Create a figure to show how state assessments (STAAR), interim/benchmark assessments, classroom formative assessments, classroom instruction and classroom summative assessments are related and connected. Explain each type of assessment data and how it used in your classroom. Describe how you make decisions with each type of using each type of data. Finally, explain how much weight you would give each within your classroom (high, medium, low) and why (e.g., ‘state assessments do not matter in my school so we hardly look at the results, so I would rank them as low’). What to Submit: Your paper should be at least 2-3 pages in length, double spaced, plus a title page.

2nd ASSIGNMENT: Central to the continuous improvement cycle reflected in this course so far is the idea of using data to tell the learning story. The story may be at the state, district, classroom, or individual student level or a combination of levels. The steps required for telling your learning story in this assignment are listed below. The first step for this assignment is to identify an educational improvement area within your classroom. For example, think about an objective with which your students are having difficulty (e.g., writing a summary, making inferences from the text, completing two- or three-step word problems). Identify a problem/area of concern within your classroom: Identify the foundational, or root cause, of the essential issue. Articulate the issue or challenge. What protocols did you use to identify this challenge (remember you may not have used formal protocols but used elements of a protocol)? If you did not use any protocols, what protocol would you suggest be used? Think about Milestone One and the assessments you use within your classroom. Explain why you think it is an area of concern (e.g., state and benchmark/interim assessments have identified this as an area of concern). Why is this challenge area interesting to you? Policy: Analyze how this issue is connected to educational goals/policy outside of your classroom. In your response consider how your challenge area is related to state, federal and/or your campus’ goals. For example, is the area you selected a state learning objective (in Texas, a TEK) and/or a district level goal (e.g., a district initiative)? Analyze your data: Explain the data you have for this project. Is this data at the state, district, or classroom level, or a combination of levels? Outline the trends that you see in the data. Did you calculate a mean or standard deviation? Why or why not? What did the results show you? What strengths does your data reveal? What challenges does your data suggest? Include charts and graphs illustrating your data (please do not include student names). Logic Model: Reflect on the example logic models in Figure 6.2. and Figure 6.3 in your textbook, and create a basic logic model to address the problem/areas of concern you identified. As you create your logic model, consider the following questions: What challenge (problem or issue) did you identify? What data did you use to identify the challenge? What are the desired outcomes (goals) for your students? What are the inputs, activities, and outputs you plan to include? Analyze how your logic model relates to the figure you analyzed/revised in Milestone One. How do the data sources in Milestone One flow into the logic model? Now that you have created this model and analyzed the data, do you think your figure in Milestone One should be revised? Why or why not? What to Submit: Your paper must be submitted as a 6-8 page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least one source cited in APA format. To successfully complete this assignment, view the M