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 4/22/20
I use a variety of I continue to use a
assessments in my variety of formal and
classroom. Students informal
are assessed with assessments with my
quizzes, kahoots, students. When
group discussion, choosing
etc.) assessments I look to
I try to make sure the make sure they are
assessments are valid, reliable and
testing required fair.
skills. 4/22/20
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. 4/22/20 success.
Along with required I use data gathered I record all
assessments I used from assessments assessments
supplemental (formal and (formative and
materials to check informal) to plan informative) on an
for understanding. lessons and how to excel sheet. I use this
Students participate present materials to data when planning
in group discussions, the students. my lessons and
activities and 12/7/19 deciding how to
quizzes. Adjustments differentiate
are made to the unit instruction.
based on information 4/22/20
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. 4/22/20
12/7/19
I meet with the We have level I work with my
second grade meetings to discuss colleagues to identify
teachers prior to student progress and patterns in student
school starting for learning. We discuss achievement. We use
articulation test scores and how this information to
meetings. If I think a we can improve plan appropriate
student needs extra results. instruction for
support I reach out 12/7/19 students. We also
to the learning discuss test scores
support teachers to and what can be
collaborate on ways done to help improve
to help the student. student learning.
7/21/19 4/22/20
 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
Plans instruction using 7/21/19 Plans differentiated
learning goals and to
available curriculum lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
and modify
instruction to address students’ diverse learning meet individual and differentiate instruction,
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.
4/22/20
Adjustments and Data gathered is used Learning goals are
learning goals are set to set to learning set at the beginning
based on the data goals and of the year based on
gathered from the expectations for standards and
assessments. students. I use this expectations. I
Curriculum is data to plan lessons modify and
modifies for students and instruction. All differentiate
with learning needs. learning styles are instruction in order
Enrichment is addressed when to meet individual
provided for planning lessons. and group learning
students that need 12/7/19 needs. 4/22/20
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 4/22/20
class or individual
goals.7/21/19
I meet with students At the beginning of At the beginning of
to set academic each trimester I meet each school year I
goals. We meet with my students to meet with students
regularly to see what set academic and to set learning goals.
progress has been behavior goals for Each trimester we
made or if the trimester. We meet to discuss
adjustments to the used the results from where students are
goals need to be the 1st trimester to in achieving their
made. 7/21/19 set 2nd trimester goals. Students are
goals. I meet with the being taught how to
students throughout monitor their
the trimester to progress in achieving
monitor progress. their goals.
12/7/19 4/22/20
 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
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to
communications about with administration, student learning with communication of and ongoing
assist in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
7/21/19 about student learning. colleagues, families, and audiences. student learning to all
communication of
12/7/19 students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
4/22/20
Students are given the STAR test results are All types of
STAR Test in reading and recorded using excel assessments are
math 3 times a year. I
so we can track recorded on excel
review how the students
scored and meet with students progress spreadsheets to
colleagues to determine if and share with monitor student
more needs to be done colleagues.12/7/19 progress. This helps
for a student. 7/21/19 track and analyze
results.
4/22/20
 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. 4/22/20
I have conferences I have conferences I review all
with parents in with parents in assessment scores
November. If October to discuss with my students. We
something comes up first STAR test results brainstorm and
with a student I and academic goals discuss how to
always communicate that their child set improve their scores.
with the parents and for the trimester. I All test scores are
arrange a meeting. I communicate with sent home to parents
email parents quite parents via email and and discussed with
often to update them conferences as them during
on what's happening needed to keep them conferences.
in the classroom. updated on student 4/22/20
7/21/19 progress. 12/7/19