CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the Explores the use of different types Decides on the purpose for assessment and Develops and adapts Demonstrates
purposes and of pre-assessment, formative and skills to be assessed to select appropriately the range of purposeful use
characteristics summative assessments. matches pre-, formative and summative appropriate of a wide range
of formative and assessments. assessments to of assessments
summative Begins to identify specific address questions to support
assessments. characteristics of assessments Selects assessments based on clear about students’ differentiated
that yield different types of understanding of the purposes and learning needs and student learning
5.1 Applying information about student characteristics of assessments to support progress. needs and
knowledge of preparedness, progress, and student learning. reflect progress.
the purposes, proficiency. Integrates a variety of
characteristics, characteristics into Draws flexibility
and uses of assessments to allow from a
different types students with a ranges repertoire of
of assessments of learning needs to appropriate
demonstrate what assessment
they know. options and
characteristics
to maximize
student
demonstration
of knowledge.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I consider myself applying because I really
do focus on different assessments and the
importance of pre-, formative, and
summative assessments. I am continuing the
use of certain types of assessments I liked
last year and the purposes I had for them.
For examples, I like to do pre-assessments to
determine students’ strengths/weaknesses. I
also like to use different online tools that
help me adjust in real time students needs in
lessons. I also like to use exit tickets to
determine where my students are at the end
of a day’s lesson to help them improve the
next day. 9/30/2018

I select the appropriate assessments to

assess the skills my students are learning. I
determine the best way to learn the needs of
my students based on the informal and
formal assessments. I tend to give written
tests because I want to see the work my
students are showing to get their answers. I
need to continue working on developing
range of summative assessments.
4/28/2019

Assessments I do this year are mainly digital

with students showing their work on paper.
I use GoFormative and ALEKS the most. I use
both of these because of test security and
because ALEKS generates a variety of the
same types of questions. Students are given
instant feedback and receive reports on
ALEKS. Students check their scores
immediately after finishing and identify the
mistakes they make. Pre-assessments are
usually on Quizizz or on paper. I use pre-
assessments to determine what I need to
reteach to students before starting a new
topic. 12/13/2019
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I create a variety of assessments on different
platforms: Aleks, Pearson, GoFormative, and
Quizizz. Each one has a specific goal in mind.
I use Aleks to assess pre-skills needed for
Algebra and to provide practice for new
Algebra skills. I use Pearson to assess
students on topics which are based on the
mathematics common core standards. I use
GoFormative for district benchmarks and
finals. We analyze this date afterwards as
content teams. I use Quizizz to reassess
some skills and concepts. However, I mainly
use it to have students practice. I don’t
strictly stick to the above, but that is how I
consistently use different means of
formative and summative assessment tools. I
use these tools the most because they
provide students with immediate feedback
and resources to improve in the skill or
concept they need help in. 05/06/2020

Use data from Explores collecting additional Collects a variety of formal and informal Designs and integrates Infuses
required data using supplemental assessment data on student learning. an assessment plan assessments
assessments to assessments. that provides formal strategically and
assess student Uses analysis of a variety of data to inform and informal systematically
learning. Make adjustments in planning for planning and differentiation of instruction. assessment data on throughout
5.2 Collecting
single lessons or sequence of student learning. instruction to
and analyzing
Follows lessons based on analysis of collect ongoing
assessment
required assessment data. Uses data analysis of a assessment data
data from a
processes for broad range of appropriate for
variety of
data analysis assessments to the range of
sources to
and draws provide learner needs.
inform
conclusions comprehensive
instruction.
about student information to guide Uses results of
learning planning and ongoing data
differentiation of analysis to plan
instruction. and
differentiate
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
instruction for
maximum
academic
success.

I think I am applying because I use and I have started to use

collect a variety of formal and informal data feature for digital
assessment data to improve and adjust my assignments and
lessons daily. I use ALEKS/Quizizz/Exit assessments on
tickets/Conversations/Performance Pearson. The data
tasks/Knowledge Checks/ Worksheets data feature analyzes the
to adjust my lessons from day to day and in results based on
the moment. 9/30/2018 mastery of the
corresponding
I continue to collect a variety of formal and mathematics common
informal assessment data. I now use Google core standards. One
Forms more often as a way to have students report showed that
check their week and receive immediate 32% of students
feedback on things they need to improve. I mastered the one
use the information I receive from my standard while 65%
assessments to plan my lessons, mastered
assignments, and activities. 4/28/2019 another standard on a
2 standard quiz. Based
Since I mainly give digital assessments, the on these results, I
data I collect is on those websites. ALEKS chose to reteach the
generates detailed reports based on triangle similarity
questions asked and provides individual theorems and
student reports. I use these reports to give provided
me an idea of how students did on each type supplemental
of question. I look at common mistakes and resources to help
problems I need to address. In addition to students improve in
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
the online reports, I look at student work to the mastery of the
see the mistakes made on paper and not just second standard. I did
in the final answer. I am able to give this by creating
students partial credit based on response. additional lesson
On GoFormative, I am able to give feedback videos and homework
to the student while they check their work to help videos. Another
do quiz corrections. 12/13/2019 interesting result is
the mastery of
standards based on
assignments. The
mastery level of
standards is
significantly higher on
assignments in
general compared to
quizzes I have given
on Pearson. This is
because students are
given multiple
attempts on
assignments and
students are able to
receive help from
someone else. An area
of improvement for
me is to replicate the
success on the
standards on
assignments with
assessments.
05/06/2020
Reviews and Reviews and monitors additional Reviews and monitors a variety of data on Reviews and monitors Facilitates
5.3 Reviewing
monitors assessment data individually and student learning individually and with a broad range of data collaborative
data, both
available with colleagues and identifies colleagues to identify trends and patterns individually and with work and
individually
assessment data learning needs of individual among groups of students. colleagues to analyze fosters
and with
as required by students. student thinking and colleagues
colleagues, to
site and district identify underlying ability to
monitor
processes. causes for trends. identify and
student
address causes
learning
for achievement
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I review additional assessment
data individually and with
colleagues. I have done this with
the teacher that teaches the same
contents as me and with my
mentor teacher. I ask for advice
and ways I can help students.
9/30/2018
I review any assessments I have
with my colleague that is teaching
Foundations 2. I also continue to
ask my mentor teacher for advice
and for ways he has assessed
students. 4/28/2019
The additional data I review is
real-life and in the moment data.
During lessons and when I am
walking around, I am taking in the
answers and the work my
students are showing on paper.
Based on students’ responses and
work, we have class discussions
and I insert extra practice where I
see that it is necessary.
Sometimes I will include more in
a lesson or take items out based
on students’ performance.
12/13/2019
Applying Integrating Innovating
patterns and
trends.
As a member of the math department, I look
over district data with my colleagues to
make decisions that impact our students
learning outcomes. We looked over our
CAASPP results from previous years to write
action items to improve our CAASPP results
and determine changes we need to make to
our classes. We looked at individual student
data, data by school site, data by year since
2017, last 5 years of test data, and state vs
district vs site data. We looked over each one
of these documents to determine action
items to help improve the classes that are
taught and to make changes to classes
offered. One thing we noticed across the
district was students that did not take
Algebra 2 did not pass the CAASPP. One way
that we chose to remedy that was to offer
Algebra 2 to Algebra Foundations 2 students
and any other students that had just passed
Algebra as sophomores. That means most of
our juniors were placed in Algebra 2 after
Algebra 1. We will know learn the results of
this change in the 2020/2021 school year
when students, hopefully, can be assessed
again. 05/06/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses data from Uses data from available Uses a variety of assessment data to set Uses a broad range of Reflects on data
assessments assessments to establish content- student learning goals for content and data to set learning continuously to
provided by site based learning goals for class and academic language. goals for content and make ongoing
and district to individual students in single academic language refinements to
set learning lessons or sequences of lessons. that are integrated learning goals
goals for the Plans differentiated lessons and across content for content and
class. Plans adjustments in instruction modifications to instruction to meet standards for academic
to address learning needs of students’ diverse learning needs. individuals and language for the
5.4 Using
individual students. groups. full range of
assessment
Plans students.
data to
instruction Plans differentiated
establish
using available instruction targeted to Uses data
learning goals
curriculum meet individual and systematically
and to plan,
guidelines. group learning needs. to refine
differentiate,
planning,
and modify
Modifies lessons differentiate
instruction
during instruction instruction, and
based on informal make ongoing
assessments. adjustments to
match the
evolving
learning needs
of individuals
and groups.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I use the data from my I give students the option to complete
assessments to adjust my alternative assignments. Since all students
learning goals or the way I have have preferences for the way they practice, I
my students reach the learning provide different options to practice the
goals. I adjust my teaching and same ideas. For example, when students
lessons to the needs I notice in all were learning Domain and Range, I gave the
my students to help all improve. option of a quizizz or quizlet. Quizizz has a
9/30/2018 lot of power ups like redemption questions,
50/50 powerup, and freezing a student's
I use the date from my score. Quizlet provides different ways of
assessments to establish new studying such as learn, match, and test. For
learning goals for the class and both online formative systems, I can set up
for my students. I mainly use the groups for students to play in teams. By
results to help students develop giving students the option to practice the
their own learning goals that they way they want, more students are engaged
need to work towards showing and more likely to practice the learning
learning on through a retake goals. 05/06/2020
assessment. 4/28/2019
The learning goals I make are
based on the common core
standards and through
backwards planning using
assessments. I also adjust the
learning goals based on skills
students need to learn in order to
learn the skills in the main
standards. I adjust for the
learning needs of individual
students through warmups that
capture skills that some students
are still learning and improving
in. 12/13/2019
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Informs Begins to encourage students to Models and scaffolds student self- Implements Provides
students about establish learning goals through assessment and goal setting processes for structures for systematic
learning single lessons or sequence of learning content and academic language students to self-assess opportunities
objectives, lessons that include goal setting development. and set learning goals for student self-
outcomes, and exercises. related to content, assessment,
summative Guides students to monitor and reflect on academic language, goal setting, and
assessment Provides students with progress on a regular basis. and individual skills. progress
5.5 Involving all
results. opportunities in single lessons or monitoring.
students in self-
Recognizes the sequence of lessons to monitor Integrates student
assessment, goal-
need for their own progress toward class self-assessment, goal Develops
setting, and
individual or individual goals. setting, and progress students’ meta-
progress
learning goals. monitoring across the cognitive skills
monitoring
curriculum. for analyzing
Monitors progress and
progress using refining goals
available tools towards high
for recording. levels of
academic
achievement.
I have been I have students check their This semester I used Flipgrid with my
creating progress towards reaching the students as a means of assessment. Students
students learning goals by having them completed quizzes and did quiz correction
learning goals track their progress through the videos on Flipgrid. My geometry students
for them. I am unit by giving them a stamp sheet. recorded videos explaining their mistakes in
not at the point Students will turn in the stamp 8-1 Quiz Corrections topic. Students took a
where I feel sheet at the end and will have an 10 question quiz on the Converse of the
comfortable understanding of the concepts Pythagorean Theorem and previous topics
with students they have learned. 9/30/2018 on Pearson to make a video to explain their
creating their mistakes. Students were asked to explain the
own learning I provide students with multiple correct way to solve problems they got
goals, but it is assignments and activities to wrong by recording a Flipgrid video.
something I complete through Choice Boards Students recorded videos using their phones
plan to work on. that help students determine if or chrome books. Students were given the
9/30/2018 they are improving in the learning option to screen record and write on a
goals. The assignments are also whiteboard. The explanations are really
I am still scaffolded and provide practice important because it shows the progress
working on for students. 4/28/2019 students are making towards the learning
students goals. Students are able to monitor and
developing their I have started to help students reflect on their progress after each quiz and
own learning write learning goals. I provide take some quizzes to show their
goals. Students students with the main learning understanding. 05/06/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
reflect on their goals, but I breakdown the
learning after components to have students
their weekly evaluate which parts they excel at
quiz. I need to and which parts they need to
figure out a improve in. For example, when
more formal students multiply polynomials,
process. they need to know what to do
Students reflect with the coefficients, exponents,
on their distribute, and how to combine
achievement of like terms. Students evaluate the
the learning parts they understand and specify
goal and focus on each part. 12/13/2019
on ways they
can reach it.
4/28/2019
Uses available Explores use of additional Uses technology to design and implement Integrates a variety of Use a wide
technologies to technologies to implement assessments, record and analyze results, and technologies into the range of
record individual assessments, record communicate about student learning with development, technologies to
5.6 Using
assessments, results, and communicate with administration, colleagues, families, and implementation, design,
available
determine administration, colleagues, and students. Ensure that communications are analysis of implement, and
technologies to
proficiency families about student learning. received by those who lack access to assessments, and analyze
assist in
levels, and make technology. communication of assessments
assessment,
required student learning to all and provides for
analysis, and
communications audiences. an in depth and
communication
about student ongoing
of student
learning. communication
learning
regarding
student learning
to all audiences.
I am currently using class dojo as I learned about Aeries Communications
another way to connect students through a colleague before the switch to
and families with positive distance learning. Since the switch, I have
behaviors and areas of started to use Aeries Communications
improvement for my students. I weekly to send parents messages through
am trying to better use google their preferred method of contact: emails,
classroom so that parents are calls, or texts. I am able to add attachments
updated daily about what is and add multiple guardians in seconds. I
happening in class. 9/30/2018 have been able to talk to parents about their
student's work completion and their
I no longer use class dojo because student's progress towards the learning
I did not see it working effectively goals. Through aeries communications, I am
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
in my classes. I might revisit this also able to contact my classes and send a
next year. I use a variety of online message that can be sent as an email, phone
platforms in class with my call, or text. I use this tool to be able to send
students. I use google forms, urgent messages to remind students of an
Quizizz, Aleks, Quizlet, and many online quiz or meeting.05/06/2020
more sites that record students’
progress. I communicate with
parents mainly through phone. I
will send students home with
notes or items to sign. 4/28/2019

I mainly call or send emails to

parents. I had students complete
a grade contract in order to
improve their grades. I have been
thinking of setting up remind and
I am considering using it at the
beginning of next semester.
Parents are able to see students’
grades on aeries and put
comments on assignments and
quizzes to indicate reasons or
mention the student needs to
retake.

ISTE Standard 7b: I use different

digital platforms such as ALEKS,
GoFormative, and Quizizz to
assess students informally and
formally. I have recently started
to use the
spreadsheets ALEKS and GoForm
ative provides. ALEKS provides
information on students work
question by question and
provides individual reports.
GoFormative list all the answers
students selected or wrote. From
the spreadsheets, I can see
common errors and make
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
decisions on what to reteach and
mistakes to address.12/13/2019

Provides Provides students with additional Provides students with clear and timely Integrates the ongoing Facilitates
students with feedback based on formative information about strengths, needs, and sharing of students’
feedback assessments from single lessons strategies for improving academic comprehensible leadership in
through or sequence of lessons. Seeks to achievement. feedback to students seeking and
assessed work provide feedback in ways that from formal and using ongoing
5.7 Using
and required students understand. Provides opportunities for comprehensible informal assessments comprehensible
assessment
summative and timely two-way communications with in ways that support communications
information to
assessments. Communicates with families families to share student assessments, increased learning. about individual
share timely
about student progress, strengths, progress, raise issues and/or concerns, and student
and
Notifies families and needs at reporting periods. guide family support. Communicates progress and
comprehensible
of student Contacts families as needs arise regularly with families ways to provide
feedback with
proficiencies, regarding struggling students or to share a range of and monitor
students and
challenges, and behavior issues. assessment support.
their families
behavior issues information that is
through school comprehensible and
mandated responsive to
procedures. individual student and
family needs.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I provide students with individual My main methods of communication of
feedback based on the results I student learning goals are emails and phone
see in ALEKS and throughout calls. However, I have started to offer zoom
class. 9/30/2018 calls as a way for parents, students, and I to
communicate. Students and I set up zoom
I contact parents when I need to meetings most often after students receive
and have different ways for feedback on assignments or assessments in
parents to access information order to answer their questions and to set
about their student. They have up a plan to help the student succeed.
access to aeries, go guardian Parents usually prefer to email or call. I send
information, google classroom, them lists of their students missing
and class dojo. 9/30/2018 assignments and inform parents about
progress report dates. 05/06/2020
I provide students with feedback
every day on their learning in
some way. I will do this as a class,
individually, or in groups. I give
students feedback based on what
I see students need to improve on
and provide students with
supports to achieve the learning
goals. I contact parents through
phone or through the student to
communicate their student’s
progress or behaviors.
4/28/2019

Since most assessments are

digital, students receive feedback
right after they take a quiz or test.
Students are able to see their
answers and correct answers if it
is set that way. Students also
were given grade contracts. The
grade contracts covered their
work in my class and included
their grades for other classes. I
checked off the reason students
were not doing well. I asked
parents to sign the contract and
the student had to choose what
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
they were going to do to improve
their grade.

ISTE Standard 7c: I have been

emailing with parents about their
student’s progress and grades in
class. One way to have all of this
information together is through
a Grade Contract. The grade
contract form I use was made
by our district TOSA and edited
by my colleague, Melody Volen,
that also teaches Algebra
Foundations 2. Students were
given a grade contract that listed
the reasons they are not doing so
well in class. It also includes a
section where the student and
parent decide together what
direction that student should go
in to improve their content
knowledge, complete
missing assignment, and/or
retake assessments. Students and
parents sign the grade contract
and turn it in.12/13/2019