CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. 6/17/19 and summative
assessments. 12/5/19
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different different types of
types of assessments information about
student preparedness,
progress, and proficiency.
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
4/5/2020
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
Develops and adapts the
range of appropriate
assessments to address
questions about students’
learning needs and
progress.
Integrates a variety of
characteristics into
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know. 6/17/19
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge. 12/5/19
4/30/2020

I use formative I used a formative I decide on the purpose I use a variety of I recently started using
assessments to guide my assessment when asking for assessment and skills characteristics of choice boards for various
teaching. Characteristics a review question for a to be assessed. For formative assessments. subject areas, and my
of formative assessments particular social studies example, a type of Students who struggle students are loving this!
is to help students lesson. Within the unit of formative assessment I with reading or writing It is great to see everyone
improve in their learning Economics, students use at the end of a math may have excellent engaged in their learning
as I give them frequent learned about goods and lesson is an exit ticket. listening skills. I allow and actively taking
feedback while doing services. I asked, "Who An exit ticket is a great to them to draw a picture charge. For example, a
quick checks. I use can tell me the difference let me assess how well and tell me about it. I also Spelling Tic Tac Toe
observations, journals, between goods and students understood the assess their Choice Board allows
think-pair-share, and exit services? “Students hold material they are learning comprehension by having students to choose
tickets. I use summative up either their Yes or No in class. 4/5/2020 them answer questions different ways to learn
assessments to measure card as they are prepared orally, aside from paper. and practice their spelling
what students have to share aloud. Students Exit tickets are a great words. The Spelling
learned. I give summative who know the answer way to assess student’s Choice Board is a great
assessments at the end of hold up the Yes card, and learning as it allows me example of students being
instruction as a way of students who don't know to measure their motivated and engaged in
assessing and evaluating the answer hold up the understanding of a topic, the classroom while using
student learning. No card. This is an or address concerns. I differentiated instruction
Characteristics of this effective way of letting use a variety of to promote their learning
demonstrating me know immediately characteristics of with double consonant
understanding of who recalls the academic summative assessments. I spelling. Students are
material though unit vocabulary needed for allow students to orally expected to complete
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

tests, projects, and the unit. 12/5/19 present and explain three in a row, but are
demonstrations. I also understanding through challenged to complete
give students portfolios projects. I also use paper more if interested.
at the end of the school pencil tests and allow for 12/5/19
year. 6/17/19 drawings for those who
need it. I use results of I use different forms of
assessments to help assessments to maximize
group students in a student demonstration of
particular area of knowledge. One way I
strengths or concerns. I make that happen is
then decide how to through their daily math
support or challenge journals and individual
students. 6/17/19 whiteboards. As students
work to solve a problem
on either their journal or
whiteboard, I walk
around the classroom
assessing student’s
computational skills.
Being able to do this
allows me to see students
are understanding the
lesson or offer immediate
assistance to anyone who
may need it. 4/30/2020

5.2 Collecting and Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
analyzing assessments to assess additional data using formal and informal assessment plan that strategically and
assessment data student learning. supplemental assessment data on provides formal and systematically
from a variety of assessments. student learning. informal assessment data throughout instruction to
sources to inform Follows required 6/17/19 on student learning. collect ongoing
instruction. processes for data Make adjustments in 12/6/19 assessment data
analysis and draws planning for single Uses analysis of a variety appropriate for the range
conclusions about lessons or sequence of of data to inform Uses data analysis of a of learner needs.
student learning lessons based on analysis planning and broad range of 4/30/2020
of assessment data. differentiation of assessments to provide
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
instruction.
I collect a variety of
formal assessment data
to measure student
learning and overall
achievement. I collect
tests (with rubric scores),
have used standardize
tests, or projects. I also
collect a variety of
informal assessment data
to track the ongoing
learning and progress of
students on a daily basis.
I collect assignments, exit
tickets, graphic
organizers,
demonstrations using
whiteboards, and have
students use a thumbs up,
thumbs down when
checking for
understanding. Based on
student performance
with informal
assessments, I move
forward with the next
lesson, or review and
offer support. 6/17/19
Integrating Innovating
comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success. 6/17/19
Updated: 12/6/19
4/30/2020
I design and integrate an I use formal and informal
assessment plan that results of ongoing data
provides formal and analysis to plan and
informal assessment data differentiate instruction
on student learning. I use for maximum academic
pre-assessments for success. I use data to
different subject areas, group students and
and collect spelling pre- differentiate instruction.
tests, graphic organizers, If I have a group of
and drawings. I use struggling students, I
informal assessments to make sure to offer them
gather information about support through small
students’ understanding group instruction. If a
of content material group of students are
through quizzes, group achieving. I challenge
work, journal writing, and/or pair them up with
and observation. And, I a struggling peer for
use formal assessments support. I also use data to
to compare students’ adjust seating
learning and growth of arrangements for those
material through unit who need it. For example,
tests, class projects, and if a student is performing
rubric scored low and becomes easily
assignments. 12/6/19 distracted, I make sure to
sit the student near me
(the front) so I can easily
access the student and
offer support. 6/17/19
I use data analysis to plan
and differentiate
instruction for maximum
academic success. I
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

continue to use data to
group students. One way I
do that is with spelling.
Through pre-
assessments, I am able to
determine who knows the
words of the week
already, and who needs
help and support. I then
differentiate my
instruction and formulate
groups based on needs.
Students who score well
the pre-test, will work on
the same skill, but will
have a more challenging
group of words. For
example, if students are
working on words with
short i, such as, his, and
fix, my more challenging
group will also work on
short i words, but will
focus on more challenging
words instead, such as,
sandwich and picnic.
Being able to differentiate
instruction this way
allows for maximum
academic instruction.
12/6/19

I infuse assessments
throughout my
instruction both
formative and summative.
Some formative types of
assessments I use to
evaluate how students
are learning within a
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

lesson are observations,
discussions, journals,
projects, and exit tickets. I
also use summative
assessments such as,
quizzes and tests to
evaluate how much
students have learned
within a lesson.
4/30/2020

I use the assessment

results to help drive my
instruction and to
improve academic
success as it helps me
determine whether a
concept or skill needs to
be retaught or reviewed.
4/30/2020
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual patterns among groups of identify underlying patterns and trends.
learning
students.6/17/19 students. 12/5/19 causes for trends.
3/28/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Individually, I look at
class scores from
informal and formal
assessments. I look at the
class performance to
track the growth of
students. I use data to
determine if learning
goals are being met, and
to identify any learning
needs. During grade level
meetings, I share data,
and discuss ways of
supporting students
through after school
tutoring and/or
differentiated instruction.
I also discuss ways I
challenge top students.
There are two first grade
teachers at my school (I
am one of them). We both
meet regularly to share
and discuss data within
our grade level. Together,
we set classroom goals,
and help each other set
individual learning goals
for those who are
struggling. We discuss
ways we can support
students in need, and find
innovative ways of
differentiating our
instruction for all
learners. 6/17/19
Applying
I monitor a variety of data
on student learning
individually and with
colleagues. I especially
collaborate and
communicate often with
the neighboring first-
grade teacher as we both
co teach. Together we
monitor student learning
by reviewing a variety of
data as we identify trends
and patterns. We use the
data to choose student
groups, create seating
charts, and differentiate
for individuals. For
example, we look at
different assessments to
collect student data about
making ten when one
addend is 8 or 9. The data
from assessments is used
to identify students who
are meeting the learning
goals, or is used to
identify those who need
extra support. 12/5/19
Integrating Innovating
I work closely with my
neighbor teacher. We
both coteach first grade. I
teach both of our math
classes and she teaches
both of our language arts
classes. We communicate
often and daily about our
students and often sit
together to analyze data
results from different
forms of assessments and
set goals. We use the data
to guide our instruction,
set goals, or identify
underlying causes for
trend. 3/28/2020 (TLMS
Domain 5)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. 4/30/2020 students.
5.4 Using assessment Plans instruction using Plans differentiated
data to establish available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
learning goals and to guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
plan, differentiate, learning needs of students’ diverse learning meet individual and differentiate instruction,
and modify individual students. needs. 6/17/19 group learning needs. and make ongoing
instruction 12/6/19 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal assessments.
6/18/19
Updated: 12/6/19
Updated: 4/5/2020
In order to meet students’ I use a variety of informal
diverse learning needs, I assessments during a
plan differentiated lesson and use the data to
lessons in various plan differentiated
subjects. In math for instruction. I also make
example, one way I necessary modifications
differentiate a lesson in order to help students
would be to have reach learning goals. For
learning stations. I split example, if I notice
my class into small students becoming
groups. While I instruct a uninterested while
group of students, reading a long story, I
another group uses the break the story into parts
computer station to work (for the whole class or for
on an online math a small group). This helps
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

program. Another group keep their interest while
works on math problems focusing on main ideas. I
within their workbook or partner students up so
an activity sheet. A final they can read aloud to
group uses hands-on each other. I usually
math to practice what partner a student with
they know. A strong reading skills with
modification I make for one who needs support.
students is to include This is great as students
choices within each provide feedback for each
station. Students can other, and model fluent
select to work on what reading. I also create
interests them the most. I learning stations that
then collect assessments, include a unique method
analyze, and use them to for teaching a skill within
establish learning goals. our reading lesson that
6/17/19 includes technology,
creating artwork, reading,
writing, and small group
instruction. I analyze all
assessments and
determine the next steps
in our lesson. 6/18/19

I plan differentiated
instruction targeted to
meet individual and
group learning needs.
When learning about
producers and
consumers, I
differentiated the content
by creating activities for
two groups of students
that covered different
levels of thinking. I
created two stations with
different activity options
in each. Students who
were not familiar with
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

the lesson content could
select an activity task on
the lower level, helping
them to remember and
understand material,
such as, matching
pictures with key words
through cut and paste.
Students with some
background and mastery
could complete activities
on the higher level, in the
areas of evaluating and
creating, reading a
passage and answering
questions, or writing
about something they
could produce, and
explain a time they were
consumers. 12/6/19

I modify lessons during

instruction based on
informal assessments.
During math, if I notice
the class struggling in
general in a particular
area, then before moving
on, I stop and spend as
much time needed
reteaching a particular
skill. I make sure to
reteach and complete as
many examples needed
with the class until
everyone has reached a
level of understanding. I
do the same with
individual students. If I
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

notice a group of students
struggling, I make sure to
work with them in a small
group instruction and
offer them a more one on
one support. I also
provide more challenging
activities for those who
master the material
quickly. 12/6/19

I continue to modify
lessons during
instruction. One way I
continue to do that is to
provide choice for
students. When preparing
to write a personal
narrative, students
receive a writing choice
board. They pick a
prompt of interest and
use sequencers; first,
next, then, and last to
help them organize their
thinking. 4/5/2020
(NBPTS 4)

I create learning goals for

students from different
assessment data, and
keep track of the goals
that must be reached. I
conference one on one
with students to make
sure goals are attainable
on a weekly basis or on a
quarterly basis
depending on the goal
set. Students keep track
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

of their goals by writing
them in their Smart Goal
sheet and I keep track of
goals by writing them on
my teacher list. To help
students reach their
academic goals, I make
sure to differentiate my
lessons in order to better
help support their
individual learning needs.
4/30/2020

Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring. 4/5/2020
5.5 Involving all need for individual include goal setting language development. individual skills. 12/6/19
students in self- learning goals. exercises. 6/18/19 Develops students’ meta-
assessment, goal- Guides students to Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. 6/18/19 lessons or sequence of basis. 12/6/19 across the curriculum. high levels of academic
lessons to monitor their 3/28/2020 achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging
I give students graphic
organizers when learning
to write narratives. I then
guide them to write
paragraphs that include
the topic, sequenced
events, closure. Students
have a copy of editing
marks, and with my
assistance we correct
errors and fix mistakes.
Students then write their
final copy on a new sheet
of paper. They then use a
rubric to make final
assessments of their
work. I use a rubric as
well (when returning
work). It helps students
understand what they did
well, and what needs to
be improved. 6/18/19
Exploring
I encourage students to
establish learning goals
through single lessons, or
sequence of lessons, that
include goal setting
exercises. One way I do
that is to talk to them
about having a growth
mindset. We talk about
trying different strategies
in math when working to
solve a problem. I also
have students use
individual goal sheets.
Students write their goal
(for Reading), and explain
what they will do to reach
that goal. 6/18/19
Applying Integrating
I guide students to I implement structures
monitor and reflect on for students to self-assess
progress on a regular and set learning goals
basis. I make sure to have related to content,
students participate in academic language, and
“Think-Pair-Share” as individual skills. One way
part of reviewing the students self-evaluate is
previous days lesson, and through a self-evaluation
review educational key sheet. The self-evaluation
words. I also have them sheet has three faces. One
write on their journals as face is smiling, the other
part of a reflection on a is not, and the third one is
particular topic, and I sad. Students answer six
give students Exit Tickets questions by coloring in
too. I have a one on one the face they feel fits best
conference with each their learning the most. I
student, and this meeting have students use this
helps them increase their when creating a Smart
learning motivation as we Goal. Students set Smart
review learning goals and Goals throughout the
accomplishments year. During our one on
together. The one on one one student/teacher
conference helps conference, we review
students build their self- the self-evaluation sheet,
monitoring skills, reflect look at goal that were
on their academic previously set, and
growth, and helps them discuss whether those
continue to think on ways goals were met or not.
they can continue to We do this as we review
improve. 12/6/19 student work. If the
student and I feel the goal
was me, we set a new
goal and move on. If we
feel the goal was not met,
then I encourage the
student to continue to
work towards his/her
academic goal and we set
a new date for the goal to
be met. Students set
Innovating
I provide systematic
opportunities for
students to self-assess,
set goals, and progress
monitor their learning.
One way I provide those
opportunities is when
students work on their
online math program
called Zearn. Students
complete various levels
that match math lessons
learned in class. As
students work on Zearn
lessons, they are able to
assess their performance
before moving onto the
next problem. If a
problem is correct, they
move along, otherwise, if
a problem is incorrect,
students are given an
opportunity to correct it.
Students look forward to
moving along into the
next levels and enjoy
monitoring their online
learning. 4/5/2020
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

various academic goals
throughout the school
year. When goals are met,
they are singed by me,
and sent home with work.
12/6/19

I integrate student self-

assessment, goal setting,
and progress monitoring
across the curriculum.
Students have a Star
Writing Checklist they
keep in their folder and
use it to again and again
when their writing is
complete. This checklist
helps students self-
assess, set goals, and
progress monitors.
3/28/2020
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
6/18/19 about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
12/5/19 students. Ensure that
student learning
communications are
received by those who
lack access to technology.
4/30/2020
CSTP 5: Assessing Students for Learning
Element Emerging
I use available
technologies to record
assessments, and
determine proficiency
levels. I use Google sheets
to help me track student
data. I communicate
academic progress with
students through one-on
one student conferences,
by writing comments on
student work, through
rubrics, and report cards.
I also use Google sheets
to communicate student
learning with
administration,
colleagues or families
about student learning. I
communicate progress to
families through email
correspondence. I write
notes on student
planners about events or
student progress. I send
student work home
biweekly. When
necessary I make phone
calls too. I send progress
reports to keep parents
informed about student
leaning and send out
quarterly report cards
too. I also schedule
conferences with parents
(as many times needed
throughout the year) to
discuss student progress.
6/18/19
Exploring Applying Integrating Innovating
I explore the use of I use various forms of
various technologies technology to design and
available to implement implement assessment. I
individual assessments. am currently using
One way I do that is by Seesaw for distant
checking student reports learning. I have been able
from their Zearn online to upload my
math program. This assignments and keep
report helps me record of student work
understand what portion from their journals. I
of Zearn's curriculum my communicate with
students have completed. students and parents via
I also use Google Docs Seesaw as well. I also
and PowerPoint to create paper packets
develop various forms of (biweekly) for families,
assessments for students, which includes the same
such as Exit Tickets and work I post on Seesaw.
Choice Boards. I use Families have the option
Planbook.com to write of completing the work
weekly lessons plans, but online or doing the paper
also to help keep track of pencil assignment
graded assessments and instead. Families post the
scores. I use progress work online, or return it
reports to communicate to the school office. I also
various data results with keep close
administration, communication with
colleagues, and families families via email and
about student learning. I ClassDojo where I weekly
keep this progress report update them about class
on my PowerPoint file work in our daily class
and make necessary story. 4/30/2020
adjustments every
quarter. 12/5/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic in ways that support individual student
information to share Notifies families of feedback in ways that achievement.6/18/19 increased learning. progress and ways to
timely and student proficiencies, students understand. 12/6/19 provide and monitor
comprehensible challenges, and behavior Provides opportunities support. 3/28/2020
feedback with issues through school Communicates with for comprehensible and Communicates regularly
students and their mandated procedures. families about student timely two-way with families to share a
families progress, strengths, and communications with range of assessment
needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. 6/18/19 family support. 12/6/19 4/30/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I communicate with
families about student
progress, strengths, and
needs at reporting
periods. I do this through
progress reports, report
cards, and parent
conferences. I also
contact families as needs
arise regarding struggling
students or behavior
issues. I do this in various
ways. I write notes to
parents, or I send out an
email. I make phone calls
or may schedule a parent
conference. Open
communication with
families is important
because it helps to
improve student
performance. 6/18/19
Applying
I use a variety of
assessments to help track
student learning, and
provide students with
immediate feedback.
When talking to them one
by one about a particular
assessment, I make sure
they know their strengths
and praise them. I also
talk to them about what
needs to be improved and
praise their efforts. I take
the time to offer
strategies that will help
them improve in a
particular area. I
regularly share learning
goals with parents via
classwork, notes, or
report cards. I also
regularly collaborate with
colleagues to analyze,
reflect, and discuss ways
of improving our teaching
practices in order to
improve the learning of
our students. 6/18/19
I provide opportunities
for comprehensible and
timely two-way
communications with
families to share student
assessments, progress,
raise issues, and/or
concerns, and guide
family support. I send out
student work packets
twice a month. The
Integrating Innovating
I integrate the ongoing
sharing of On Mondays, I
comprehensible feedback communicate the learning
to students from formal goals clearly to my
and informal assessments students and parents. I
in ways that support provide parents with a
increased student weekly spelling list, focus
learning. I share with the goals students must learn
general class aloud, and before the end of the
praise them for doing week, weekly spelling
well with a particular homework, and spelling
assignment. I also offer test dates. I communicate
support to the whole with parents via
class when needed. I ClassDojo which is a safe,
meet with each student and simple app for
one on one through our teachers, parents, and
student/teacher students. To help my
conferences, and take the students prepare for their
opportunity to give test weekly, I work with
feedback about a them individually and as
particular assignment, or a whole in order to help
assessment. It is also a them meet those goals.
good time to review and During the week, students
offer support in a take time to work on
particular area that is Spelling City and select
needed. I have created a the spelling game of their
digital portfolio for each choice to practice their
student through words. At the end of the
ClassDojo, and share week, students take their
assignments and test on Spelling City using
assessments with families Spelling TestMe. I then use
that way too. Families the assessment results to
enjoy the immediate guide progress,
communication through communicate with
ClassDojo, and appreciate students, parents, and
the work that can be education stakeholders.
viewed through digital 3/28/2020 (ISTE 7c)
student portfolios as it
gives them a glimpse of
what their child is
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

packets allow parents to learning and gives them
see completed student an opportunity to have
work. The packets their own discussions to
contain assessments in help support their
various subject areas, and children’s learning.
each packet has a front 12/6/19
cover indicating to
parents the type of work I communicate with
they will find. I also families regularly
include a comments regarding assessment
section, allowing parents work via ClassDojo
to communicate any through personal
concerns they may have messaging, in person, via
with a particular email, or through notes. I
assignment or also keep families
assessment. I send any updated on student
work home that requires progress and
immediate attention from accomplishments by
parents, such as, as a low sending classwork and
score on an assessment, assessments home
and communicate ways to biweekly in the form of
offer support and help. I student packets. The
communicate to parents packets include a cover
through quarterly sheet stating the different
progress reports, and work and assessment
report cards. I also use that are included and
email and ClassDojo to included a section that
communicate and keep allows parents to
up to date with student comment or share any
progress, issues, and concerns regarding work.
concerns. 12/6/19 4/30/2020