Creating a Teacher Notebook

  This teacher notebook will serve as an invaluable assessment tool. It is a filing system, a student portfolio, and an assessment plan -- all in one! New teachers, veterans, elementary teachers, and those in the secondary schools will use it for parent conferences, at grade time, and to reflect on student progress throughout the year. The enclosed lists of assessment forms can be customized to fit your schedule and assessment plan. By creating a section for each student, the teacher will be able to get a holistic view of the studentís progress with very little effort.
 

Instructions

Primary Level Asssessment Notebook

Intermediate Level Assessment Notebook

Middle School Level Assessment Notebook

Resources

PRIMARY LEVEL ASSESSMENT NOTEBOOK

Front of the notebook:
1.Assessment Intro:
a. Organizational Grid (CBA, form 3.2)
b. Glossary of Continuum Terms- p.1-9  (DC)
c. Learner Profile: Developmental Continuums (DC, form 11.8)
d. Focus Questions For Anecdotal Notes: Writing (CBA)
e. Writing Continuum (DC)
f. Reading Continuum (DC)
  g. Spelling Continuum (DC)
h. Writing Continuum ? Washington State Benchmarks (DC)
i. EAL Listening & Speaking Continuum (DC)

Forms for each student:
2. Parent Survey- Primary (DC)
3. Reading
a. Anecdotal Records (CBA, form 4.1a)
b. Informal Running Record (CBA, form 8.2)
c. Informal Miscue Analysis (CBA form 9.10A)
d. Primary Reading Checklist ? use with reading continuum (DC, form 6.18)
(Student Self Assessment)
e. Reading Strategies I Use: Primary (CBA, form 9.3B)
f. Reading Log (DC, form 10.1)
4. Writing
a. Anecdotal Records (CBA, form 4.1a)
b. Primary Writing Checklist ? use with writing continuum (DC, form 6.15)
c. Six Trait Guide To Revision (CBA, form 7.11A)
d. (Student Self Assessment)
e. Writing Strategies I Use (CBA, form 7.4B)
f. Revising And Editing Guidelines (CBA, form 7.12A)
5. Spelling
a. Words I Know (CBA, form 6.1)
b. Spelling Developmental (CBA, form 5.2A)
c. (Student Self Assessment)
d. Spelling Strategies I Use (CBA, form 5.3)
6. Planning/Other
a. Assessment Planning (DC, form 5.4)
b. Curriculum And Assessment (CBA, form 2.2)
c. Rubric (CBA, form 7.17A)
d. Using Checklists To Assess Writing Continuum Descriptors (DC)
e. Using Checklists To Assess Reading Continuum Descriptors (DC)
f. Using Anecdotal Notes To Assess Writing Continuum Descriptors (DC)
g. Using Anecdotal Notes To Assess Reading Continuum Descriptors (DC)
 

INTERMEDIATE LEVEL ASSESSMENT NOTEBOOK

Front of the notebook:
1. Assessment Intro:
 a. Organizational Grid (CBA form 3.2)
b.  Curriculum and Assessment  (CBA 2.2)
c.  Assessment Planning (DC)
d.  Using Checklists to Assess Writing Continuum Descriptors
e.  Using Anecdotal Records to Assess Writing Continuum  Descriptors
f.  Using Checklists to Assess Reading Continuum Descriptors
g. Using Anecdotal Records to Assess Reading Continuum   Descriptors

Forms for each student:
2.   Continuums
a.  Learner Profile: Developmental Continuums
b.  Writing Continuum
c.  Writing Continuum (Washington State Benchmarks)
d.  Reading Continuum
e.  Reading Continuum (Student Self-Evaluation)
f.  English as an Additional Language: Listening & Speaking   Continuum
g.  English as an Additional Language: Listening & Speaking   Continuum for Student Self-Evaluation

3. Writing
a.  Anecdotal Records
b.  Writing Tools
c.  Six-Trait Guide to Revision
d.  Six-Trait Revision Checklist

4. Reading
a.  Anecdotal Records
b.  Reading Log
c.  Assessing Response to Literature: Intermediate
d.  Informal Running Record
e.  Reading Conference Record: Intermediate
f.  Reading Conference Record: Intermediate 2
 
 

MIDDLE SCHOOL ASSESSMENT NOTEBOOK

Front of the notebook:
1. Assessment Intro:
 a. Organizational Grid (CBA form 3.2)
b.  Curriculum and Assessment  (CBA 2.2)
c.  Assessment Planning (DC)
d.  Glossary of Continuum Terms, p. 1-9 (DC)
e.  Using Checklists to Assess Writing Continuum Descriptors
f.  Using Anecdotal Records to Assess Writing Continuum  Descriptors
g.  Using Checklists to Assess Reading Continuum Descriptors
h. Using Anecdotal Records to Assess Reading Continuum
   Descriptors
 i.  Intermediate/Middle School Writing Checklist, DC 6.17

Forms for each student:
2.   Continuums
a.  Learner Profile: Developmental Continuums
b.  Writing Continuum
c.  Writing Continuum (Student Self-Evaluation)
d.  Reading Continuum
e.  Reading Continuum (Student Self-Evaluation)
f.  English as an Additional Language: Listening & Speaking   Continuum
g.  English as an Additional Language: Listening & Speaking   Continuum for Student Self-Evaluation

3.  Writing
a.  Anecdotal Records
b.  Writing Conversations CBA 7.8A
c.  Six-Trait Guide to Revision CBA 7.11A
d.  Six-Trait Revision Checklist CBA 7.11B
e.  Writing Goals, CBA 7.5
f.  Writing Strategies I Use CBA 7.4C
g.  Revising and Editing Guidelines CBA 7.12D

4. Reading
a.  Anecdotal Records
b.  Reading Log DC 10.1
c.  Assessing Response to Literature: Intermediate CBA 9.14B
d.  Informal Running Record CBA 8.2
e.  Informal Miscue Analysis CBA 9.10D
f.  Reading Conference Record: Intermediate 2 CBA 9.6C

Instructions:
To create your teacher notebook you will need:
ï 2î three-ring binder
ï set of 30 index tab dividers
ï access to the forms in the two reference books
ï ìpost-itî notes for anecdotal note-taking
ï sheet protectors (optional)

Start your notebook by making an assessment plan and deciding which forms you will use for all of your students. Fill out the organizational grid to plan the timing of each assessment.

The front of the notebook will contain a numbered class list (to correspond to the numbered index tabs). The index tab dividers will create separate sections for each student. Fill each student section with copies of the forms you will use this year.

The inclusion of continuums throughout the notebook will give a holistic view of the studentsí progress. Including copies of the continuums and a glossary of terms at the front of the notebook will help get you started and also help you to explain assessment terms during parent conferences. At the end of the year, each studentís section will be filled with anecdotal notes, copies of student work, and a comprehensive set of assessment forms.
 
 

Special thanks to:

Janine King, from LITC 524, who showed us her Teacher Notebook and graciously gave us permission to use her design.

Katherine Schlick-Noe, from Seattle University, TEED 540 and LITC 524, who encouraged our project and graciously gave us permission to turn in this notebook for two classes.

Bonnie Campbell Hill, of assessment fame, who visited LITC 524 and inspired us to be intentional assessors.
 

References:
 Hill, B.C., Ruptic, C. & Norwick, L. 1998. Classroom   Based Assessment. Christopher Gordon,    Norwood, MA.

 Hill, B.C. 2001. Developmental Continuums: A    Framework for Literacy Instruction and    Assessment K-8. Christopher Gordon, Norwood,   MA.