Element Emerging Exploring
Is aware of the purposes Explores the use of Decides on the purpose
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. and summative
assessments.
5.1 Applying
knowledge of the
purposes,
characteristics, and Begins to identify specific
uses of different characteristics of
types of assessments assessments that yield
different types of
information about
student preparedness,
progress, and proficiency.
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Applying Integrating Innovating
Develops and adapts the Demonstrates purposeful
for assessment and skills range of appropriate use of a wide range of
to be assessed to select assessments to address assessments to support
appropriately matches questions about students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
 I monitor students
progress throughout
the units. Through
discussion pre
writing activities and
see what students
know. During lessons
students are assessed
through quizzes and
group discussions. At
the end of a unit
students are given a
final assessment.
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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
assessments. student learning. informal assessment data throughout instruction to
on student learning. collect ongoing
5.2 Collecting and assessment data
analyzing Follows required
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data of learner needs.
from a variety of analysis and draws planning for single of data to inform Uses data analysis of a
sources to inform conclusions about lessons or sequence of planning and broad range of
instruction. student learning lessons based on analysis differentiation of assessments to provide
of assessment data. instruction. comprehensive Uses results of ongoing
7/21/19 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
 Along with required
assessments I used
supplemental
materials to check for
understanding.
Students participate
in group discussions,
activities and
quizzes. Adjustments
are made to the unit
based on information
gathered from the
assessments.
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Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. 7777/7/21/ causes for trends.
I meet with the
second grade
teachers prior to
school starting for
articulation
meetings. If I think a
student needs extra
support I reach out to
the learning support
teachers to
collaborate on ways
to help the student.
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 Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. students.
data to establish 7/21/19
learning goals and to
plan, differentiate, Plans instruction using Plans differentiated Plans differentiated Uses data systematically
and modify available curriculum Plans adjustments in lessons and modifications instruction targeted to to refine planning,
instruction guidelines. instruction to address to instruction to meet meet individual and differentiate instruction,
7learning needs of students’ diverse group learning needs. and make ongoing
individual students. 7/ learning needs. adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal assessments.
 Adjustments and
learning goals are set
based on the data
gathered from the
assessments.
Curriculum is
modifies for students
with learning needs.
Enrichment is
provided for students
that need more.
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Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
need for individual include goal setting language development. individual skills.
5.5 Involving all learning goals. exercises.
students in self-
assessment, goal- Develops students’ meta-
setting, and progress Guides students to Integrates student self- cognitive skills for
monitoring Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual
goals.7/21/19
 I meet with students
to set academic goals.
We meet regularly to
see what progress
has been made or if
adjustments to the
goals need to be
made. 7/21/19

Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
5.6 Using available proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
technologies to assist make required results, and communicate communicate about of assessments, and provides for an in depth
in assessment, communications about with administration, student learning with communication of and ongoing
analysis, and student learning. colleagues, and families administration, student learning to all communication regarding
communication of 7/21/19 about student learning. colleagues, families, and audiences. student learning to all
student learning students. Ensure that audiences.
communications are
received by those who
lack access to technology.
 Students are given the
STAR Test in reading and
math 3 times a year. I
review how the students
scored and meet with
colleagues to determine if
more needs to be done
for a student. 7/21/19

Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share feedback in ways that increased learning. progress and ways to
timely and students understand. provide and monitor
comprehensible Notifies families of
student proficiencies, Provides opportunities support.
feedback with 7/21/19
students and their challenges, and behavior for comprehensible and Communicates regularly
families issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment
progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.

I have conferences
with parents in
November. If
something comes up
with a student I
always communicate
with the parents and
arrange a meeting. I
email parents quite
often to update them
on what's happening
in the classroom.
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