Candidates manage the classroom learning environment to create success for all students.

The candidate aligns curricular and instructional decisions based on P-12 student assessment data that are founded on the principle and research that underlie developmentally appropriate practices, using the latest available technology.

I demonstrate proficiency in aligning curricular and instructional decisions to assessment data based on the latest available technology, such as the data generated from class ITBS results and our system-wide 6 Traits Writing Assessment. Using this data to create lessons for whole-class success, as well as for targeting unique student populations, particularly advanced-to-gifted students, also demonstrates developmentally appropriate practice. Billig et al. (2005) reviewed multiple schools with demonstrably high student achievement, and in all cases, schools emphasized the link between C-A-I alignment and student success.

Using the ITBS and 6 Traits scores to profile classroom achievement has confirmed my own predictions about where learning might be falling short, but has also provided a clearer direction in what steps to take as a remedy. The test scores have also helped identify students whom I knew to be advanced, but did not have strong data to tell me so. I can now focus some attention on meeting those students’ needs.

Replace this text with a description of any hard evidence, meaning data, that can show your P-12 students improved their learning as a result of this activity (consult help for more details)