Whether they're completed on a piece of paper, a tablet, or a whiteboard, exit tickets are a powerful tool to use in your classroom. Exit tickets are formative assessments that provide a quick snapshot about your students' learning and understanding of a topic faster than any other tool in the classroom.

Teachers, engage your students with these fifteen exit tickets, some of which can be customized. Each exit ticket includes space for the student’s name, date, period/subject, and response. Printable with four on a page. These exit tickets are ready to be used by students, parents, or any school stakeholders.

Get fun formative assessment examples and ideas that are perfect for elementary school teachers. Each has been teacher-tested and approved.

We've all used exit tickets in our classroom for informal assessment, but sometimes it can become boring. Read this post to get exit ticket ideas on how you can engage students with exit slips and still assess your students!

"As a teacher, I would like to ask you what method you use to find the real reasons [or triggers] for behavior problems in students with high functioning autism?" In order to identify the underlying causes of difficult behaviors in children with Asperger’s (AS) and High-Functioning Autism (HFA), a Functional Behavioral Assessment (FBA) must be performed. An FBA is an approach that incorporates a variety of techniques to diagnose the causes and to identify likely interventions intended to address difficult behaviors. An FBA looks beyond the actual problem behavior, and instead, focuses on identifying biological, social, affective, and environmental factors that initiate, sustain, or end the problem behavior in question. The FBA is important because it leads the researcher beyond the "symptom" (i.e., the behavior) to the child's underlying motivation to escape, avoid, or get something (i.e., the cause of the behavior). Behavior intervention plans stemming from the knowledge of why a child misbehaves are extremely useful in addressing a wide range of issues. The “functions” of behavior are not usually considered inappropriate. Rather, it is the behavior itself that is judged appropriate or inappropriate. For example, getting good grades and engaging in problematic behavior may serve the same function (e.g., to get attention), but the behaviors that lead to good grades are judged to be more appropriate than those that make up acting-out behavior. As an example, if the IEP team determines through an FBA that a child is seeking attention by misbehaving, they can develop a plan to teach the child more appropriate ways to gain attention, thus fulfilling the child's need for attention with an alternative behavior that serves the same function as the inappropriate behavior. By incorporating an FBA into the IEP process, team members can develop a plan that teaches “replacement behaviors” that serve the same function as the difficult behavior. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Before an FBA can be implemented, it is necessary to identify the behavior that is causing problems, and to define that behavior in concrete terms that are easy to communicate and simple to measure and record. If descriptions of behaviors are vague (e.g., child has a “bad attitude”), it is difficult to determine appropriate interventions. It will be necessary to observe the child's behavior in different settings and during different types of activities, and to conduct interviews with parents and teachers in order to identify the specific traits of the behavior. Once the difficult behavior has been defined concretely, the IEP team can begin to devise a plan for conducting an FBA to determine the functions of the behavior. Since difficult behavior stems from a variety of causes, it is best to examine the behavior from as many different angles as possible. The IEP team should assess what the "pay-off" for engaging in problem behavior is, or what the child escapes/avoids/gets by engaging in the problem behavior. This assessment will enable the team to identify workable techniques for developing and conducting an FBA and developing behavior interventions. When carrying out these tasks, the IEP team should find answers to a few critical questions. Addressing these questions will assist the team in determining the necessary components of the assessment plan, and will lead to more effective behavior intervention plans. Questions to ask include the following: Are there any settings where the problem behavior does not occur? Does the child find any value in engaging in appropriate behavior? Does the child have the skills necessary to perform expected behaviors? Does the child realize that he is engaging in unacceptable behavior, or has that behavior simply become a "habit"? Does the child understand the behavioral expectations for the situation? In what settings is the problem behavior observed? Is it possible that the child is uncertain about the appropriateness of the behavior? Is it within the child's power to control the behavior, or does she need support? Is the behavior problem associated with certain social or environmental conditions? Is the child attempting to avoid a demanding task? Is there a more acceptable behavior that might replace this behavior? Is there evidence to suggest that the child does not know how to perform the skill – and therefore can’t? What activities or interactions take place just prior to the behavior? What current rules, routines, or expectations does the child consider irrelevant? What usually happens immediately after the behavior? Who is present when the behavior occurs? Interviews with the child may be useful in identifying how he perceived the situation and what caused him to act in the way he did. Questionnaires, motivational scales, and checklists can also be used to structure indirect assessments of behavior. For example: 1. Hypothesis statement— Drawing on information that emerges from the analysis, school staff can establish a “working hypothesis” regarding the function of the behaviors in question. This hypothesis predicts the general conditions under which the behavior is most - and least - likely to occur, as well as the likely consequences that serve to maintain it. 2. Direct assessment— Direct assessment involves observing and recording situational factors surrounding a difficult behavior (e.g., antecedent and consequent events). A member of the IEP team may observe the behavior in the setting that it is likely to occur, and record data using an Antecedent- Behavior- Consequence (ABC) approach. 3. Data analysis— Once the IEP team is satisfied that enough data have been collected, they should compare and analyze the data. This analysis will help the team to determine whether or not there are any patterns associated with the behavior. If patterns can’t be determined, the team should revise the FBA to identify other methods for assessing behavior. After collecting data on a child's behavior, and after developing a hypothesis of the function of that behavior, the IEP team should develop the child's behavior intervention plan. It is helpful to use the data collected during the FBA to develop the plan and to determine the discrepancy between the youngster's actual and expected behavior. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Intervention plans emphasizing the skills that AS and HFA children need in order to behave in a more appropriate manner will be more effective than plans that simply serve to control behavior. Interventions based upon “control” often fail to generalize (i.e., fail to continue to be used for long periods of time, in many settings, and in a variety of situations). Control measures usually only serve to suppress behavior, resulting in the youngster meeting unaddressed needs in alternative, inappropriate ways. It is good practice for IEP teams to include two evaluation procedures in an intervention plan: one designed to measure changes in behavior one designed to monitor the accuracy with which the plan is implemented In addition, IEP teams must determine a timeline for implementation and reassessment, and specify the degree of behavior change consistent with the goal of the overall intervention. To be meaningful, plans need to be reviewed at least annually and revised as needed. However, the plan may be reviewed and re-evaluated whenever any member of the youngster's IEP team feels that a review is necessary. Circumstances that may warrant a review include the following: It is clear that the original behavior intervention plan is not bringing about positive changes in the child's behavior. The situation has changed, and the behavioral interventions no longer address the current needs of the child. The youngster has reached his behavioral goals and objectives, and new goals and objectives need to be established. The IEP team makes a change in placement. If done correctly, the net result of an FBA is that school personnel are better able to provide an educational environment that addresses the special learning needs of the AS/HFA child. CLICK HERE for an example of a completed Functional Behavioral Assessment (FBA) form… CLICK HERE for a blank FBA and Behavior Intervention Plan (BIP) form… More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

I've been reading the book, Mindsets in the Classroom by Mary Cay Ricci, and just finished chapter 3. It was a real eye-opener. Through all of my years of teaching, I thought I was differentiating by planning and implementing reteaching and enrichment lessons and activities as my class worked through a unit. But in this chapter, I learned how important it is to start the differentiation before the unit even begins! This process begins with the preassessment. So much valuable information can be gathered before you begin teaching a unit. The purpose of the preassessment is to find how much students understand the content before you plan and teach the unit. Do they have a complete understanding of the content? Then they will need enrichment and/or accelerated activities. Do they have a partial understanding of the content? Then you need to make note of the gaps in their learning so you can plan accordingly. Checklists are a great way to keep track of the objectives and student mastery. From this checklist, you will also see students that need to be grouped for instruction. Keep in mind that this grouping will change as students master the objectives. Another insight I gained from this chapter is the different types of assessments used in a classroom. I put together this graphic to sum up the three types of assessment you should be using in your classroom. Click on the image to download the pdf version. You can also download this free packet with three quick and easy formative assessments you can use

Sometimes it feels crazy overwhelming to keep assessing students and know exactly what they do/don’t understand. That’s where these quick and easy formative assessment ideas comes in! M…

This product is designed to help students self assess their current understanding of introduced concepts as they are being taught. This rubric allows teachers to stop periodically and have students use a number system to identify how readily they are understanding the material. The levels currently read: Level 4: I know this VERY well. I feel like I could teach it to someone else. Level 3: I feel like I know this pretty well. I get almost every question right the first time. Level 2: I feel like I am still learning this. I still have some questions and am unsure sometimes. Level 1: I have LOTS of questions. I am not sure what to do most of the time. **If you want this product, put would like different verbiage for each level please contact us at [email protected] and we will be happy to personalize this rubric for your individual needs. For a superhero theme Marzano Scale see the link below: Marzano Scale: Self Assessment-Superheroes

The DISC Assessment for improving employee hiring, coaching, communications and leadership skills.

A free, visual self assessment rubric to help students communicate understanding.

Print this free kindergarten assessment pack to use as end of the year testing for your kindergarten students. This is a great way to see where your students are at, and find any areas for development.

Quick, casual ways to make sure everybody's on board.

Wow! What amazing feedback I’ve gotten after my last post, Creating CareerSmarts! Thank you to everyone for your kind comments and enthusiasm. I’m so glad that other school counselors (and other ed…

Bloom's Taxonomy verbs include Evaluate: Criticize, Judge, Defend, Appraise, Value, Prioritize, Revise, Argue, Support, and Re-design.

Have difficulty dealing with trauma, anxiety, or demands of life. Learn to recognize your window of tolerance and self-regulate with these simple steps.

Today’s Wednesday, and that means it’s one day closer to being break for me. And for the rest of you, only three more days ’til the weekend! Today’s post offers you another …

Choose two of the sentences listed below to expand by adding logical additional parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositional phrases). Your sentence should be at leas…

Use this product to do a quick and simple practice or assessment of your student’s understanding of the vocabulary: element, compound and mixture Directions: 1.Hand out the BLANK SORT sheet and the Examples sheet. 2.Have students cut out and determine the Element, Compound and Mixture from the mixed up examples. There are two versions of this activity: A.One includes the definitions of the vocabulary and students only sort the picture/examples. B.In the 2nd has students sort the definitions of the vocabulary as well as the picture/ examples 3. Once students have sorted, check their answers and then they can glue! (Once a few students have finished I have them help me check). Newly added- a 6 question (multiple choice) review and.... The sort is now digital as a drag and drop activity in Google Slides! Try these other awesome products! Physical or Chemical Changes SORT: practice, assessment, station activity Solution, Solvent, Solute Sort: Practice, Assess Station activity

Psychologist Jean Piaget's theory of cognitive development has 4 stages: sensorimotor, preoperational, concrete operational, and formal operational.

Assessment...Easy as 1-2-3 2 comments Assessments, Freebies Let's talk assessments! I'm not talking formal, high stakes, controversial assessments here. I'm talking about the assessments that matter to us teachers. The ones that give us insight into our teaching and student mastery of the standards. While I would much rather teach my heart out and never worry about assessments, I know that it is a valuable component of what we do. But, assessment doesn't have to be complicated! When I teach, I'm constantly assessing. You probably do the same! I'm assessing my students as they interact with the content. I'm also assessing myself. In the middle of a lesson, I might change the entire course of that lesson simply to make sure that the needs of my students are being met. Assessing during instruction can be easy! Here are a few of my favorite "during instruction" assessments: student responses (if their answers and ideas are really off base, I better go back and reteach that concept on the spot) the use of mini whiteboards (they can quickly answer questions and demonstrate understanding of concepts) Think/pair/share Answer paddles You can grab these double sided answer paddle labels for free by clicking {here}. Simply print them on colored paper, cut them out, and glue them to some craft sticks (I glued the word "true" on one side and the word "false" on the other, making them double sided). Sadly, I can't just assess my students on the spot with a cute answer paddle. We live in a world where we are required to take grades, so I also assess class assignments, unit tests, and quizzes. Some of our curriculum works with the Common Core standards so I am able to use many of the tests built into those programs. BUT, my school requires that we take two grades per category each week. So, that means one topic test every two weeks in math isn't always going to cut it. And, as for those CCSS Language standards...we don't have any curriculum for that. So, to make sure I meet those grading requirements, I created some CCSS math, reading, and language assessment packs. Now when I take grades, assessment can still be easy! Easy to prep. Easy to introduce to students. Easy to grade. Just how easy are they to grade? I was able to grade an entire class set of the assessment shown below in not more than five minutes yesterday. Each assessment is just one page long so they aren't overwhelming to the students, and I can correct them with ease. There are also three assessments for each standard, so if I need to reassess, or collect more grades, I can! Or, I can review a skill in a later grading period and take a new grade. #winning Did I mention that they are easy to use? The students always understand what is being asked of them, the layout is clean and easy to read, and the only prep involved is running a set of copies. And, the assessments are varied. I included both free response and multiple choice options, which gives me a clear picture of how much my students know and what they are understanding. I also like how versatile the pages are. On occasion, I have used them with small groups of students when practicing a tough skill. I have also used them during whole group instruction as practice of a newly introduced skill (and then I still have two more pages left to use for grading purposes). DON'T FORGET IT: PIN IT! You can find my math and language assessments on TPT. Click the links to check them out. :) Second Grade Common Core Math Assessments Second Grade Common Core Language Assessments Second Grade Common Core Reading Assessments First Grade Common Core Math Assessments First Grade Common Core Language Assessments First Grade Common Core Reading Assessments Third Grade Common Core Math Assessments Third Grade Common Core Language Assessments Third Grade Common Core Reading Assessments Click {here} for a math assessment sampler freebie. Thanks for stopping by today! Share It:

In this guest teacher post, Tammy Anfang describes a writing framework to improve student learning. Making the Invisible Process of Reading and Responding Visible About ten years ago when I taught my first Special Education inclusion class, one of my 7th grade students approached me and asked, directly and honestly, “When you tell us to visualize or ‘play the movie in our minds’ when we read, how do I do that?” I stood there and thought to myself, “You just do it.” At that moment I realized I

This post is all about how to balance your life areas and live a harmonious life. Have you been feeling out of tune lately, like your life is all over the place? Overwhelmed by feelings of disconnection,

Preparation for Gifted and talented education requires building a collection to practice at home. The post provides samples of "What's missing" quesitons.

In first grade reading comprehension is something new, challenging, and difficult to teach because even though they’re all 6 or 7 they’re developmentally so different. Head over to my blog to get this comprehension page. Depending on what grade you teach it’d be great for: homework individual assessment small groups partners intervention challenging gifted students ... Read More about Reading Comprehension

Patterning Exploring repeating, growing and shrinking patterns! This can be a perfect diagnostic tool before a patterning unit, can be an activity within a patterning unit, or can also be an assessment tool for the end of a patterning unit. The Ontario Curriculum Expectations Grade 2: Patterning and Algebra "identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns (The Ontario Curriculum, Mathematics, p. 49).

I've been asked to share my assessments and those that I use. Assessments are snapshots of a child's current ability to perform a certai...

It is difficult to get along with someone that you do not understand, and DISC helps people to understand a person's fundamental personality style so ...

Samoocena to świetny sposób przygotowania uczniów na wywiadówki z rodzicami. ...