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 Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative and to be assessed to select assessments to address assessments to support
assessments. summative assessments. appropriately matches questions about students’ differentiated student
5.1 Applying pre-, formative and learning needs and learning needs and reflect
knowledge of the Begins to identify specific summative assessments. progress. progress.
purposes, characteristics of
characteristics, and assessments that yield Selects assessments Integrates a variety of Draws flexibility from a
uses of different different types of based on clear characteristics into repertoire of appropriate
types of assessments information about student understanding of the assessments to allow assessment options and
preparedness, progress, purposes and students with a ranges of characteristics to
and proficiency. characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I understand that Our Connexus system has
formative assessments set assessments that come
are a means in which I from low-risk practice
can monitor student assessments (multiple
learning through a unit, choice, fill in the blank) to
semester, or school year allow students to check
in a low-stakes their understanding of
environment to help content without it
identify strengths and affecting their grade. I
weaknesses. These can be encouraged students to
topic proposals submitted take advantage of these
for feedback, answering until having them move
questions within a on to quiz checks, quizzes,
lecture, and practice and tests that will affect
quizzes that do not weigh their grade. I help them
against a grade. prioritize their work, so
they understand how each
I understand summative assessment is weighted
assessments are high toward their grade.
stakes evaluations that
are implemented either at (5/5/2019)
the end of a unit, or
semester. In my
instruction, students Unfortunately, I have not
complete a unit test after had as much growth in
each unit’s completion (5- this area as I would like.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

6 units a semester), a With the rigid curriculum
writing portfolio within settings, I do not have the
each unit, and a final flexibility to select
exam at the end of each assessments myself. I
semester. understand the purpose
of our provided
(9/25/18) assessments, but do not
have the authority to
make any major changes
to what is ultimately
assigned to students.

(11/12/19)

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
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about lessons or sequence of and differentiation of broad range of
sources to inform student learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning
Element Emerging
While I feel like I am
strong at taking the
information I receive
about students’ lives and
applying that knowledge
to my instruction style, I
would like to become
more adept at looking at
more objective
information and how best
to use it in forming my
classroom instruction.
Our school, being a
virtual academy, has a
plethora of reports filled
with hundreds of pieces
of data that are at our
disposal. I understand
that We have
accountability radars for
both teachers and
students, as well as
access to the Scantron
Performance Assessment,
and easy access to past
CAASPP results.
At this point in my career,
I understand the
importance of this
information, but feel I
could learn how to better
apply that knowledge to
how I teach the material.
(9/25/18)
Exploring
I have been making it a
point to use the practice
check, quick check, and
quiz information to help
guide my test review
sessions. I run the results
through an Excel
spreadsheet and will
choose the questions with
the most incorrect answer
and use that information
for reteaching as needed
(5/5/2019)
Applying Integrating Innovating
This year I have been
working more closely
with my PLC as we have
been trying different
team-teaching formats.
While we all help with the
lesson instruction and
classroom management,
we also will meet
biweekly to discuss
student performance for
each unit. While we
cannot make any major
changes to the
curriculum, we use this
time to review average
scores and student
performance to guide the
individual/1:1
curriculum-based
assessment calls we have
with students. I am also
developing targeted
workshop sessions for
reteaching opportunities
where we address gaps in
scoring based on the
grade level averages.
(11/12/19)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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.
After talking with my
members of my PLC
group, I have made it my
goal this year to take
opportunities to “reteach”
difficult material. As an
independent study
program, I typically have
one set hour a week with
students in a lecture
setting (supplemented by
individual phone calls), so
opportunities to revisit
old material are a bit
sparse. The solution my
more established PLC
colleagues have developed
is to include reteaching
drop-in office hours—
they look at the scores
from assessments within
a unit, determine where
students struggled the
most, and use office hour
times to offer a
differentiated approach to
the material.
(9/28/15)
Applying Integrating Innovating
Reviews and monitors a Reviews and monitors a Facilitates collaborative
variety of data on student broad range of data work and fosters
learning individually and individually and with colleagues ability to
with colleagues to colleagues to analyze identify and address
identify trends and student thinking and causes for achievement
patterns among groups of identify underlying patterns and trends.
students. causes for trends.
My PLC has been Similarly, to Standard 5.2,
reviewing data as we near I meet regularly with my
the end of the school year PLC to compare results
to note specific patterns on assessments and how
on tests. We are working our 1:1 curriculum calls
with our parent go to determine not only
organization to revise WHAT students are
some of our curriculum. struggling with, but to try
We have several and pinpoint WHY.
questions (both multiple
choice and short essay) (11/12/19)
that are worded very
poorly, and we are not
able to make changes to
them without going
through Pearson. Our
department lead has
taken our reports and will
present them to admin.
(5/5/2019)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
As all the assessments are The curriculum that has
completed through our been provided by my
online program, the data school organization offers
from every test, quiz, and a large variety of
quick check is readily assessment types,
available to teachers, including (but not limited
students, and parents. to) quick check, practice
checks, quizzes, tests,
The assessments are also discussion board
categorized by which assignments, sample
standard they meet, so I work, and portfolios
am easily able to track (which are primarily
patterns within standard essays for English). I am
contexts and not only able to use the
address current problems assessment data from
but predict possible these varied sources to
problems in future set student learning
instruction and modify goals.
lessons accordingly.
I have worked directly
I use this information for with our SPED
my CBA (curriculum- department to help
based assessment) calls, develop differentiated
wherein I am able to work test review sessions for
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

one-on-one with students students with IEP plans. I
and explore the material also hope to develop a
at a pace that best specialized review
addresses their individual session with our ELL
and unique learning resource department for
needs (reteaching, our many Spanish-
reading together, and speaking students.
comprehension checks).
(11/12/19)
During these calls, I walk
students through their
scores, show them how
they fit into the lesson,
unit, and state standards,
and dissect them into
easier managed miniature
lessons in which
understanding can be
checked on a more
individualized basis.

(9/25/18)

I feel as though I have

done a good job with
continuing these practices
this year, but have been
hesitant to step outside
my comfort zone with
scaffolding/differentiating
in whole-group settings as
well as during one-on-one
curriculum-based
assessment calls. I want to
work on this in the
coming school.

(5/5/2019)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and summative learning goals through
assessment results. single lessons or sequence
5.5 Involving all Recognizes the need for of lessons that include
students in self- individual learning goals. goal setting exercises.
assessment, goal-
setting, and progress Monitors progress using Provides students with
monitoring available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
While completing
welcome phone calls to
students and their
parents/caretakers, one of
the questions I will ask is
what their short-term
goals are and what their
long-term goals are. From
the start of the year, they
know the importance of
setting realistic and
achievable goals.
At the beginning of each
lesson, I have goals listed
for the day (By the end of
this lesson, students will
be able to…). Listing these
goals helps them
understand what they are
expected to accomplish
within a lesson and unit
and having immediate
access to their results
gives them the
opportunity to monitor
how closely they are
Applying Integrating Innovating
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
monitor and reflect on assessment, goal setting, analyzing progress and
progress on a regular and progress monitoring refining goals towards
basis. across the curriculum. high levels of academic
achievement.
As we have neared the This year I want to help
end of the school year, I my students take more
have been reaching out to ownership of their
my homeroom students education and help them
to review their start-of- become advocates for
year goals and how well their own success. While
they have progressed. We watching a show earlier
have reviewed their this year I was struck by a
major assignments within quote, “Motivation will
the gradebook, and I ask come naturally when you
students to go back to take ownership of your
read the feedback I have work.”
left. They then have an
opportunity to work of I am working on
revisions to display implementing this self-
mastery. When working assessment model with
on test corrections, my homeroom students
students must reflect on and am hoping to try it
why they chose the with all of my students
original (incorrect next semester. Prior to
answer) and why the new have scheduled 1:1
answer is correct. curriculum-based
assessment calls with my
(5/5/2019) students I am sending
them a self-assessment
questionnaire to gauge
their comfort with the
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

making those goals. I material, how they would
review this information rate their performance,
with them regularly and how they can set
during our phone realistic goals for the
conferences. semester.

(9/25/18) (11/12/19)

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
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Our parent company, I have been using a
Pearson Online Learning, variety of Excel
implements an online spreadsheets to record
learning portal known as and analyze test results to
Connexus (like report back to my PLC
BlackBoard, Titanium, or and use within my own
other virtual classroom class when conducting
interfaces). Within one-on-one curriculum-
Connexus, we have a based assessment calls.
virtual library with With the
resources for families, online/independent
including their scores. study nature of our
school the lack of access
Another feature is a to technology is typically
closed email system addressed with
(WebMail) that allows enrollment and checked
families to contact throughout the year.
teachers and Students without access
administrators in a to computers are sent a
secured environment. school-supplied laptop,
and low-income families
I regular communicate are provided a stipend for
with students, parents, their internet bills.
colleagues, and our
administrators through (5/5/2019)
our program, and can link
to reports such as our
Assessments Results
Manager (ARM), which I feel as though this is still
logs not only a student’s an area of needed growth
score, but when they for me. With the rigid
completed an assessment, curriculum at my school I
and how long they had it do not always feel like I
open. This allows me to can make the changes I
identify if a student is would like to make to
rushing through a test to assessments, but I am
try and move too quickly hoping to implement
through their lessons. more supplemental work
to help support student
(9/25/18) mastery, such as with
items from the Playlist
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

assignment. Giving
students the opportunity
to use sites such as
Brainly or to complete
alternate portfolios
(Knovio presentations,
for example) would
better allow students to
display their knowledge
in ways that play on their
strengths.

(11/12/19)

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback based clear and timely sharing of leadership in seeking and
timely and assessed work and on formative assessments information about comprehensible feedback using ongoing
comprehensible required summative from single lessons or strengths, needs, and to students from formal comprehensible
feedback with assessments. sequence of lessons. Seeks strategies for improving and informal assessments communications about
students and their to provide feedback in academic achievement. in ways that support individual student
families Notifies families of ways that students increased learning. progress and ways to
student proficiencies, understand. Provides opportunities provide and monitor
challenges, and behavior for comprehensible and Communicates regularly support.
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
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
as needs arise regarding
struggling students or
behavior issues.
Thanks to the information
that is automatically
logged and tracked within
Connexus, students who
are behind in their work,
participation (phone calls
with teachers), and
attendance recording will
show as either
“Approaching Alarm” or
“Alarm.”
My first course of action is
to send a WebMail to the
students and their
caretakers. I follow up
with a phone call to offer
my help in developing a
plan to help the student in
getting back on track.
If a student is
continuously in “Alarm,”
we create a special
log/task called a Progress
Monitoring Issue Aware,
which alerst
administrative staff and
other teachers that the
student and their family
might need additional
Applying
concerns, and guide
family support.
I have been completing
check-in calls with my
homeroom students
every two weeks (more
frequently if needed) and
sending regular WebMails
with important class
announcements. At-
risk/struggling student
have progress monitoring
IAs (digital tickets that
track/monitor call logs,
results, etc.) that I update
as I complete calls with
the families. Students
who are failing or at-risk
of failing receive frequent
updates and I will reach
out to caretakers to
encourage their
involvement as learning
coaches.
(5/5/2019)
Integrating Innovating
student and family needs.
In addition to the
aforementioned
strategies, our school has
what we call a mid-
semester deadline. As an
independent study
program, it can be
challenging for students
to complete their work in
an appropriate timeframe
due to the lack of strict
due dates. We implement
a soft deadline for the
Monday after
Thanksgiving Break as a
means to help students
stay on track with their
lesson completion. The
two weeks leading up to
the break I review a
spreadsheet and report
that notify me of the
number of lessons
students are behind. I
then reach out to those
students with targeted
calls, discuss the severity
of the situation with their
caretakers, and work with
the families to develop a
“catch up” plan between
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

support. From here, I can
schedule parent/teacher
conferences and better
track a student’s
progressive in the above-
mentioned areas.
(9/25/18)
the Thanksgiving and
winter breaks. Most
students who fail courses
in our program do so by
not working, so using
these lesson completion
reports to help students
stay accountable is vital.

(11/12/19)