My Assessment and Evaluation of Skills

Formative Data to drive Instruction


     Early and Often is key to making sure that students make progress throughout the year and show growth. To ensure this I use formative data as well as summative data to drive my instruction. I have found that using Student Led Workshops is a great way to see if students truly understand the content and what they struggle with most of all.

    This year we implemented a new ELA Learning Platform , Lexia, to assist with  Personalized Learning. Here I am able to see their levels and progess. Students complete their requiered amount of time each week. I use incentives and  Friday tutorials to insure minutes are met each week. I am able to use the lessons provided to help persoanlize instruction during tutorials or small gorup. 

- Individual Presentations/Projects is also another way I can see if students are truly understanding standards on the application level. For example I have had students analyze commercials and present their findings to the class. Students had to explain what technique was used and how it was used. From these presentations I found that some students needed additional instruction how the technique was being used in the advertisements. 

Persuasive Technique Project:


Student Led Workshops: For several different standards groups are given a standard and are in charge of researching and becoming experts over that standard. They are required to give some kind of presentation that defines the standard and gives examples over the standard. They create a notes for classmates to copy into their interactive notebooks. The group then is in charge of creating some kind of formative assessment for classmates to participate in to assess whether or not they understood what was taught.

Geography Student workshops


Paired Student Formative student Workshops to present to class.

IXL formative assessment of mastery of content. 

Individualized Pathways with ending projects

Station specific lessons based on current skills we are utilizing.

Artifacts of Station based practices

Student Artifacts as Evidence


2020/2021 - Data recieved from 6th Grade CDA and Benchmark 1 showsed that students were struggling with Informational Text.  Students analyzed data using trackers showing low skills on both Tests. Students found their 6 lowest TEKS. With this they used a Choice Board that I created that gave them bleneded learning lessons and practice over these speciific TEKS. Studnets could also choose other TEKS they feel was were they struggled the most to get the extra practice. Below is a link to an example of one of the Data trackers and the Choice Board  

Personalized Benchmark Choice Board

 2020/2021 : Other ways to help student progress with struggling TEKS is to create PBL projects that emphasize application of those struggling skills. With the knowledge I gained from the data on Benchmarks and CDAs I also created a PBL that focuses on text structures and authors purpose. I tweaked a previously taught PBL to focus on those specific Reading Skills while they learn about their Social Studies TEKS  that need to be taught. I found that with new schedule it was hard to put all the peices my classroom consists of into an hour especially teaching two subjects, so utilizing the time by teaching content with the cross curricular mindset was definitly best practice. Below is the PBL that tied it all together. 

6th Grade World TOUR PBL

2019/2020 - According to Reading Third Grade Benchmarks students were struggling with inferencing and comparing and constrast fiction and nonfiction text. Students were given a Fictional Story "I need my Monster" and then were to ceate a Google Slide creating a nonfiction text over real animals or myths taht are considered "monsters." Once students did the research they created STAAR Stemmed fiction and nonfiction questions. This helped prepare them for STAAR by familiarizing themselves with the types of questions that they will see and have a deeper understanding of them. 

2018/2019 - According to Benchmark data for 4th grade Writing, the composition section of the test was where my 4th graders struggled a lot. These students participated in the Student Writing Portfolio Project called The Youth's Writers Showcase and Social.  During this project students created 3 compositions extending their knowledge of Expository compositions through mini-workshops on thesis statements, introductions, proper body paragraph development, conclusions, and writing meaningful examples,. Students upgraded their skills as a writer. Students paired with older students in both 6th and 7th grade to peer review and discuss ways to improve their compositions. They also practiced analyzing their writing using a student friendly rubric.  Students presented their work and showcased their learning at the end of the PBL to an audience reading their favorite composition and their reflection of their strengths, weaknesses and improvements during the PBL. Students then participated in the Social with their parents, enjoyed refreshments and talked about their other compositions that were showcased. 

Entry Doc: Writers' Conference Entry Doc..docx  Rubric: Expository Writing Student Rubric.pdf


Reflection Letter: Aubrey Burnett Reflection Writing PBL.docx

Expository Composition:


2017/2018 - Quarter 3

According the 4th grade Writing Benchmark 1 and 2 students struggled with the Expository Composition section of the Benchmark. To focus and improve these standards and skills I implemented a Student Writing Portfolio Project. The Youth's writers showcase and Social PBL aided students knowledge of Expository compositions through mini-workshops on thesis statements, introductions, proper body paragraph development, conclusions, and writing meaningful examples,. Students upgraded their skills as a writer. They used a variety of  texts throughout the conference to use as tools for developing more detailed body paragraphs that related to the prompt in a unique and meaningful way. Students presented their work and showcased their learning at the end of the PBL to an audience. I felt like this was a successful tactic and have seem growth with in the students writing. 

Entry Doc. Writers' Conference Entry Doc..docx


2016/2017- Quarter 2

According to 5th grade Reading Benchmark 1, students struggle with text features and text structures. Students organized informative text using a variety of text structures and features in their informative brochures given out at their Gallery Walk Presentations. 

5th Invasive Species RUBRIC2016.docx

Invasive Species PBL Product.pdf

Reading Data and Progress Measure to evaluate learning


READING Leveling: One tool I use is leveling students reading progress from the beginning of the year to the End of the year using DRA . I have had many of the students for the past two years, so I add on to the document to make sure they are showing growth at each leveling period. If no growth is shown I use that data to give interventions and re level at the next progress measure. 

2015-2017: Woods Reading Levels.xlsx

2017/2018: DRA Reading and Writing Composition Scores.xlsx

2018/2019: ~$2019 DRA Reading and Writing Composition Scores.xlsx

2019/2020- RTI and Reading Levels with Fontas and Pinnel as well as IXL

4th grade Data Sheet

Third Grade Data Sheet

2020/2021 - Data Sheets were created with Dr. Woods and Samantha Rector to show measure Progress through previous STAAR Assessments, Benchmark, CDA and Post Summatives as well as using Lexia progress to help determine Teir 2 and 3 students. 

5th Grade Data Sheet/Progress Measure       6th Grade Data Sheet/Progress Measure      7th Grade Data Sheet/Progress Measure



Summative Data to Drive Instruction


2020/2021 Personalized Learning and Data Trackers

This year with our new Personalized/Blended Learning Grant I tried some new avenues  to encourage students to take ownership in their learning. I implemented this most with Summative Data including Benchmarks and CDA's.  After a Benchmark, students would take a DMAC report that I would give them an analyze their lowest scoring skills. They would find which ones they struggle with the most and write them down on their Data Tracker. Once they have the TEK number they would match it to the Choice Board I created that would not only have the TEK number but they name of the skill, so they would have a better understanding on what they are actually struggling with. They could see on their Data Trackers how they are progressing from Benchmark to Benchmark. Once they have located the SIX skills ont the Choice Board the link would take them to a slide with a spcecfic activity to help them practice that skill.  To show proof of completion each student would create and Artifact Google Slide that consists of screenshots of work or scores to show they had done the activities. This would be turned in to hold them accountable for their work. Below are some examples. 

Data Tracker

7th Writing Personalized Learning Choice Board

6th ELA Benchmark Choice Board

Student Artificat: 7th Grade Writing Student Slide Deck


BLENDED LEARNING PATHWAYS based from Benchmark Data -Online Learning

I created individualized learning paths based off of skills students struggles with on Benchmarks. I created review lessons for each skill on the benchmark assessment. Then I created individual Google Slides that had each TEK posted below 8o percent. The student then needed to find the skill that was linked in my Google site and complete that skill. They were  to provide a finished screenshot from that skill and link it into the Google slide that was created for them. Once they finished they had a completed Google Slide with proof and evidence of each struggling skill. Students that preformed high on the Benchmark that did not have many skills they needed to practice recieved a reserach extension over  an autobigraphy in providing practice with research and expository writing as well as learning about significant people in our past. 

Blended Learning Skills organized by TEK #

Higher level Pathway with Extension

Approaching Level Pathway

Approaching Level Pathway


2020/2021 Benchmark Progress Measure

7th grade Writing 


BM2: Approches: 92  Meets: 54  Masters: 33

BM1: Approches::64    Meets:52   Masters:20

7th grade Reading


BM2: Approches : 91 Meets:87   Masters:78

BM1: Approches :92 Meets: 72  Masters:48

6th grade Reading


BM2: Approches:91  Meets:62   Masters:26

BM1: Approches:72   Meets:32   Masters:8

5th grade Reading


BM2: Approches : 88 Meets: 83  Masters: 50

BM1: Approches:  82  Meets:59   Masters: 9

2019/2020 Benchmark Progress Measure

3rd grade Reading


BM2: Approches 86  Meets: 50  Masters:32

BM1: Approches 77  Meets: 55  Masters:27


4th grade Reading


BM2 Approches: 96 Meets:48 Masters:38

BM1 Approches: 96 Meets:48 Masters:38


4th grade Writing


BM2: Approaches: 68 Meets:50 Masters:5

BM1: Approaches:55  Meets: 23  Masters:0


2018/2019 Benchmark 1 Progress Measure


5th grade Reading


BM2: Approches 84  Meets: 74  Masters:24

85% of students met progress

4th grade Reading


BM2 Approches: 81 Meets:57 Masters:43

68% of students met progress


4th grade Writing


BM2: Approaches: 52 Meets:24 Masters:5

2018/2019 Benchmark 2 Progress Measure


5th grade Reading


BM2: Approches 96  Meets: 84  Masters:52


4th grade Reading


BM2 Approches: 96 Meets:48 Masters:38


4th grade Writing


BM2: Approaches: 64 Meets:41 Masters:5


2017 /2018 Benchmark Data


4th Writing Benchmark 1data to drive instruction: 20174thWritingBench1.xlt - 48%/21%/4%

4th Writing Benchmark 2 data to drive instruction 2017:184thWritingBenchmarks.xls - 61%/31%/9%

 Data driven lessons focus on parts of speech, compositions and commas. 


4th grade Reading Benchmark 1 in March - 4th grade Rdg Benchmark 90:61:48.pdf 91%/ 61%/48%

Focus on maintaining scores and improving those quintiles through individualized/small group instruction


5th grade Reading Benchmark 1 in February -


Focus on small group to pull up those who did not pass. Nonfiction inferencing and context clues to whole group through PBL driven instruction. 

5th grade Reading:

83%/63%/36% - Accountability Index - Report Card 60.6 = A

4th grade Reading :

91/61/48- Accountability Index- Report Card 68.6 =A


4th grade Writing:

60/30/4 - Accountability Index 

2016/2017 Student Data analysis to evaluate learning


5th grade Reading Benchmarks:

16:17 5th Reading Benchmark data.pdf

4th grade Reading Benchmarks :

16:17 4th Reading Benchmark data.pdf

4th grade Writing Benchmarks:

16:17 Writing Benchmark data.pdf



2015/2016 Student Benchmark Data to evaluate learning


2015/2016 3rd grade READING  Benchmark DATA

3rd Grade 2015:2016 Benchmark Reading Growth Quintiles.pdf

2015/2016 4th grade Writing Benchmark DATA

4th grade Writing Benchmark1 2015.xlsx

Woods Exp Writing BM 2 scores.xlsx

STAAR Benchmark Writing Plan.docx - This was created after Benchmark two data and below was data results after implementation of the plan

15:16 Writing Benchmark Student Confernces FEB 2016.xlsx