- Reference student performance with grade-level norms in the areas of fluency, comprehension, and writing
- Gain awareness of student strengths and/or weaknesses in key ELA areas
- Use assessment information to make plans for individual strengths and weaknesses

I've recently spent three years as a public school teacher providing specialized reading services to middle school students. I've enjoyed utilizing technology-based learning management systems to administer academic material and academic tests online. In addition, I've served as a co-teacher in mainstream ELA classes and constructed instructional plans for IEPs. 

I've also served as a K-8 enrichment coordinator/talented and gifted coach, implementing various assessment strategies while providing specific feedback on student work. Regardless of student ability, my passion is implementing modifications and accommodations for comprehensive support of student needs. I also have extensive experience working with Davidson Young Scholars in the profoundly gifted population and with learners who identify as twice-exceptional.

RELEVANT CERTIFICATIONS
Department of Education, PK-12 Talented and Gifted 						     	
Department of Education, K-8 Instructional Strategist I: Mild/Moderate 					    

EDUCATION
Masters of Arts in Teaching 
     Morningside College, Sioux City, IA										

宿題が提供されます
Homework will not be assigned. However, I provide awareness of student strengths and weaknesses for possible focus areas in the future. For example, if a student is strong in all areas except writing, creative writing activities may be suggested.
評価が提供されます
The learner will be assessed in the three areas of fluency, comprehension, and writing. A written report will be provided to the caregivers within 24 hours after the one-on-one assessment. ****I will not speak about percentiles, norms, or grade-level performance with the student while testing. 
成績が提供されます

Concerning Writing: Curriculum-Based Measurement is a systematic and standardized form of formative assessment. CBM is empirically validated for progress monitoring. It is backed by over 25 years of research studying the effectiveness of CBM. A baseline is established with three assessments and then choosing the median score. 

Concerning MAZE Comprehension Passages: Curriculum-based measurement (CBM) Maze passages are timed assessments measuring reading comprehension in nonfiction areas commonly in the curriculum (science and social studies). They are better measures of reading performance 4th grade and higher than CBM oral reading fluency probes. Jenkins & Jewel MAZE norms will be used. 

Concerning Fluency: ReadWorks grade-level passages will be used. ReadWorks passages are created by reading experts with carefully selected high impact words appropriate to challenge a student at their grade level.