terms of Use: © Pathway 2 Success. One license is for the classroom/personal use for one educator and their students. Materials may not be shared with other educators without the purchase of extra licenses. Materials may not be posted on the Internet where they can be publicly accessed. Personal and classroom use only. Please see full terms of use for more information. Disclaimer: These resources are for supplementary support/education purposes and are not a replacement for education or other necessary supports. Educators, parents, and others who utilize these materials are encouraged to seek out additional support, as needed.