Element Emerging Exploring
Is aware of the purposes Explores the use of Decides on the purpose
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
assessments.
5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
information about
student preparedness,
progress, and proficiency.
7/21/19
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.
7/21/19
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
summative assessments. progress. reflect 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.
12/7/19
I use a variety of
assessments in my
classroom. Students
are assessed with
quizzes, kahoots,
group discussion,
etc.)
I try to make sure the
assessments are
testing required
skills.
12/7/19
 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
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
7/21/19 12/719 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Along with required I use data gathered
assessments I used from assessments
supplemental (formal and
materials to check informal) to plan
for understanding. lessons and how to
Students participate present materials to
in group discussions, the students.
activities and 12/7/19
quizzes. Adjustments
are made to the unit
based on information
gathered from the
assessments.
7/21/19
 Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
and with colleagues,
identifies learning needs identify trends and student thinking and causes for achievement
to monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 7777/7/21/ causes for trends.
12/7/19
I meet with the We have level
second grade meetings to discuss
teachers prior to student progress and
school starting for learning. We discuss
articulation test scores and how
meetings. If I think a we can improve
student needs extra results.
support I reach out 12/7/19
to the learning
support teachers to
collaborate on ways
to help the student.
7/21/19
 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 7/21/19 Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
7learning needs of needs. 12/7/19 group learning needs. and make ongoing
individual students. 7/ adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Adjustments and Data gathered is used
learning goals are set to set to learning
based on the data goals and
gathered from the expectations for
assessments. students. I use this
Curriculum is data to plan lessons
modifies for students and instruction. All
with learning needs. learning styles are
Enrichment is addressed when
provided for planning lessons.
students that need 12/7/19
more. 7/21/19
 Informs students about Begins to encourage 12/7/19 Implements structures Provides systematic
learning objectives, students to establish Models and scaffolds for students to self-assess opportunities for student
outcomes, and learning goals through student self-assessment and set learning goals self-assessment, goal
summative assessment single lessons or and goal setting related to content, setting, and progress
results. Recognizes the sequence of lessons that processes for learning academic language, and monitoring.
5.5 Involving all need for individual include goal setting content and academic individual skills.
students in learning goals. exercises. language development. Develops students’
self-assessment, Integrates student meta-cognitive skills for
goal-setting, and Monitors progress using Provides students with Guides students to self-assessment, goal analyzing progress and
progress monitoring available tools for opportunities in single monitor and reflect on setting, and progress refining goals towards
recording. lessons or sequence of progress on a regular monitoring across the high levels of academic
lessons to monitor their basis. curriculum. achievement.
own progress toward
class or individual
goals.7/21/19
I meet with students At the beginning of
to set academic each trimester I meet
goals. We meet with my students to
regularly to see what set academic and
progress has been behavior goals for
made or if the trimester. We
adjustments to the used the results from
goals need to be the 1st trimester to
made. 7/21/19 set 2nd trimester
goals. I meet with the
students throughout
the trimester to
monitor progress.
12/7/19
 Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to 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 make required results, and communicate communicate about of assessments, and provides for an in depth
assist 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 12/7/19 students. Ensure that audiences.
communications are
received by those who
lack access to technology.

Students are given the STAR test results are

STAR Test in reading and recorded using excel
math 3 times a year. I
review how the students
so we can track
scored and meet with students progress
colleagues to determine if and share with
more needs to be done colleagues.12/7/19
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 communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. assessments in ways that individual student
information to share Notifies families of feedback in ways that support increased progress and ways to
timely and student proficiencies, students understand. Provides opportunities learning. provide and monitor
comprehensible challenges, and behavior 7/21/19 for comprehensible and support.
feedback with issues through school Communicates with timely two-way Communicates regularly
students and their mandated procedures. families about student communications with with families to share a
families progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. 12/7/19 student and family needs.
behavior issues.
I have conferences I have conferences
with parents in with parents in
November. If October to discuss
something comes up first STAR test results
with a student I and academic goals
always communicate that their child set
with the parents and for the trimester. I
arrange a meeting. I communicate with
email parents quite parents via email and
often to update them conferences as
on what's happening needed to keep them
in the classroom. updated on student
7/21/19 progress. 12/7/19