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The educator scores student work reliably by using protocols to engage in collaborative, structured discussions. These discussions will focus on accurately and consistently documenting evidence within the student work of achievement of the learning target(s).

Method Components
The Advanced Performance Assessment for Learning Design stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and its implications. Even more value will be gained by engaging in all three Performance Assessment for Learning stacks together.

The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmental
demands.

Therefore, it is not unusual for the student to perform differently across settings.

For example, a student with ADHD may experience academic success in elementary school;
however, when he enters middle school, the increased academic and organizational demands
may increase his need for additional academic and behavioral supports.

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Nonverbal Supports: Together with the student, develop inconspicuous,
nonverbal messages such as eye contact, hand gestures, or other signals that teach
students to recognize the conditions that trigger specific behaviors

School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies. 
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. 
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).

As a result of the behaviors listed above, students with ADHD are at greater risk of academic
difficulties, social/emotional issues, and limited educational outcomes.

What is communication (and what isn’t it)?
The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience.