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Items I already have in practice:
1. Utilize data collection to guide my teaching as well as goal writing and progress monitoring. I work with students one on one on their goals and use the data collected to track whether the student is making progress towards goals as well as pre and post assessments every month when teaching a new unit.
2. UDL: Possible one of my favorite frameworks to use. When lesson planning I have the table to the side of me and go back to it to make sure my lesson includes most of the components of UDL.
Items i would like to start implementing:
1. I would like to use the data collected on the goals of my students and collaborate with the upper grade special education teacher to determine which goals would set up my students and her future student for success in her classroom.

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Based on the 3 chapters of reading, I would like to begin implementing:

1. a more structured lesson plan to guide my instruction towards being tailored to different flexible groups of students and how they access the curriculum

2. Use the IEP goal data I am collecting as an ongoing summative assessment to determine more effective pedagogy for my future lessons/groupings

3. Explicitly teach my paraprofessionals how to implement the "teach up" method of differentiation so they are not categorizing my students into different ability groups for center rotations. Give the same task (most challenging task) and show para's how different students can access the task and contribute to the group activity.

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Three actionable items that I read in the chapters that I would like to begin to implement in my classroom to better use assessment information to guide my teaching are:
1. The first actionable item I would like to use is assessment data. The reason I would like to use this in my classroom is because you can use the assessment data to understand the Barries students have to learning.
2. The next actionable item would be to take a universal approach to assessments so that all student diversity can be accounted for.
3. Lastly, I would want to use UDL in my class because it will help to remove any barriers there are to allow students to learn. Universal Design for learning will also help will making sure I meet every students needs because it should not be one-size-fits-all approach to learning (Graham, 2020, p.183)
~Kelly Quinonez

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1. Shift from System #1 to System #2 Decision Making
As an educator, I am aware it is easy to get set into our ways. I found the two different systems as discussed by Graham interesting. After reflection, I find I mostly use system #1, and I need to slow down my decision making and better identify the biases that are at play when making these decisions.
2. Identifying Deficits AND Barriers in Data
Data is not only a way to identify a students strengths and weaknesses, but can also reveal barriers a student is facing. When looking at data, I should first run through what barriers might exist that could impact a students scores/performance. For example, understanding how vocabulary of an English Language learner could impact progress on a math problem solving goal.
3. UDL and Differentiation
After reflecting on the differences between UDL and differentiation, I find that I need to implement more UDL practices in my classroom my cotaught classroom lesson plans rather than mostly differentiation.

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Three actionable items that I will implement following this week’s readings are to incorporate UDL, develop student profiles, and to be transparent with students about assessment criteria.

1. Although I once set a goal to implement UDL consistently and with fidelity, upon reflection after these readings, I realized that I have been using differentiation more often than UDL so my first actionable item is to implement UDL more consistently in my teaching practice.

2. In reading about the differences between UDL, differentiation, and QDTP, the student profiles discussed as one of the components of differentiation was an idea that I would like to implement in my classroom. My plan is to develop student profiles that outline student IEP and curriculum goals, student interests; preferred means of representation, expression, communication, etc. I can then use these as a reference when lesson planning and developing assessments, and I will also share with my instructional assistants as well.

3. When providing formal assessments to identify a target area (e.g. phonics skills), I will often explain to students the process and that if they do not know an answer that it is okay because that means that we just need to practice. However, when providing more informal assessments such as during writing, I realized after these readings that I do not often tell them the things that I’m looking for (e.g. spaces between words, period at the end). Therefore, I will strive to explicitly share with students assessment criteria.

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1. As special education teachers, there are a myriad of responsibilities needed to be completed. Most importantly, assessing students whether it is a triennial, annual, or progress monitoring (all come with a deadline). I think one of the most important things I can do in my practice is to slow down and make conscious decisions since fast judgments are known to increase cognitive bias (Graham, 2020, p. 234).
2. Another actionable item I can implement is relying on multiple assessments rather than one single formative or summative assessment. By utilizing a range of formal and informal assessments I am able to gather a holistic view of the student needs and strengths, making strong evidence-based decisions.
3. Lastly, analyzing data can assist in professional development for myself. While being able to evaluate and interpret data is useful, it is even more imperative to use the data to make instructional changes when needed. I want to ensure that I am able to follow up with the appropriate interventions or learning activities so all my students are successful.

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1. I will collaborate with the general education teachers to ensure the students are not receiving a "watered down" curriculum, in exchange for higher grades. This means offering the general education teachers the data I have gathered from working with the students.

2. As the case carrier for my students I will ensure that I build positive relationships with them, as this will help me to identify their diverse needs and abilities. This will help me ensure their accommodations are appropriate.

3.  Design assessment tasks first, this will allow me to think about the content that I want my students to learn, and it will guide my how the content of my. class will be structured.

-Claudia Esquivel