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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Is aware of the purposes Explores the use of Decides on the purpose for Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- assessment and skills to be range of appropriate use of a wide range of
formative and summative assessment, formative and assessed to select assessments to address assessments to support
assessments. summative assessments. appropriately matches pre-, questions about students’ differentiated student
5.1 Applying formative and summative learning needs and learning needs and reflect
knowledge of the Begins to identify specific assessments. progress. progress.
purposes, characteristics of Integrates a variety of
characteristics, and assessments that yield Selects assessments based characteristics into Draws flexibility from a
uses of different types different types of on clear understanding of assessments to allow repertoire of appropriate
of assessments information about student the purposes and students with a ranges of assessment options and
preparedness, progress, and characteristics of learning needs to characteristics to maximize
proficiency. assessments to support demonstrate what they student demonstration of
student learning. know.10/1/17 5/8/18 knowledge. 12/10/18 5/7/19
• For chapter tests, I test on • When assigning the
listening skills, students through a
conjugating, vocabulary project, I let them know
application and writing what my expectations are
skills depending on the and let them pick the way
chapter and level that they want to present the
they should be at. Some information by using a
students with special menu of choices.
needs, may give their 12/10/18 5/7/19
answer orally instead of
written. 10/1/17 5/8/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Use data from required Explores collecting Collects a variety of formal Designs and integrates an Infuses assessments
assessments to assess additional data using and informal assessment assessment plan that strategically and
student learning. supplemental assessments. data on student learning. provides formal and systematically throughout
10/1/17 informal assessment data instruction to collect
Follows required processes Make adjustments in on student learning. ongoing assessment data
5.2 Collecting and for data analysis and draws planning for single lessons Uses analysis of a variety appropriate for the range of
analyzing assessment conclusions about student or sequence of lessons of data to inform planning Uses data analysis of a learner needs.
data from a variety of learning based on analysis of and differentiation of broad range of assessments
sources to inform assessment data. instruction. to provide comprehensive Uses results of ongoing
instruction. information to guide data analysis to plan and
planning and differentiation differentiate instruction for
of instruction. 5/8/18 maximum academic
success. 12/10/18 5/7/19

• Aside from formal • I take the information • Altough I have a pacing


quizzes and tests, I also gathered through guide set, and lesson
collect data from projects, informal assessments plans have been written,
class participation, done in class, as well as they change when
homework, and class the date collected through necessary to ensure that
discussions. 10/1/17 exit tickets to plan and students are meeting
adjust lesson plans for all learning goals. These
students, and if need be, changes will be made
differentiate for student based on exit tickets,
with different learning homework, and feedback
needs. 5/8/18 from the students.
12/10/18 5/7/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment data variety of data on student broad range of data work and fosters colleagues
5.3 Reviewing data, as required by site and individually and with learning individually and individually and with ability to identify and
both individually and district processes colleagues and identifies with colleagues to identify colleagues to analyze address causes for
with colleagues, to learning needs of individual trends and patterns among student thinking and achievement patterns and
monitor student students. groups of students. 10/1/17 identify underlying causes trends.
learning for trends.5/8/18 12/10/18
5/7/19
• If they have any IEPs, I • I discuss results with
will refer to those as well. previous teachers or other
10/1/17 current teachers to see
• I also monitor the classes what is successful in their
and individually through classes. 5/8/18 12/10/18
their exit tickets. 10/1/17 5/7/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Uses data from assessments Uses data from available Uses a variety of Uses a broad range of data Reflects on data
provided by site and district assessments to establish assessment data to set to set learning goals for continuously to make
to set learning goals for the content-based learning student learning goals for content and academic ongoing refinements to
class. goals for class and content and academic language that are integrated learning goals for content
individual students in single language. across content standards for and academic language for
lessons or sequences of individuals and groups. the fill range of students.
5.4 Using assessment Plans instruction using lessons. 10/1/17
data to establish available curriculum Plans differentiated lessons Uses data systematically to
learning goals and to guidelines. Plans adjustments in and modifications to Plans differentiated refine planning,
plan, differentiate, and instruction to address instruction to meet instruction targeted to meet differentiate instruction,
modify instruction learning needs of individual students’ diverse learning individual and group and make ongoing
students. needs. learning needs. adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments. 12/10/18 5/7/19
5/8/18
• I use the assessments and • Altough I have a pacing
IEPs to help modify my guide set, and lesson
lessons to help benefit all plans have been written,
of my students. 10/1/17 they change when
• If overall I see that the necessary to ensure that
students are struggling students are meeting
with a new content, I will learning goals. These
reteach the material in a changes will be made
different way the next day based on exit tickets,
or give them more homework, and feedback
practice before from the students.
continuing onto the next 12/10/18 5/7/19
concept. I will also make
these adjustments
depending on informal
assessments, such as the
exit tickets. 5/8/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment and students to self-assess and opportunities for student
outcomes, and summative learning goals through goal setting processes for set learning goals related to self-assessment, goal
assessment results. 10/1/17 single lessons or sequence learning content and content, academic setting, and progress
5.5 Involving all Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
students in self- individual learning goals. setting exercises. development. skills. 5/7/19
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to monitor Integrates student self- cognitive skills for
monitoring available tools for opportunities in single and reflect on progress on a assessment, goal setting, analyzing progress and
recording. lessons or sequence of regular basis.12/10/18 and progress monitoring refining goals towards high
lessons to monitor their across the curriculum. levels of academic
own progress toward class achievement.
or individual goals.5/8/18

• Every day, students are • One of the informal ways • Every time we complete • Through the PBL
made aware of what they that I assess students on an activity in class, I have assignment, students can
will be learning. The comprehension is by students share answers, decide what topic that
objective, agenda and having them write correct themselves when most interests them and
homework are posted on their answers on the they can with guidance, the method presenting to
the board for them to board, and have other or help correct each other. their peers that best
reference. I will explain students correct them. They have to reflect and expresses them. Students
why they are learning the Sometimes, the same say if they need more need to reflect what topic
material and how they student that wrote the practice before moving they believe is important
can apply it to their real answer will sit down, on. 12/10/18 to inform the community
lives. After each read what they wrote and about. 5/7/19
assessment, I give self-correct their answer
feedback to students as a before we correct them as
class and individually as a class. When it is time to
necessary. 10/1/17 correct, I let the students
know how many mistakes
there are on the board,
and then they begin to
analyze, identify and
correct the mistakes.
When they make the
corrections, I will ask
why or how they came up
with the new answer.
5/8/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Uses available technologies Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
to record assessments, technologies to implement and implement technologies into the technologies to design,
determine proficiency individual assessments, assessments, record and development, implement, and analyze
levels, and make required record results, and analyze results, and implementation, analysis of assessments and provides
5.6 Using available communications about communicate with communicate about student assessments, and for an in depth and ongoing
technologies to assist in student learning.10/1/17 administration, colleagues, learning with communication of student communication regarding
assessment, analysis, 5/8/18 and families about student administration, colleagues, learning to all audiences. student learning to all
and communication of learning. 12/10/18 families, and students. audiences.
student learning 5/7/19
Ensure that
communications are
received by those who lack
access to technology.

• Students have iPads • With this class, I have • Since we are technology
provided by the school. learned new ways to based school, I use
Grades are updated on assess the students technology every day
Powerschool and on informally and Mohave within and outside of the
Schoolboy. All students the students present classroom. I send weekly
have access to these information learned. emails to the parents to
things. I am available for 12/10/18 communicate what is
tutoring after school, and happening in the
students, and parents, are classroom, as well as
welcome to email me emails to parents of those
regarding anything students that are
pertaining to the class. struggling in my class.
10/1/17 5/8/18 5/7/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
5.7 Using assessment Notifies families of student to provide feedback in ways support increased learning. individual student progress
information to share proficiencies, challenges, that students understand. Provides opportunities for and ways to provide and
timely and and behavior issues through comprehensible and timely Communicates regularly monitor support.
comprehensible school mandated Communicates with two-way communications with families to share a
feedback with students procedures. families about student with families to share range of assessment
and their families progress, strengths, and student assessments, information that is
needs at reporting periods. progress, raise issues and/or comprehensible and
concerns, and guide family responsive to individual
Contacts families as needs support.10/1/17 5/8/18 student and family needs.
arise regarding struggling 12/10/18 5/7/19
students or behavior issues.
• I feel that I have great • Since we are technology
communication open for based school, I use
parents to reach out to me technology every day
via email, which tends to within and outside of the
be the preferred way of classroom. I send weekly
communication. I notify emails to the parents to
parents when I notice the communicate what is
students are falling happening in the
behind in the class. We classroom, as well as
are also required to notify emails to parents of those
a parent if they are at risk students that are
of failing when struggling in my class.
approaching the end of 5/7/19
the semester with 2
weeks in advance. I have
also used email to
communicate with
parents to further explain
what is expected from
their children in my
classroom. 10/1/17 5/8/18
12/10/18