Assessment/Data

I use a variety of assessment tools and strategies to inform instruction, monitor growth, and meet the diverse needs of my students. My approach blends ongoing formative assessment with curriculum-based benchmarks and year-long skill tracking to ensure students receive timely and targeted support.

In daily instruction, I regularly use quick formative checks like thumbs up/thumbs down, bell ringers, and exit tickets to gauge understanding in real time and adjust my teaching accordingly. I administer curriculum-embedded tests as part of pacing guides and use the results to reteach or extend learning as needed. When curriculum-based assessments are unavailable or insufficient, I confidently design my own assessment materials to measure student understanding and align with specific learning targets.

I also conduct running records to track progress on essential literacy skills—such as phoneme blending and decoding—over the course of the year. In addition, I have proctored standardized assessments including STAR, NWEA MAP, SBAC, and ELPAC, and I am skilled in interpreting this data to support instructional planning, small group instruction, and student goal-setting.

My goal is always to use data to individualize instruction and ensure each student is progressing toward academic and social-emotional goals.