School Improvement Plan
Creekside Elementary
School Improvement Plan
2021-22
A School Improvement Plan (SIP) ...
- Is developed according to the Washington Administrative Code 180-16-220
- Shows evidence of annual school board approval
- Includes information that staff certification requirements were met
- Includes evidence the plan is based on self-review and participation of required participants
- Considers a collection of data over time that is analyzed to determine the focus of the plan
- Promotes continuous improvement in student achievement in state learning standards
- Recognizes non-academic student learning, what, and how
- Addresses the characteristics of highly successful schools
- Is led by the principal and the building’s Leadership Team
- Requires collaboration with the school staff and district administration
- Addresses equity (e.g. gender, race, ethnicity, culture, language and physical/mental ability)
- Has action plans that are based on best practice as identified by quality research
- Is a continuous process that requires ongoing monitoring and adjustment
- Addresses the use of technology to facilitate instruction
- Addresses parent, family and community involvement
Characteristics of Successful Schools
The Office of the Superintendent of Public Instruction identifies the following nine characteristics of successful schools:
- clear and shared focus
- high standards and expectations for all students
- effective school leadership
- high levels of collaboration and communication
- curriculum, instruction, and assessments aligned with state standards
- frequent monitoring of learning and teaching
- focused professional development
- supportive learning environment
- high levels of family and community involvement
SIP Planning
START DATE: Fall 2021
SITE COUNCIL REVIEW DATE: January 23, 2022
SCHOOL BOARD REVIEW DATE: March 16, 2022
PRINCIPAL: Amy Allison
LEADERSHIP TEAM:
-
Caroline Bain, Kindergarten Teacher
-
Sheridan Rockwell, 1st Grade Teacher
-
Daniele Merrick, 2nd Grade Teacher
-
Marissa Fixman, 3rd Grade Teacher
-
Liz Yanev, 4th Grade Teacher
-
Carrie Alexander, 5th Grade Teacher
-
Sarah Moniak, LRC Teacher
-
Julie Siefkes, Librarian
-
Jilian Murdock, Instructional Coach
-
Rylie Motley, PBSES Coach
-
Denise Smith, Assistant Principal
Staff and demographic information are available for each school at the OSPI (Office of Superintendent of Public Instruction) School Report Card Home.
- Re-Engagement & Recovery
- Data Study
- Achievement Goals & Actions
- Supporting & Monitoring School Improvement
Re-Engagement & Recovery
This section of the School Improvement Plan describes the strategies this school used to identify and address the social-emotional and academic needs for students to successfully re-engage in the learning community and their learning path.
- How did your school identify students who may have difficulty re-engaging in the learning community or may have social-emotional or mental health wellness needs?
- What strategies did your school employ to re-engage students and address wellness needs?
- How did your school identify pre-requisite skill gaps that might prevent a student from successfully accessing grade-level or course-appropriate learning?
How did your school identify students who may have difficulty re-engaging in the learning community or may have social-emotional or mental health wellness needs?
At the end of the 2020-2021 school year, our Tier 2/Tier 3 Team created a list of students to check in with at the beginning of the year due to engagement, social-emotional, academic, or mental health wellness needs. At the beginning of the 2021-2022 school year, our Tier 2/Tier 3 Team reached out the teachers of each of the students. Some students are doing well and at this time need no further support beyond what is given in the classroom. Some students need additional support. Students who need additional support are given a Student Coordinator (a staff member from our Tier 2/Tier 3 Team). The Student Coordinator works with the teacher to identify each child’s specific needs and identifies with the teacher and the Tier 2/Tier 3 Team specific interventions and next steps. Some next steps included:
- Informal Check-ins with PBSES Coach or Counselor
- Meeting with the PBSES Coach or Counselor to build skills and provide strategies
- Formal Check-in/Check-out with PBSES Coach
- Small group interventions focused on building specific skills – friendship groups, executive functioning
- Interventions matched to student needs – school note home, behavior contract, scheduled breaks
For students who were not originally identified as needing a check-in at the beginning of the year, teachers refer students to our Tier 2/3 team and/or we use additional data (such as SWIS and the BEISY) to identify students who would benefit from additional social-emotional support.
What strategies did your school employ to re-engage students and address wellness needs?
As a school, we committed to re-engaging students and addressing wellness needs through:
- Surveys for more information - Teachers sent out surveys to families to find out each child’s strengths and needs as well as additional information such as family celebrations and observances
- Monday Morning Announcements that focus on Zones of Regulation, Mindfulness Moments, and strategies to support students in getting back to the green zone (ready to learn)
- Morning Meetings – we have focused on morning meetings as a time to build classroom community and allow a check-in with students at the beginning of the day, and we have provided resources and training for teachers around Morning Meetings
- Purposeful movement breaks throughout the day for classes beyond recess
- Creating school-wide and classroom routines and expectations that are regularly taught and retaught
- Our Counselor and PBSES Coach are providing lessons to classes to address student needs as identified by teachers and grade levels. Lesson topics include: stress, coping skills, problem solving/conflict management, as well as lessons that support our Second Step curriculum.
- Library Padlet of Resources for teachers on growth mindset, problem-solving, friendship, and bullying prevention
- Curated library read-alouds to support our Second Step curriculum
- Student recognition systems – Otter Awards and Creekside Coins
- Emphasis on common language throughout our school (Zones of Regulation, Second Step, Kelso’s Choice)
- Focused professional development for staff on Tier 1 strategies around entry tasks, transitions, routines, and high-impact strategies to support all learner
How did your school identify pre-requisite skill gaps that might prevent a student from successfully accessing grade-level or course-appropriate learning?
At the end of the 2020-2021 school year, our Tier 2/Tier 3 Team created a list of students to check in with at the beginning of the year due to engagement, social-emotional, academic, or mental health wellness needs. At the beginning of the 2021-2022 school year, our Tier 2/Tier 3 Team reached out the teachers of each of the students. Some students are doing well and at this time need no further support beyond what is given in the classroom. Some students need additional support. Students who need additional support are given a Student Coordinator (a staff member from our Tier 2/Tier 3 Team). The Student Coordinator works with the teacher to identify each child’s specific needs and identifies with the teacher and the Tier 2/Tier 3 Team specific interventions and next steps. Some next steps included:
- Flexible, responsive small groups to address student academic needs in the moment
- Addressing learning gaps through accelerated learning
- Continued focus on Tier 1 strategies: Leveraging high-impact teaching strategies through professional development and support from our Instructional Coach
- Professional Development for teachers on our Reading Foundational Skills Adoption: Success Blocks, Words Their Way, Heggerty, Benchmark Phonics
- Really Great Reading Intervention for students identified with struggles in phonological and phonemic awareness
- Time to access Zearn and Zearn Foundational Lessons, to support students’ math learning and reinforce prerequisite foundational skills
- Time to access i-Ready Reading or i-Ready Math to address individual students’ needs
- Building stamina in reading and writing
- Professional Development and resources for teachers on scaffolding and differentiation
- Math ASAP before-school 12-week intervention through the generosity of an ISF grant
- Recovery Services for our students with IEPs provided by our LRC and teaching staff
- PTSA-funded paraprofessional to support striving students in reading and math
- Focusing on Reading Engagement in the Library - through read-alouds, book-talking, encouraging students to try new genres, teaching the concept of ‘Windows and Mirrors’ books to grades 3-5, offering reading challenges, teaching critical thinking skills/lateral reading, increasing volume and stamina which leads to an increase in comprehension
For students who were not originally identified as needing a check-in at the beginning of the year, teachers refer students to our Tier 2/3 team and/or we use additional data (such as i-Ready or SBA) to identify students who would benefit from additional academic support.
Data Study
This section of the School Improvement Plan describes the use and study of student achievement data to inform SIP goals and to set learning targets to address systemic disproportionality. Targets to address disproportionality are in reference to state Smarter Balanced Assessments using the Washington School Improvement Framework (WSIF), per state regulation. The most current WSIF available dates to 2019 due to the cancelation of recent state assessments. This WSIF provides a pre-pandemic baseline. Additional data available since the re-opening of schools is added to provide more current data for school improvement planning.
Creekside Smarter Balanced Assessment
Percent Meeting Standard
|
ELA |
|
Math |
||
|
2019 |
2021 |
|
2019 |
2021 |
3rd |
71.5% |
88.2% |
|
83.3% |
87.4% |
4th |
80.8% |
77.4% |
|
81.5% |
73.6% |
5th |
86.6% |
70.5% |
|
80.5% |
62.9% |
Sources:
2019 OSPI School Report Card
2021 Preliminary Scores from Homeroom
Note: 2021 was a modified SBA given in Oct-Nov 2021, with no performance tasks.
Washington School Improvement Framework
2021 Measures by Student Group – Creekside ES
|
All |
American Indian / Native American |
Asian |
Black / African American |
English Language Learners* |
Hispanic / Latino |
Low-Income* |
Native Hawaiian / Other Pacific Islander |
Students with Disabilities* |
Two or More Races |
White |
SBA: ELA % Proficient1 |
83.1 |
|
86.3 |
|
75.0 |
92.3 |
80.0 |
|
7.1 |
77.8 |
79.5 |
Fall i-Ready Reading % Prof. % Approaching or above |
74.7 94.8 |
|
84.9 97.7 |
|
62.8 86.0 |
62.1 93.1 |
80.0 80.0 |
|
22.6 71.0 |
70.6 100 |
67.6 91.5 |
SBA: Math % Proficient1 |
80.3 |
|
92.1 |
|
75.0 |
69.2 |
80.0 |
|
21.4 |
83.3 |
71.8 |
Fall i-Ready Math % Prof. % Approaching or above |
58.2 89.7 |
|
75.4 97.6 |
|
57.1 88.1 |
41.4 82.8 |
20.0 60.0 |
|
12.9 54.8 |
58.8 86.3 |
46.3 85.0 |
*Program enrollment fluctuates during the year, this data reflects students enrolled in programs on November 30, 2021
1 SBA was modified, without performance tasks. Scores are preliminary 3rd-4th assessment scores administered to current 4th-5th grade students.
Fall i-Ready was administered to 1st-5th grade students.
Data Study
- Describe your SIP team process for studying school-wide, disaggregated data and selecting SIP goals.
- Describe your observations regarding disproportionality that informed your SIP gap goal(s).
Describe your SIP team process for studying school-wide, disaggregated data and selecting SIP goals.
Our Building Leadership Team reviewed our Fall 2021 i-Ready Reading and Math data, Kindergarten WaKIDS data, our 2020 Attendance data, and our 2017-2019 WSIF Detail Report during our October and November team meetings. When looking at our i-Ready data, more students (55 students in comparison to 29 students) scored below standard in math than in reading. Despite this observation, we decided as team to select a school goal in reading rather than math. We had two strong reasons for this. First, our grades 1-5 students struggled the most with Reading Comprehension: Informational Text across the board on the i-Ready assessment. Reading comprehension is critical to the development of all students’ reading skills and is especially important as students grow older as they are required to comprehend increasingly complex text in a variety of subjects, including math. Secondly, our teachers looked at their classroom data in math (exit tickets, math mid-module and module assessments). They found that when students were taught the math concepts and skills at school, the majority of students were able to demonstrate proficiency. Students struggled the most on word problems due to not understanding what was being asked of them. This data confirmed that reading comprehension is an area of growth for our students in multiple subject areas (reading and math). By focusing on reading skills and reading comprehension, students will be able to apply their learning to all content areas.
Describe your observations regarding disproportionality that informed your SIP gap goal(s).
When looking at our disproportionality data in our WSIF Detail Report, we observed that the greatest areas of disproportionality were in our ELA Proficiency Rate which supported our desire to focus on reading as our SIP goal. The student groups with the highest disproportionality were our English Language Learners, our Low Income, and our Students with Disabilities. Some of our data was suppressed due to having less than 20 students in those groups, specifically, American Indian/Alaskan Native, Black/African American, and Native Hawaiian/Other Pacific Islander. However, we believe that by creating a SIP gap goal to support our students who scored below standard on our i-Ready assessment, we will be able to support not only our students who were identified as performing disproportionately but also support any student groups who may not have been identified due to low numbers.
Disproportionality Targets
Identify targets for each Washington School Improvement Framework subgroup for which you have baseline data. Baseline for group sizes of less than 20 are suppressed in public documents, targets are set for all groups.
ELA Proficiency Rate
Group |
2017-19 WSIF Baseline |
2022 Target |
All Students (for comparison) |
80.6% |
--------------------------- |
Black / African American |
|
80% |
English Language Learners |
52.2% |
65% |
Hispanic/Latino of any race |
75.7% |
80% |
Low Income |
48.0% |
65% |
Students with Disabilities |
22.4% |
55% |
Math Proficiency Rate
Group |
2017-19 WSIF Baseline |
2022 Target |
All Students (for comparison) |
82.6% |
--------------------------- |
Black / African American |
|
75% |
English Language Learners |
66.0% |
75% |
Hispanic/Latino of any race |
68.6% |
75% |
Low Income |
52.0% |
67% |
Students with Disabilities |
26.3% |
55% |
Regular Attendance Rate
Group |
2017-19 WSIF Baseline |
2022 Target |
All Students (for comparison) |
95.1% |
--------------------------- |
Black / African American |
|
95% |
English Language Learners |
86.6% |
90% |
Hispanic/Latino of any race |
93.4% |
95% |
Low Income |
82.6% |
90% |
Students with Disabilities |
95.1% |
97% |
Achievement Goals & Actions
This section of the School Improvement Plan describes the setting of a specific, measurable, attainable, results-oriented, and timely (SMART) school-wide achievement goal(s).
School-Wide Goal(s)
By the spring of 2024, student achievement for all Creekside first through fifth grade students in the area of reading will increase from the baseline listed below to the target listed below as measured by the Spring i-Ready Reading Assessment.
Grade |
i-Ready Fall 2021 Baseline |
i-Ready Spring 2024 Target |
1 |
78.4% |
88.4% (+10%) |
2 |
75.52% |
85.52% (+10%) |
3 |
76.41% |
86.41% (+10%) |
4 |
85.39% |
90.39% (+5%) |
5 |
57.5% |
85% (+27.5%) |
Action Steps. What research-based strategies will be implemented to achieve school-wide goals?
At Creekside, our literacy blocks are universal instruction (Tier 1) for all students at all grade levels. Our literacy blocks are a balance of teacher-directed instruction and student-centered opportunities that include small group and independent learning opportunities. Teachers use authentic texts to provide meaningful and engaging reading and writing activities.
This year, the Issaquah School District and Creekside Elementary implemented the Reading Foundational Skills (RFS) adoption. The RFS adoption includes the formation of Success Blocks where all students are receiving differentiated reading support. A Success Block is an additional 30-minute block of time in explicit instruction of reading foundational skills for students. This time is in addition to our regular literacy block.
At the Kindergarten level, Creekside teachers are implementing the Heggerty and Benchmark Phonics Workshop curriculums for universal instruction (Tier 1). Heggerty strengthens phonological and phonemic awareness instruction. Phonological awareness difficulties represent the most common source of word-level reading difficulties. Instruction in Phonemic awareness helps all children improve their reading skills. Benchmark Phonics Workshop is an explicit, systematic, and multisensory curriculum. Phonological awareness, basic phonics skills, and high-frequency sight words are critical components of Benchmark Phonics Workshop. Practice and authentic reading and writing applications are included.
At the 1st grade level, Creekside teachers are implementing Heggerty for universal instruction (Tier 1). For students in grades 1-5 at or above standard in phonological awareness and phonics, Words Their Way is used for universal instruction during Success Blocks. Words Their Way is a multi-sensory program ensures students develop the essential elements of reading including phonological awareness, phonics and word recognition, and vocabulary. Word study provides opportunities for students to explore and manipulate words. The explicit instruction and sequential scope and sequence support students with reading difficulties.
The i-Ready Reading diagnostic is a literacy screener that screens for reading difficulties associated with dyslexia. The i-Ready Reading diagnostic assesses students in the literacy domains of phonics, phonological awareness, high-frequency words, vocabulary, and comprehension of literature and informational texts. It is also used to provide students with personalized instruction, which includes an adaptive online pathway to reinforce learning and provide resources for small group instruction with the teacher.
Gap Closing Goal(s)
Year 1: By the spring of 2022, 85% of students scoring below grade level in i-Ready Reading will have reached 75% or more of their stretch-goal for the year.
Year 2: By the spring of 2023, 87.5% of students scoring below grade level in i-Ready Reading will have reached 75% or more of their stretch-goal for the year.
Year 3: By the spring of 2024, 90% of students scoring below grade level in i-Ready Reading will have reached 75% or more of their stretch-goal for the year.
- Action Steps. What additional research-based strategies will be implemented to achieve gap-closing goal?
- Approach to gap-closing. How will your action steps address disproportionality?
Action Steps. What additional research-based strategies will be implemented to achieve gap-closing goal?
Our gap-closing goal focuses on all students who have scored below grade level on the i-Ready Reading assessment. To close the gap, we must provide effective instruction with high-impact engagement and differentiation strategies during our literacy blocks and we must also provide intensive interventions during Success Blocks.
During our literacy blocks, Creekside teachers utilize guided reading groups and reading strategy groups to support striving readers. Guided reading groups are leveled groups based on Fountas and Pinnell instructional reading levels of each individual student. Students are grouped together by similar reading traits and reading levels. The small groups meet once or twice a week and meet long-term (a month or longer). The beginning of each session may start with word work, vocabulary, or pre-reading content, but the majority of the time the students are reading while the teacher is listening and probing for comprehension. Reading strategy groups are based on a standard or skill that is needed at the moment. The focus of these groups is to teach a specific skill that is lacking. These are short-term groupings (a week or two) until the one specific focus is mastered. Also, during our literacy blocks, teachers are utilizing i-Ready to either provide students with personalized instruction or utilizing the resources from i-Ready for small group instruction with the teacher.
In the Fall of 2021, Creekside teachers gave the i-Ready screener to students in grades 1-5. The i-Ready screener was used to identify students who need additional support in foundational reading skills and specifically in phonics and phonemic awareness. Based on this data and an additional assessment through Really Great Reading, 1st-5th grade students who were identified to have skill gaps in phonological awareness and phonics are receiving explicit, targeted, and intensive instruction with Really Great Reading with our Reading Interventionist teacher or the classroom teacher during Success Blocks. Really Great Reading has a strong focus on phonological, phonemic, decoding, fluency, and high- frequency word instructional components. Lessons are research-based, interactive, explicit, structured, and multi-sensory.
Words Their Way is used by classroom teachers during Success Blocks for instruction of reading foundational skills for students at or above standard in phonological awareness and phonics. This program uses a placement assessment to focus small group instruction on actual learning needs.
Creekside teachers utilize GLAD (Guided Language Acquisition Design) strategies during whole group and small group instruction. GLAD is a set of instructional strategies used by classroom teachers that promote student cooperation, active learning, accountability, rich literacy, and the use of academic language.
When looking at our disproportionality data in our WSIF Detail Report, we observed that the student groups with the highest disproportionality were our English Language Learners, our Low Income, and our Students with Disabilities. Our ELL teachers, in conjunction with our classroom teachers, employ language acquisition strategies through co-teaching (whole group instruction), push-in instruction, small group instruction, and pull-out instruction. Our ELL teachers use evidence-based strategies in implementing standards-referenced, language-centered education. These strategies mirror the academic language of their classrooms, interweave with content learning, reflect the differentiated language needs of our students, and include a variety of built-in instructional supports (i.e., sensory, graphic, and interactive).
Our LRC teachers provide intensive reading interventions to our students through a combination of Really Great Reading, Heggerty, and the Orton-Gillingham structured literacy approach. The Orton-Gillingham approach is a multisensory phonics technique for remedial reading instruction. It is practiced as a direct, explicit, cognitive, cumulative, and multi-sensory approach.
Approach to gap-closing. How will your action steps address disproportionality?
To close the gap and address disproportionality, we must provide our students with intensive reading interventions in addition to high-quality literacy blocks. By providing additional, more individualized support from the classroom teacher or intervention teacher, we are helping to address the skill gaps. By engaging our students during literacy blocks, they still have the opportunity to access grade-level content. This two-pronged approach will ensure students are having their individualized needs met while learning the grade level standards with their peers.
Supporting & Monitoring School Improvement
This section describes the supports and monitoring of school improvement plan efforts.
- Professional Development. What professional learning activities will be needed to support the successful implementation?
- Resources Available. What existing and new resources will be used to accomplish the activity?
- Technology. How is technology being used to facilitate instruction?
- Family Engagement. How will you inform and engage families regarding your SIP goal(s)?
- Monitoring Effectiveness. What on-going artifacts or evidence will be gathered to show this activity is making a difference in student learning?
Professional Development. What professional learning activities will be needed to support the successful implementation?
We have planned professional development throughout the year to support the successful implementation of our School Improvement Plan. All our staff will be participating in professional development around our new Reading Foundational Skills adoption which includes: i-Ready, Words Their Way (grades 1-5), Benchmark Phonics (Grade K), and Success Blocks. Teachers identified to teach students with a higher level of need in reading will also be trained in Really Great Reading. Specific leadership staff have been identified to be on the i-Ready Mentor Team. This team (made up of our Instructional Coach, Reading Interventionist Teacher, Principal, Assistant Principal, PBSES Coach, and Counselor) attends additional trainings at the district office and brings the information back to the staff.
Additional professional development throughout the school year will address topics on differentiation, Tier 1 instructional strategies, effective small group instruction, and GLAD (Guided Language Acquisition Design). Our focus is to provide our staff the resources needed and learning about those resources to intentionally support students as well as build the teachers’ skills to identify the best resource to address both individual student and whole-class needs. These learning activities and professional developments are purposely scheduled throughout the year to ensure that they are at a point when they are timely and most applicable.
Resources Available. What existing and new resources will be used to accomplish the activity?
A variety of resources will be used to accomplish our goals – from physical resources to people. We will be using different assessments to pinpoint student needs. Those assessments are: i-Ready, the RAN (Rapid Automatic Naming), Words Their Way spelling inventories, F&P, and the Really Great Reading assessment. Our new curricula will be utilized to address student needs once they have been identified by the assessments. Those new curricula are: Words Their Way, Benchmark Phonics, Heggerty, Really Great Reading, and i-Ready.
We are fortunate to have staff with a wealth of knowledge and expertise who are resources for our students and staff. Those people include our Instructional Coach, Reading Interventionist Teacher, ELL Teachers, LRC Teachers, Librarians, and GLAD Building Lead. All of these staff are being utilized throughout the year to provide whole staff learning opportunities as well as specialized support to individual teachers. Our goal is to also begin training teachers in certain curricula so that they can be grade-level experts for their grade-level teams.
Technology. How is technology being used to facilitate instruction?
Technology is critical to the implementation of our School Improvement Plan and to facilitating instruction. I-Ready is an online resource that helps us identify students’ individualized needs through assessment, provides teachers resources such as grouping students with similar skill gaps, and provides lessons to address those skill gaps. I-Ready also monitors students’ progress towards their goals. Words Their Way has an online component for grades 1-5. This component provides students with access to engaging, interactive word study. RazKids (for grades K-3) provides online, comprehensive leveled reading resources for our students. Our kindergarten teachers utilize the Benchmark Phonics online resources to provide explicit instruction and repetition with multisensory approaches. Our Really Great Reading Intervention relies heavily on technology to teach foundational skills that lead to decoding and fluent reading. All of these interventions and curricula are most effective when the technology is utilized in partnership with the hands-on resources.
Family Engagement. How will you inform and engage families regarding your SIP goal(s)?
Family engagement is critical and necessary to reach our SIP goals. Not only do our families need to be informed of our goals, but partnering with them builds a shared commitment to our students’ success. To engage our families, we will partner with SITE Council and PTSA to inform our families of our SIP goal areas. We will also provide reading resources and strategies families can use at home through our e-News, teacher newsletters, and family conferences. In addition, we plan to do a family informational night focused on reading. Creekside staff are committed to building strong partnerships with our families to contribute to positive and lasting growth for our students.
Monitoring Effectiveness. What on-going artifacts or evidence will be gathered to show this activity is making a difference in student learning?
With our District’s Reading Foundational Skills Adoption, we are fortunate to have multiple methods to measure and monitor effectiveness. Those methods include the i-Ready Diagnostic Assessments, assessments through Benchmark Phonics and Heggerty, Really Great Reading assessment, Words Their Way spell checks and spelling inventories, and the RAN (Rapid Automatic Naming) assessment. In addition, we use ongoing artifacts like the Fountas & Pinnell assessments, Kindergarten screener, conferring notes (notes across time about individual students to help us remember and see patterns in students’ learning), and classroom-based assessments. All of these resources have regular assessment intervals and allow us to fine-tune instruction based on students’ performance. We will utilize these resources in conjunction with state-required assessments like the Smarter Balanced Assessment and WIDA (World-Class Instructional Design and Assessment). Together, these artifacts inform us if our interventions and efforts are making a difference in student learning and, because of their regular assessment intervals, allow us to adjust instruction to meet our students’ needs in a timely manner.