Throughout the academic year, Resident Educators are required to collect and analyze data related to student achievement and growth in connection with State Standards, Curriculum, Content and District Initiatives and Outcomes.

     In the beginning of the year, Resident Educators are asked to gather data related to student achievement.  It is recommended that each Resident Educator prepare a "classroom context" and "class profile" artifact to place in his/her portfoilo to document this initial data and information.  Attached below are several possible templates and resources that Resident Educators may elect to use or refer to in order to complete this requirement.  At least 1 artifact documenting achievement of each student in the class will be uploaded and submitted in Taskstream to meet this requirement.

     General measures (such as State Achievement Assessments) should be used as only ONE source of data.  Whenever possible, the Resident Educator should focus on ACTIONABLE, classroom and content-based data that can be used to inform instructional design and implementation.

     Assessment of student learning should include the use of Formative and Summative Assessment Data related to Content Standards across at least ONE instructional cycle (unit of study) if at all possible.  

It is recommended that each Resident Educator complete at least one "learning context" document in the fall.  The RE may choose between document #2: Date Measures Inventory or document #6 Teaching/Learning Context documents to meet this recommendation.

It is required that each RE complete at least ONE class profile document for one entire class in the Year 1 RE Program.  This class profile should contain relevant data for ONE content area (Language Arts, Mathematics, History, Chinese 1 etc.).  Ideally, this data will be collected and analyzed within ONE instructional cycle (Unit of Study).  However, this document may also be used to collect targeted data for quarter grades or progress reports as well.  It is important to note more than just "numbers" and "scores" whenever possible (ie. data such as 67% or 8/10 is not enough information.  A description such as: "5/5 addition problems, 3/5 subtraction problems" or "rubric score of 3 on sentence structure, spelling and introduction, rubric score of 2 on content and details and conclusion") is recommended.  

EACH column should provide a SEPARATE assessment task, with scores/descriptions for each child listed separately.  If assessing three separate skills in one related area over a longer period of time (see examplar #1), it is recommended that you complete these same assessments minimally 2 times a year (beginning and end of year).  If you are assessing 3 skills within one unit, (see exemplar #2), it may be helpful to complete assessments toward the beginning and end of the unit to measure progress.  An additional option is to enter data/information for two formative assessments and one summative assessment within one instructional cycle/unit of study.