CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. and summative
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
I am still exploring and
experimenting what
works best with my
students. I want
assessments that are
accurate and informative.
I sometimes have them
do daily exit tickets, while
sometimes having them
do quizzes after a few
lessons. I use
independent practice
worksheets as an
assessment as well. The
purpose of assessments is
to learn what the
students understand and
didn’t understand, and
use it for the purpose of
planning what is going to
happen next.
09/27/2017
Applying
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
I understand that
different assessments
have different purposes.
For example, diagnostic
assessments given before
a unit can test your
students’ prior
knowledge of the
material. You want to
know if they already
know what you are about
to teach. I do this at the
beginning of the year and
sometimes before a unit
that I think they already
have previous knowledge
on. I also do check for
understanding
assessments all
throughout class in order
to gauge how my
students are
understanding the topic. I
have them rate
themselves and how they
feel. At the end of class I
Integrating Innovating
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to
learning needs to maximize student
demonstrate what they demonstration of
know. knowledge.
I use both informal and
formal assessments for
my students. One
example is that I assess
students on paper and
also verbally by having
them explain to me how
to do the problem. This
allows them to
demonstrate proficiency
and understanding to me
in different ways.
Another thing I do is I ask
them how they are feeling
and what questions they
have. This is also a way of
assessing them because I
am waiting for their
feedback and giving them
opportunities to pause
and ask questions before
moving on. I will always
make sure the student
has plenty of opportunity
to work out problems
together with me, and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
have them rate their
overall understanding of
the learning objective to
see whether or not we
need to continue
practicing it the next day.
Summative assessments
at the end of a quarter or
semester are for the
purpose of testing their
mastery of all the topics
covered. 05/12/2018
I give my students
assessments based on
what I hope to
accomplish by having
them take it. I use the
assessments to analyze
and understand my
students’ knowledge and
use it to inform my
instruction and my
planning.
01/08/2018
Integrating Innovating
when they are
comfortable, to
demonstrate mastery by
completing problems all
on their own. I will also
test students using
programs such as
Plickers, and Think Pair
Shares.
05/01/2019
I’ve been making
different versions of the
same quiz for different
types of learners. After
really getting to know my
students, I realized that
they all need different
tools in order to be
successful. For one
student with an IEP, I
designed a quiz that was
full of graphic organizers
for him to fill in the blank
to guide his thinking. This
proved useful because he
used it and was able to do
very well on the quiz.
From working with him
during the learning
packet, I realize that if a
problem required him to
do multiple steps of work,
he would get lost and not
be able to finish the
problem. Having a
graphic organizer for him
allows him to break down
each step, fill in one at a
time, and then guide him
to the final answer.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
12/10/18

My students either take

the regular quiz created
by our curriculum team
or a modified one that
includes some extra
guidance. The one they
get depends on my
observation of what they
are and are not able to do
during our instruction
time together. Sometimes
I give them opportunities
to double check their
answer or make
corrections for better
learning.
12/10/18

Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I am formally and
informally collecting data
on student learning, but I
am still learning best
practices in this area.
Because I still feel fairly
new to the one-on-one
teaching environment, I
have yet to master the
best techniques that are
most effective and
efficient. For example,
one thing I currently do is
have students self-grade
their own practice test,
and I go over the
problems they got wrong
with them. What I would
like to eventually do is
create a system where
they could submit their
answers online and we
could get an immediate
score to see if they are
ready to take the actual
quiz. In addition, I have
ideas on them taking
online exit tickets
throughout their learning
packets, so I can have
more data on their
learning.
12/10/18
Currently, students work
on their paper packet for
each credit, come see me
when they have
questions, and when their
packet is complete, I
assess them to see if they
Integrating Innovating
I collect data on student
learning by comparing
their pre and post
assessment for NWEA
math. I test my students
every 6 months to see
how they are progressing.
If a student doesn’t go up,
we talk about what might
have caused this and I
allow the student to
reflect on the results. I
also use the NWEA data
to make sure the student
gets placed into the
correct starting math
class and then allow them
to demonstrate growth
throughout the year as
well. Together, my
students and I also
review their credit scores
for individual math
credits and we celebrate
high scores and discuss
opportunities and
learning when the scores
aren’t so high. This gives
them the chance to assess
their own data and gives
me the chance to learn
from the data, because
the data also tells us a
story and gives teachers
direction on where to go
next and what to do next.
05/01/2019
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
are ready for the quiz.
This is a lengthy process
because the thorough
check for understanding
sometimes comes at the
very end. From this point,
a student is either given
the quiz if I feel they are
ready, or told to see a
tutor or redo some work
if they are determined
not to be ready.
12/10/18

I use assessments to
inform my instruction by
using it to determine
what needs to happen
next. For example, if the
majority of the class did
poorly on an exit ticket or
quiz, that tells me they
were confused or had
misunderstandings of the
day’s learning objective.
Assessment data is
important to collect
because it informs my
planning and tells me
whether or not I need to
revisit the objective.
Sometimes I will only
need to reteach it to a few
students if the majority
understood it. If this
number is very small, I
will invite them to visit
me during office hours. If
it is pretty big, I will use
class time to readdress.
09/27/2017
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating

Every time my students

take an assessment, I
grade it and collect the
data to understand the
results. I reflect and take
the time to understand all
factors that could explain
why the students either
did good or bad on an
assessment. I collect data
from having them rate
thumbs up or thumbs
down, having them rate
their understanding on a
scale, or check the
average score on an exit
ticket. I even analyze the
assessment results by
standards to determine
what needs to be
readdressed with what
students. For example,
after the quarter 3
benchmark, I looked over
the results and only 55%
of my students mastered
finding the area and
perimeter of composite
shapes. For combining
like terms, 85% of them
mastered this area. I
knew I didn’t have to
review combining like
terms but that it makes
sense to review
composite shapes due to
the assessment results.
Also, students who got an
A or B on the benchmark
did not have to review.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
But students who got a C
or lower were given an
assignment to correct
their mistakes for
problems that they got
wrong. 04/03/2018

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I get together with the During our last math
other two teachers from department meeting, we
the math department discussed the data behind
weekly. We discuss how how many of our
our classes are going and students pass their math
how we are progressing credit exams on the first
through our learning try. We discussed how
objectives. We discuss this data has a lot to do
student assessment and with how strong our
provide ideas to one check for understandings
another. We have a math are before allowing a
department meeting on student to take an exam.
Wednesdays, along with For example, if a teacher
our faculty meeting. just accepts a student’s
09/27/2017 credit and doesn’t
thoroughly check if the
The teachers of the math student has mastered the
department and I get topic and can
together about once a demonstrate
month to discuss our understanding on the
classes and what is exam, the student is
working and what is not highly likely to fail the
working. We look at exam and this will
NWEA math scores negatively impact our
together to identify data. If a teacher does the
patterns and give each opposite, and makes sure
other advice on how best to spend a lot of time
to proceed with our checking and instructing
students. We’ve the student and properly
discovered patterns and gauges that the student is
similarities between all ready, the student is
three grade levels in the highly likely to pass.
area of math and we’ve Because we teach
come up with ideas on independently, the speed
tackling those obstacles. at which we instruct our
For example, at our last students is highly
meeting we concluded dependent on the student
that SBAC math and and the teacher. It doesn’t
common core math have to follow a class
emphasizes more word scope and sequence or a
problems and real-world set due date. Reviewing
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
math applications as the data together allowed
oppose to basic math. us to reflect on the why
Knowing this, we’ve and also come up with
identified and decided action plans to improve
that our classes need to student learning data.
increase the rigor and After this conversation,
provide more we all agreed to spend at
opportunities for our least 20-30 minutes with
students to engage in a student to do a quality
these types of problems check for understanding
that they will see on before allowing them to
future math assessments. take a quiz. We want to
We looked at trends in maximize their chances of
NWEA math testing and passing the first time.
made an action plan to 05/01/2019
raise our numbers for
every grade level. The math department
05/02/2018 gets together monthly in
order to reflect on how
our students are doing
and find ways to improve.
We always start the
meeting by reviewing
data. The data could be
anything from the
number of students
passing math credits,
NWEA averages, or SBAC
scores from previous
years. We look at data
from our own student
caseloads to understand
how each individual
student is doing and we
look at data from a
schoolwide perspective
to understand how our
school is doing. From our
last meeting, it has been
brought to our attention
that our students are
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
scoring at the bottom 5%
in the nation on these
standardized tests, so
right now there is a big
push on helping them
grow and helping our
school and students rise
in this area.
12/12/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I use data from their When working with one
NWEA schoolwide test, of my students on Math
from their quizzes in my Foundations, she
class, and from informal struggled with credit 3
assessments to inform and was unable to
my instruction. I align my demonstrate mastery
learning goals to match during her practice test.
with NWEA, since our So instead of just giving
school’s performance is her the real test, we went
measured by this exam. I over the practice test
also match my learning again, I gave her
objectives to the common additional supplementary
core standards for the assignments, and worked
class I am teaching. with her a few more
09/29/2017 times before I felt
confident that she was
ready. This is an example
of using assessment data
to establish learning
goals. Her learning goals
consisted of the targets in
her credit and in the end,
the best strategy that
worked for her is when
we chunked the learning
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
goals for the target and
allowed her to
demonstrate proficiency
with a focus of 2 learning
goals at a time, as oppose
to one quiz testing 6
learning goals.
05/01/2019

Our curriculum team

used a variety of
assessment data that was
taken from our school
and also our partner
schools in order to set
student learning goals in
our curriculum. They are
also constantly making
changes to our
curriculum as they see fit
(for our students). We
definitely have
opportunity in teams of
our curriculum team
making differentiated
packets for our different
types of learners. The
curriculum team has
created different courses
for the different types of
learners but they have
not made differentiated
packets for English
language learners or
students with IEPs. The
teachers have been
adjusting the packets to
meet the learning needs
of our students. I recently
created 2 differentiated
packets for 2 different
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
students, because the
students didn’t have
access to the regular one.
I adjusted it to meet their
learning level and it
worked out.
12/11/18

I use data from NWEA,

from their quizzes, from
their benchmarks, and
from the student in order
to set learning goals. I
plan lessons that help the
students reach their goal
of mastering a certain
objective. I make sure
that the standards they
learn in my class are
linked to their NWEA that
they take throughout the
year so that they can also
use that exam to
demonstrate what they
learned in my class. My
goal is to help them grow
in all areas of math and
NWEA is a critical part of
helping them grow their
skills. 05/12/2018

The 9th grade students

have a wide variety of
skill levels, as
demonstrated on their
NWEA math score. We
used this score to
determine which class
they should take and I use
this score to determine
what the learning target
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
goals are for each of my
classes. This was done at
the beginning of the year.
Throughout the year, I am
constantly still learning
about my students and
determining what needs
to be taught to them.
When looking over the
diagnostic of my honors
class for the topic of
geometry, I learned that
80% of them mastered
the Triangle sum
theorem, so I took that off
the learning plan and
added a different learning
objective instead.
04/25/2018

Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I have my students set I am constantly having
learning goals for their my students self-assess
performance in my class by having them reflect on
and also for their their current progress,
performance on the set goals for the next
NWEA. They always set a period, and make an
goal, track their action plan to reach that
performance, and reflect goal. My students do this
on their performance. We for their math credits and
do this for quizzes and also for the credit
benchmark exams also. completion tracking. I
09/29/2017 have students self-assess
at the end of every
learning period to ensure
they are constantly
reflecting and learning
from their mistakes. This
also helps them to
understand the why and
motivates them to be
more involved in their
academic performance,
because they get to chose
and create their own
goals. My SBAC
enrichment class set
goals for what they
wanted to score on the
SBAC, and this motivated
them to take their time
and do their best when it
was the day of the testing,
because they were just
taking a test to complete
it. They had a goal in
mind and a reason to
work hard towards it.
04/01/2019

I have my students self-

assess their learning all
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
throughout the learning
packet. I have them do
this so they can deeply
reflect on what they
understood and what
they still have questions
on before moving on to
the next lesson. This gives
them the opportunity to
pause and ask questions
and aids in their learning.
I also have them set a
goal for what grade they
want to get at the end of
the credit.
12/10/18

Students constantly self-

assess throughout the
learning packet. They do
this during the
checkpoint problem at
the end of each lesson. I
don’t allow them to move
forward unless they
assessed themselves at a
7 or higher (I have them
rate on a scale of 1-10).
This allows for chunking
of the lessons and gives
them the ability to focus
on mastering one concept
at a time before moving
on to the next one.
12/10/18

For the last two units of

the semester, I created a
Student Learning Target
Log tracker that allows
them to not only see what
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
objectives they are
learning for each unit,
but allows them to self-
assess on a daily basis
and monitor their own
progress towards
mastering all objectives
for the unit. This has
proven successful
because students are now
in the habit of taking it
out at the end of every
class, rating themselves,
and reflecting on their
own learning.
04/09/2018

Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
We also use resources
such as MasteryConnect
and Power School
Learning to assess our
students and track data. I
meet regularly with my
principal to discuss these
results and the
performance of the
students. Sometimes
students are asked to
take their quizzes home
to their parents and get it
signed so their parents
how how they are doing
in the class. 09/27/2017
Applying
This semester, I
experimented with
creating an online Google
Forms exit ticket for the
first credit of Geometry. It
was great because I used
technology to assess
student learning and I
was able to get instant
results telling me how the
student is doing. In
addition to the individual
data, I also received
overall data of which
questions the students
understood well and
which ones they
struggled on. This
allowed me to quickly
reflect on the problems
they were making and
through this efficient
online exam, I even had
time to discuss the results
with my students right
away. Normally, students
would wait a few days
before knowing how they
did on an exit ticket/quiz.
This gave them instant
feedback.
12/03/18
This year, our school is
using Power School
Online Learning
Assessments to track
student progress towards
specific content
standards. We make our
assessments online and
Integrating Innovating
Our school recently
adopted the use of
Illuminate as an online
assessment platform.
This online assessment
not only captures the
data for us, but organizes
the data in a way that
allows for convenient
analysis and
communication of
student learning. In
addition to Illuminate, I
use Plickers and Kahoot
in my SBAC enrichment
class to get data during
class time and use the
results to immediately
inform my instruction.
We also use technology
through the NWEA online
exam, which we use to
assess and place students
upon enrollment and
every 6 months as their
learning progresses. This
NWEA score gives us a
clear picture of the
student progression in
math and allows the
teacher and student to
see how much they have
learned and grown.
NWEA growth is
celebrated and even
communicated to
parents.
05/01/2019
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
have students take it with
their chromebooks. What
is great about this
resource is that it
provides meaningful data
that I use to understand
the results of the
assessment. For example,
for every assessment I get
the individual student
scores, the class average,
and also the average per
standard that was on the
exam. My principal and
admin looks at this data
when I have meetings
with them to discuss how
my students are doing in
my class.
05/11/2018

Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
5.7 Using assessment assessments. lessons or sequence of strategies for improving and informal assessments communications about
information to share lessons. Seeks to provide academic achievement. in ways that support individual student
timely and Notifies families of feedback in ways that increased learning. progress and ways to
comprehensible student proficiencies, students understand. Provides opportunities provide and monitor
feedback with challenges, and behavior for comprehensible and Communicates regularly support.
students and their issues through school Communicates with timely two-way with families to share a
families mandated procedures. families about student communications with range of assessment
progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
struggling students or
behavior issues.
They always get their
quizzes back with a short
comment. If they do well,
they will get a “great job!”
or “I am proud of you!”. If
they do bad, they are
invited to come see me
for office hours. They get
their quizzes back within
2 days of taking it, so that
they receive timely
feedback,. They are given
a week to come after
school to retake it and
drop their previous score.
I will only call home if a
student has been
struggling for a while and
has not come to see me
for help during office
hours. 09/27/2017
Applying Integrating Innovating
family support.
When students test on
the NWEA, they come see
me right after they are
done testing and we
discuss their score. I am
honest with them and I
always communicate
with them what their
score means. For
example, students who
meet grade level
standards for NWEA are
celebrated because they
can be placed into a high
school math course
without needing
remediation. They
become happy and proud
of this. Students who
receive a below-grade
level score are told that it
would benefit them to
review and practice
foundational math skills
or middle school math
skills. Students
appreciate the feedback
because it helps them
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
understand the data and
why they are being
placed into a certain
class. I also make sure to
call home to tell a parent
if a student demonstrates
hard-work and growth in
math, so that the parent
can help celebrate in the
student’s success.
05/01/2019

Through the online

Google Forms exit ticket,
my students got instant
feedback on how they
did. This is useful because
it allows them to reflect
and ask questions that
lead to more learning. For
times when this online
assessment is not
available, I try to grade
their quizzes while the
student is still present so
that I could go over what
they did wrong and also
share with them their
areas of strength so they
understand where they
did well. I always
encourage them to do
their best and for
students who are always
exceling academically, I
make sure to call home
and communicate with
the parents. For example,
I have a new student
whose mom told me
during her first meeting
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
that she was very bad at
math and has never been
good at it. She has since
been working very hard
and she has been getting
A's on the first three
credits. I made sure to
call home to let mom
know and mom was
ecstatic.
12/12/18

When taking a paper

assessment, students
receive them back within
2 days with a score, a
letter grade, and
comments on what they
did wrong! I also try and
leave some positive
feedback on their exam. I
think it is important that
they know how they did
and the earlier they
know, the better. This
gives time for them to
come in for office hours
to review or even retake
the exam for a better
score. When my honors
students took a quiz on
inequality constraints, I
gave them back their
quizzes the following
class and gave students
who scored low an
opportunity to come in
for a retake. 05/03/2018

I love making positive

phone calls home to
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
parents of students who
work hard and do well on
exams. I also make phone
calls home for students
who show improvement.
Calling home allows you
to communicate with the
parents about how their
child is doing in your
class so that they are
informed and can
continue to encourage
them and provide
support for their child.
Calling home is also a way
that I can get parents to
bring their child in for
office hours so I can help
them after school in a
one-on-one setting.
05/12/2018