1st semester: yellow

Element   Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative and
assessments. summative assessments.
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different different types of
types of assessments information about student
preparedness, progress,
and proficiency.
Decides on the purpose Develops and adapts the
for assessment and skills range of appropriate
to be assessed to select assessments to address
appropriately matches questions about students’
pre-, formative and learning needs and
summative assessments. progress.
Selects assessments based Integrates a variety of
on clear understanding of characteristics into
the purposes and assessments to allow
characteristics of students with a ranges of
assessments to support learning needs to
student learning. demonstrate what they
know.
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge.

Formative assessments Students are assessed pre A variety of assessments

used in class do vary. The
ones I do use everyday are
warm ups, classwork, and
the exit slip which usually
does contain two or three
questions about the day's
lesson. Warm ups are
used to ask about the
lesson we are going to be
covering to see what the
students know or about
the previous lesson if I do
not feel too confident that
they understood the
lesson. As for summative
assessments I give out a
chapter quiz, and unit
exams. As well as a
cumulative final exam. I
am still working on
finding different types of
assessments. (9/29/19)
lesson with a warm up are used in order to
question, since I do go progress monitor the
around and sign each one students. The types of
I get to see the different assessments can be both
student answers. Different formative and summative.
types of formative The results of these
assessments are then assessment are/will be
used throughout the class used to in order to be able
period ending with the to identify where
summative assessment. I adjustments needs to be
do need to improve on the made in both planning
variety of the summative and instruction. This will
assessments, as I feel help fill in learning gaps of
students already know students a properly
what to expect for that address their learning
part of the class. (4-30- needs. (4/15/21)
2020)
Assessments are selected
in ways to support
student understanding
and comprehension. Data
is collected from
assessments and analyzed
in order to find out
 students strengths and
needs. (12/01/20)

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 throughout
assessments. student learning. informal assessment data instruction to collect
Follows required on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analyzing assessment
analysis and draws planning for single lessons of data to inform planning Uses data analysis of a of learner needs.
data from a variety of
conclusions about student or sequence of lessons and differentiation of broad range of
sources to inform
learning based on analysis of instruction. assessments to provide Uses results of ongoing
instruction.
assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
 Assessment data is
generally collected
through the completion of
classwork, writing
assignments, depth of
student understanding
shown on certain
assignments, how
students respond to my
questions during lecture,
and with tests/quizzes.
While I do not keep a
journal, I do work in a
smaller school which
allows students to ask me
questions throughout the
day about my lesson. I
have been trying to
incorporate some type of
multiple choice work
since I do not give that,
but I do find myself not
willing to roll it out as an
assessment due to lack of
belief in it. (9/29/19)
Reviews and monitors Reviews and monitors
5.3 Reviewing data, available assessment data additional assessment
both individually and as required by site and data individually and with
with colleagues, to district processes. colleagues and identifies
monitor student learning needs of
learning individual students.
Data is formally collected
on students daily based
on their daily classwork,
unless there is a
quiz/exam, then the data
is collected through there.
The data is then taken and
analyzed in order to
inform me during my
planning of instruction.
Students progress is
monitored just not based
on scores, on
improvement, regression
etc.
(4-30-2020)
Reviews and monitors a
variety of data on student
learning individually and
with colleagues to identify
trends and patterns
among groups of students.
Different assessments are
created and provided to
the students. Two types of
assessments are provided,
formal assessments are
provided during every
lesson in different ways,
whether it is
examination/different
classwork assignments.
The other method is
through informal
observations throughout
the lesson, which are done
through teacher checking
for understanding
throughout the lesson,
zoom polling and other
methods. (12/01/20)
The data from the
different assessments, and
informal/formal
observations of the
students in the classroom
are used as a guide during
planning in order to be
able to plan and
differentiate
appropriately in order to
ensure the students meet
their learning objectives.
(4/15/21)
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleagues ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying causes patterns and trends.
for trends.
While we do review all the
different results of the
different tests that the
students take, I do not feel
we dig in too deep into
particular students. I feel
that instructors at my site
are more influenced and
concerned with classroom
management and
behavior problems that
this aspect does not get
enough time. This is the
reason I rated myself as
"exploring" instead of
applying, I will be making
a continuing putting effort
to get more into the needs
of individual students
with my mentor.
(9/29/19)
Since the initial rating, I
have started reviewing
data and scores with the
principle since like I
stated before the students
behavior and classroom
management is usually
more of a concern for
other instructors. He has
actually helped a lot with
being able to identify
trends among groups of
students, which in return
has helped me make
adjustments while
planning instruction. (4-
30-2020).
Student data is reviewed Using the available data
by myself and my and details of student
colleagues. We do meet levels, in a addition to the
once a week to discuss participation of
student behavior, grades, colleagues, student levels
and trends among are analyzed and
students. Student english discussed thoroughly.
and math MAP test scores Plans are then made on
are used in order to see how we can help the
where the student levels students in order to meet
are in terms of their learning needs. One
mathematics and in of the plans is to help the
english reading students not only in one
comprehension. Which class, but through the
are skills that are very different classes that they
important in a science attend throughout the
classroom. Discussions day. This helps the
with colleagues are about students by them having a
ways we can improve the consistent effort to
student levels. improve their learning
(12/01/20) needs. (4/15/21)
 Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
5.4 Using assessment class. individual students in
data to establish single lessons or
learning goals and to sequences of lessons.
plan, differentiate, Plans instruction using
and modify available curriculum Plans adjustments in
instruction guidelines. instruction to address
learning needs of
individual students.
The data available for
assessments is used to
create learning goals for
the class as whole, and
then for students. I do try
and incorporate math into
science class as much as I
can due to my student's
very low math scores
were only 8% were near
or met the standard based
on the report provided by
the school. I also plan my
reading and writing
activities based on those
scores as well were only
33% of the students were
at or near the standard.
The part I currently need
to get into applying is to
plan more than I currently
do for the current
individual needs of the
students. (9/29/19)
Uses a variety of
assessment data to set
student learning goals for
content and academic
language.
Plans differentiated
lessons and modifications
to instruction to meet
students’ diverse learning
needs.
Differentiated lessons are
planned in order to meet
the students diverse
needs. For example, data
showed me that students
do better when the
problem they are being
asked to solve relates to
the real world. This
turned out to be a big plus
for me in terms of being
able to attract the
students attention to the
lesson. Assessment data is
used to establish a goal
with students for
academic language.
Students are heavily
encouraged to use
academic language in the
classroom. Even if
sometimes it is a little
harder to get them to do
so. (4-30-2020)
Lessons are planned with
taking into account the
different student learning
Uses a broad range of data Reflects on data
to set learning goals for continuously to make
content and academic ongoing refinements to
language that are learning goals for content
integrated across content and academic language for
standards for individuals the fill range of students.
and groups.
Plans differentiated Uses data systematically
instruction targeted to to refine planning,
meet individual and group differentiate instruction,
learning needs. and make ongoing
Modifies lessons during adjustments to match the
instruction based on evolving learning needs of
informal assessments. individuals and groups.
Instruction is planned
with differentiating to
meet the different student
learning needs in mind.
But even when taking all
of that into consideration,
most of my modification I
feel comes during the
course of the lesson. That
happens based on a
variety of informal
observations done during
class. I feel being able to
do that has help
tremendously in many
areas of teaching, because
this helps catch any
misunderstandings the
students might be having
quicker than usual.
(4/15/21)
 needs. Entry assessment
data is used during the
planning phase of the
lesson in order to try and
plan accordingly, that way
student levels would not
be far off when the lesson
is introduced, which in
return provides the
students with a better
opportunity to meet the
learning objective.
Students are encouraged
to show their knowledge
of a topic using it in a real
life context. (12/01/2020)

Begins to encourage Models and scaffolds Implements structures for Provides systematic
students to establish student self-assessment students to self-assess opportunities for student
Informs students about learning goals through and goal setting processes and set learning goals self-assessment, goal
learning objectives, single lessons or sequence for learning content and related to content, setting, and progress
5.5 Involving all outcomes, and summative of lessons that include academic language academic language, and monitoring.
students in self- assessment results. goal setting exercises. development. individual skills.
assessment, goal- Recognizes the need for Develops students’ meta-
setting, and progress individual learning goals. Provides students with Guides students to Integrates student self- cognitive skills for
monitoring opportunities in single monitor and reflect on assessment, goal setting, analyzing progress and
Monitors progress using lessons or sequence of progress on a regular and progress monitoring refining goals towards
available tools for lessons to monitor their basis. across the curriculum. high levels of academic
recording. own progress toward achievement.
class or individual goals.
 At the beginning of every
lesson students are
informed of the learning
objective, as it's written
on the board as well.
Student work is posted on
3 different parts of the
wall in my classroom
showing student work,
actionable feedback along
with the rubric to show
students what they should
be looking for while
assessing their work or
that of a classmate.
Summative assessment
results are provided to
student individually. The
next step is start creating
the next step goals for
each student with the help
of the student. (9/29/19)
I have been encouraging
students to set their
learning goals in single
lessons. This was actually
going pretty well, but I
could not continue
developing these skills for
the students due to recent
events and now with
distance learning it has
been a little more difficult.
Students were doing
pretty though during class
in terms of trying to set
their own learning goals.
(4-30-2020)
Students are encouraged
to monitor their progress
towards meeting their
learning goals. One thing
that has assisted students
in this is me providing the
students with rubrics.
Students had to be taught
how to use rubrics as in
the beginning they looked
at it and an extra
assignment instead of a
way for them to track
their progress.
(12/01/20)
Students are guided in
order to monitor their
progress on the regular
basis. Students are
provided with rubrics,
organizers, note
organizers, and questions
to ask themselves such as
“did I spend enough time
to complete quality
work?” Etc.. in order to
help them monitor their
progress. I do feel with
distance learning that has
been somewhat difficult
to maintain, but I feel that
once students are coached
more in person than the
results will improve even
more. (4/15/21)

Uses available
technologies to record
5.6 Using available assessments, determine
technologies to assist proficiency levels, and
in assessment, make required
analysis, and communications about
communication of student learning.
student learning
Explores use of additional
technologies to
implement individual
assessments, record
results, and communicate
with administration,
colleagues, and families
about student learning.
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about
student learning with
administration,
colleagues, families, and
students. Ensure that
Integrates a variety of Use a wide range of
technologies into the technologies to design,
development, implement, and analyze
implementation, analysis assessments and provides
of assessments, and for an in depth and
communication of student ongoing communication
learning to all audiences. regarding student
learning to all audiences.
communications are
received by those who
lack access to technology.
Students and their
parents have access to
grades anytime they want,
they just have to log in to
the school portal. I do
update grades regularly
because based on my
experience students do
like to know how their
doing whether they admit
it or not. Based on that I
do provide actionable feed
back on work that is
returned to the students
so they can see what they
need to do to improve and
get a better grade. I do
make the necessary phone
calls if 1. Student grades
start to slip in a drastic
unusual manner and 2. If
the student's grade falls
below the passing mark
and is not meeting the
learning objectives in the
classroom. (9/29/19)
Assessments are designed
and implemented online.
Assessment results are
collected and analyzed,
once analyzed if contact
needs to be made with the
student family then that is
done, if not then results
are given to students with
the discussion of how we
can further improve their
abilities. Contact with
parents is made through
meetings online via zoom,
phone calls, and email.
(12/01/2020)
Results of assessments
and grades are
communicated to parents
on a variety of different
basis. Student grades and
scores are updated on the
website illuminate.com.
Both students and parents
can log in at any moment
and see updated grades
which get updated 3 times
a week in my class or
more depends on time
availability. Students are
also provided with
feedback, written
comments on individual
work, student teacher
conferences and parent
teacher conferences.
(4/15/21)

New app called parent

square is something I am
using to communicate
with parents directly. It is
like messaging up where
you can post a message
for all the parents or you
can just message the
parent you want to speak
to. (4-30-2020)
 Provides students with Provides students with
feedback through additional feedback based
assessed work and on formative assessments
required summative from single lessons or
assessments. sequence of lessons. Seeks
5.7 Using assessment to provide feedback in
information to share Notifies families of ways that students
timely and student proficiencies, understand.
comprehensible challenges, and behavior
feedback with issues through school Communicates with
students and their mandated procedures. families about student
families progress, strengths, and
needs at reporting
periods. Contacts families
as needs arise regarding
struggling students or
behavior issues.
Goals and expectations for
the class are
communicated to the
families at the beginning
of the year were they have
to sign in order to assure
that they read syllabus.
Aside from report cards, if
a student is failing a class
most parents will agree to
have a parent teacher
conference and discuss
how we can work
together to improve the
students skills and
abilities. I have sent
countless emails in my
short life as a teacher and
have only got one
response, so I do go ahead
and just call to
communicated concerns
that I may have about a
particular student. Before
I do call any parents, I do
Provides students with
clear and timely
information about
strengths, needs, and
strategies for improving
academic achievement.
Provides opportunities for
comprehensible and
timely two-way
communications with
families to share student
assessments, progress,
raise issues and/or
concerns, and guide
family support.
I try to inform as many
students as I can of their
strengths, needs and how
they can improve. That is
hard to do for all students
but I do as much as I can.
Parents now have an
opportunity to basically
contact me anytime
through the app called
parent square. It is a
messaging app that also
gives you a platform to
make announcements.
Families are also always
welcome to have parent
teacher conferences. (4-
30-2020)
Students are provided
with areas of needed
improvement based on
data collected through a
variety of assessments.
Both formal and informal
Integrates the ongoing Facilitates students’
sharing of leadership in seeking and
comprehensible feedback using ongoing
to students from formal comprehensible
and informal assessments communications about
in ways that support individual student
increased learning. progress and ways to
provide and monitor
Communicates regularly support.
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family needs.
Families are
communicated with on
regularly, both responsive
and the non responsive
ones. Methods of
communications are done
through phone calls,
emailing, home visits
(when possible), notes to
parents and the online
website which includes all
the grades along with
behavior reports.
(4/15/21)
inform the student of assessments are used for
what exactly will be such feedback. Students
talked about and the use feedback in order to
reason for the call. further improve their
Students surprisingly skills and understanding
have been very respective of the subject matter.
of that approach. When I (12/01/2020)
do call I make sure I say
three nice things about
the students before I get
to the area of
improvement. (9/29/19)