Facilitator/Contact: Danette Brown | Email Danette Brown

Designed to build a deep and far-reaching understanding of the difference between sound and unsound classroom assessment, and to promote the effective use of assessment as a teaching tool. By blending the foundational keys to quality classroom assessment found in Classroom Assessment for Student Learning: Doing It Right and Using It Well (2011), and the practical implementation of assessment for learning strategies found in Seven Strategies of Assessment for Learning (2014), this learning provides teachers with the opportunity to deepen their understanding of classroom assessment practices.

• A deepened understanding of keys to assessment quality; assessment for learning practices; and high-impact formative assessment practices

• Know and understand standards of assessment quality

• Skillfully develop and use sound assessments to maximize student motivation and achievement

• Produce assessments that meet specified standards of quality

Facilitator/Contact: Cheryl Hoggarth | Email Cheryl Hoggarth

Learn key guidelines and tips for viewing and interpreting benchmark, diagnostic, and progress monitoring reports at the student, classroom, school, district, and national levels. Learn how to understand and apply the data to guide instruction and intervention, plan student groupings, etc. See how to use data to facilitate improved educational outcomes for all students.

Facilitator/Contact: Danette Brown | Email Danette Brown

Communicating about student achievement requires accurate, consistent, and meaningful grades. Educators interested in examining and enhancing grading practices within their classrooms or systems.
Participants who register for this course will receive a copy of the book A Repair Kit prior to the training.

Facilitator/Contact: Erica Kindem | Email Erica Kindem

Growing Your Elementary Reading Data System is an ongoing team process tailored to establishing a school’s protocol for assessing, analyzing, and applying data points throughout the year to inform instruction and intervention.

The following steps will be facilitated in partnership with SEEC team members to assist in growing a data system specific to your school:

• Initial survey completion and data team interview.

• One-hour introductory session for elementary staff and administrators.

• Creation of a data calendar for fall, winter, and spring Data Days following benchmark screening administration.

• Full Day fall, winter, and spring Data Days facilitation:

  • Analyze data

  • Determine further diagnostic needs

  • Discussion of possible interventions and routines to meet student needs

Forming a data team, building a data calendar, documentation of action steps, and monitoring of the plan will be included in the development of the data system.