CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. 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.
Decides on the purpose 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.
9/27/18
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. 5/1/19 knowledge. 12/12/19
9/27/18
I review each assessment I give pre and post Students complete pre
before giving it to my assessments before and post assessments,
students. For language during and after Math project based learning,
Arts, I modify units to gauge how well task cards, online
assessments according to my students know, assessments, benchmark
the learning objective and understand and have assessments, digital
what my students should mastered the content. . I learning games and a
have mastered. 9/27/18 will create different wide variety of additional
assessments based on the assessments 12/12/19.
types of data I get from
their scores 5/2/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. 5/1/19 comprehensive Uses results of ongoing
9/27/18 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success 4/4/20
After giving students a I will look for patterns in Students are divided into
Vocabulary quiz on the students scores on small groups based on
computer, I look at the different assessments and their academic needs and
percentages of questions make changes according focus solely on improving
each students gets right to my students different their areas of academic
or wrong and assess if learning needs. 5/3/19 needs. Groups shift based
that question needs to be on student progress and
re-worded or if that growth 4/4/20.
concept needs to be re-
taught. 9/27/18
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
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
9/27/18 students. 5/1/19 causes for trends. 4/4/20.
Each week my colleagues My grade level partner Our school facilities
and I participate in a PLC and I will assess our school wide collaboration
or PD to discuss student students’ data to come up of student achievement.
data and analyze the on with different strategies Colleagues share student
going progress that we should b progress throughout the
monitoring of our English implementing in our own years and identify groups
learners and student with classrooms. We also look of students who excel in
special needs. 9/27/18 at data to find “focus” certain areas and where
students to monitor for improvement needs to be
both Math and ELA. made. 4/4/20
5/3/19
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
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students 12/12/19.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual students. needs. 9/27/18 group learning needs. and make ongoing
5/1/19 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
5/1/19
I have discussed If halfway through my Data is used to identify
modifications and Math lesson I see that areas of where strengths
accommodations with the students do not and weaknesses area.
resource team, which I understand the concept Adjustments are made for
have put in place for my or need extra time to groups and individuals
students with learning work on the given based on their needs
disabilities. Goals have problem, I will extend the 12/12/19.
been put in place for each lesson another day. This
individual student to ensures that my students
meet. 9/27/18 are getting adequate time
to grasp the concept and
are not being rushed.
5/3/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
5.5 Involving all need for individual include goal setting language development. individual skills. 5/1/19
students in self- learning goals. exercises. Develops students’ meta-
assessment, goal- Guides students to Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring 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. 4/3/20
own progress toward
class or individual goals.
9/27/18
I have students keep a Before each unit in Social After each trimester, I
progress monitoring studies or Science, we have my students assess
sheet with their scores discuss as a class what we their learning by doing a
and grades on it.  That will be learning about goal-setting activity.
and what kinds of things They look at each subject
way, students know
are most important to and make goals that they
where they are at and know. We then discuss want to achieve for the
what they need to our goals for learning and next trimester. 4/3/20
improve on. steps to take (such as
By collecting data from study tips, how to write I have students
test and assessment meaningful notes) so that participate in a growth
scores, I will be able to students are ready to mindset activity where
assess students start the lesson. Since the they set specific goal
learning and provide beginning of the school according to where they
them with the tools year I have been doing are at in the school year.
this “goal-setting” 4/3/20
and resources they
exercise with my
need to be successful. students and they seem
9/27/18 to be using it across
different content
standards. 5/2/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. 5/1/19 learning to all audiences.
communication of
students. Ensure that 4/4/20
student learning
communications are
received by those who
lack access to technology.

In class, I provide my My students have access I utilize an online

students access to to the computer all grade book for all
chromebook computers throughout their day. subjects that is
to take assessments on They use their computers broken down into
and to work on projects. I to work on projects, do sub-grade books
also upload grades onto research and take
and standards. The
Aeries for parents to have assessments. They also
access to students scores can see their grades and grade book is
and grades. 9/27/18 they have access to study updated regularly. I
guides and extra credit email parents on a
opportunities throughout weekly basis and
this technology. 5/3/19 provide updates
through email
throughout the
week. The remind
App is used for
quick reminders
and updates 4/4/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families 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. 9/27/18 5/1/19
behavior issues.
I set aside a few minutes I use the messaging Students are provided
at the end of the day to system Class-Dojo to Report cards that are
have a mini-conference communicate with broken down into
with students who have families about students’ individual standard
questions about grades progress, assessment strands and grade books
and any other academic scores and any reminders are updated on a weekly
progress 9/27/18 about school events. basis to show student
Parents are also able to progress. Feedback is
communicate back to me provided in comment
in a timely manner using section for parents to gain
this application. 5/3/19 a better understanding of
student progress. Parents
and students are met with
on an individual basis
through conferences to
support student progress
and growth. 12/12/19
CSTP 5: Assessing Students for Learning