Assessment & Student Learning Evidence
My approach to assessment focuses on creating a comprehensive picture of student growth through diverse evidence. By integrating clear formative benchmarks, rigorous summative evaluations, and descriptive rubrics, I provide the high-expectation feedback necessary for student success. This portfolio showcases my commitment to reflective, data-informed instruction and the measurable growth of every learner in my classroom.
Measure of Student Learning: Independent Classroom Transitions
Goal Statement: By May 2026, the student will demonstrate an increase in independent (+) classroom transitions from a baseline established in March 2025 to a target of 75% independence, as measured by daily frequency logs and 'Prompt-Fading' data.
Actions (How I Will Support This Goal): I will do this by reducing the amount of prompts as well as wording the prompts to increase independence (e.g., “Where should you be?” “What comes next?” instead of prompting what comes next or where to go.).
Higher Than Expected
The student demonstrates significant mastery and generalizes the skill across different environments without 1:1 cues. Student achieves >80% Independent (+) transitions and requires zero physical or verbal prompts (+p) for 3 consecutive weeks.
Meets Expectations
The student shows steady, documented progress in fading adult prompts and follows the classroom routine with minimal support. Student achieves 60%–80% Independent (+) transitions, moving from constant verbal prompts to only needing a visual cue.
Lower than Expected
The student remains prompt-dependent or the frequency of non-completion (-) stays the same or increases. Student achieves <50% Independent (+) transitions and continues to require 1:1 verbal or physical intervention for most moves.
Feedback Instrument
Scoring Hierarchy
Use a Frequency Tally Sheet kept on a clipboard or tablet with the following columns: Time/Transition Type, Independence Level (+, +p, or −), and a Notes section for sensory triggers.
- Independent (+): Completes transition within 2 minutes of natural classroom cue without 1:1 prompt.
- Prompted (+p): Requires 1:1 intervention (verbal, gesture, schedule pointing) to initiate or finish.
- Does Not Complete (−): Requires significant 1:1 behavioral intervention, refuses, or takes >5 minutes.
Administration Protocol
- Data Collection Schedule: Record data for 4 major transitions daily (e.g., Arrival to Rug, Rug to Centers, Recess to Desk, Desk to Dismissal).
- Baseline Phase: March 9 – March 20, 2026. Record current support levels without new interventions.
- Implementation Phase: March 23 – June 2026. Daily tracking of visual supports and prompt-fading impact.
Intervention Steps (The How)
- Step 1: Environmental Cue: Set the whole-class visual timer.
- Step 2: The 30-Second Wait: Wait 30 seconds after cue to allow for independent initiation.
- Step 3: Least-to-Most Prompting: Provide non-verbal gesture first; if that fails, use a verbal prompt.