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.
Begins to identify specific
5.1 Applying
characteristics of
knowledge of the
assessments that yield
purposes,
different types of
characteristics, and
information about
uses of different
student preparedness,
types of assessments
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.
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12/12/2020 Draws flexibility from a
repertoire of appropriate
Selects assessments Integrates a variety of assessment options and
based on clear characteristics into characteristics to
understanding of the assessments to allow maximize student
purposes and students with a ranges of demonstration of
characteristics of learning needs to knowledge.
assessments to support demonstrate what they
student learning. know.
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CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
In the beginning of every I work with the STEM Lab
year, I conduct a pre-test teacher to collect,
in order to get a better analyze, and
understanding of every communicate data from
student’s academic each other’s classrooms.
standing. Besides formal I am extending this to
assessments such as unit other teachers and
tests, chapters tests, subjects to collaborate
quizzes, etc. I constantly data and improve each
check on my students’ other’s teaching skills and
understanding student learning.
throughout the lesson 4/27/2021
through a mini mid-
lesson quiz in order to
see if I need to adjust my
teaching strategy during
the lesson. I also conduct
an “exit ticket” quiz at the
end of my lessons to see
whether I can move on to
the next topic the
following day or if my
students need more
practice and clarification.
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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
Follows required 7/18/2020 on student learning. collect ongoing
processes for data Make adjustments in 11/17/2020 assessment data
analysis and draws planning for single 4/27/2021 appropriate for the range
5.2 Collecting and conclusions about lessons or sequence of Uses analysis of a variety of learner needs.
analyzing student learning lessons based on analysis of data to inform
assessment data of assessment data. planning and Uses data analysis of a Uses results of ongoing
from a variety of differentiation of broad range of data analysis to plan and
sources to inform instruction. 7/18/2020 assessments to provide differentiate instruction
instruction. comprehensive for maximum academic
information to guide success.
planning and
differentiation of
instruction.
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4/27/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Based on my findings
from my students’
assessments, I adjust my
future lessons to benefit
the whole class as well as
each student individually;
if the entire class needs
clarification, I reteach the
lesson from a different
angle. If a few students
need help, I have them
work in groups, and/or
attend “A.M. Assistance”
that I conduct on a daily
basis. 7/18/2020
Reviews and monitors Reviews and monitors Reviews and monitors a
available assessment data additional assessment variety of data on student
5.3 Reviewing data,
as required by site and data individually and learning individually and
both individually and
district processes. with colleagues and with colleagues to
with colleagues, to
identifies learning needs identify trends and
monitor student
of individual students. patterns among groups of
learning
students. 7/18/2020
Integrating Innovating
One source of assessment
I use is Google Forms
which provides my
students with immediate
feedback on their quizzes.
This feedback includes
how each student did
individually, as a class,
and per question (only
visible to me). In this
way, both my students
and I benefit from the
immediate feedback and
statistics. This summary
provides me with
information about how
my class is doing on
average (median, range,
and mean). Throughout
the unit, I am able to
compare the Google Form
quizzes to each other to
gain insight on how each
student improved as well
as how the class
improved as a whole.
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Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleagues’ ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends. 4/27/2021
11/17/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
Being a small school, we With distance learning,
work closely with our our school colleagues
colleagues to determine have actually been able to
the best academic plans meet with each other way
for each student. Our more often and regularly
school also uses a than we had been able to
program called in-person. Our Zoom
PowerSchool, where office hours are all at the
every teacher is able to same time every day, so
see students’ grades and we meet almost on a daily
more in every subject. basis. I have been
Teachers are able to leave working closely with the
notes on PowerSchool STEM Lab teacher (I am
that only other teachers the only Math teacher in
can see. This allows us to my school, and students
communicate any get extra math practice
concerns or successes of during their STEM Lab
students. This is only to class). This teacher and I
add onto our regular exchange students’
meetings among progress. She tells me
colleagues mentioned how they are doing when
above. 7/18/2020 they use ALEKS during
the lab, which allow every
student to practice Math
in their own pace. The
use of this program
allows us to examine
their difficulties or any
gaps in the material, as
well as their progress.
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Innovating
I constantly
communication with the
two Special Education
teachers in our school.
They are present for all of
my classes, and together
we design individualized
education plans for each
student in need
The school I work for is a
small charter school, and
values family
involvement very much.
We hold weekly parent
meetings every Tuesday
where we keep families
informed about school
news, schedules,
assignments, and more.
4/27/2021
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 7/18/2020 standards for individuals for the fill range of
sequences of lessons. 12/12/2020 and groups. students.
Plans instruction using 4/27/2021
5.4 Using assessment available curriculum Plans adjustments in Uses data systematically
data to establish guidelines. instruction to address to refine planning,
learning goals and to learning needs of Plans differentiated Plans differentiated differentiate instruction,
plan, differentiate, individual students. lessons and modifications instruction targeted to and make ongoing
and modify to instruction to meet meet individual and adjustments to match the
instruction students’ diverse learning group learning needs. evolving learning needs
needs. 4/27/2021 of individuals and groups.
7/18/2020
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Modifies lessons during
instruction based on
informal assessments.
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CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I make direct changes in
my lesson plans
according to my findings
from the different types
of assessments that I
conduct (both daily and
in the long run). I assign
students to learning
groups, create different
worksheets, help
students one-on-one
during A.M. Assistance,
etc. according to different
levels of students’
understandings in order
to meet their diverse
learning needs.
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Informs students about Begins to encourage Models and scaffolds
learning objectives, students to establish student self-assessment
outcomes, and learning goals through and goal setting
summative assessment single lessons or processes for learning
results. Recognizes the sequence of lessons that content and academic
need for individual include goal setting language development.
5.5 Involving all learning goals. exercises. 7/18/2020 11/17/2020
students in self- 4/27/2021
assessment, goal- Monitors progress using Provides students with
setting, and progress available tools for opportunities in single
monitoring recording. lessons or sequence of Guides students to
lessons to monitor their monitor and reflect on
own progress toward progress on a regular
class or individual goals. basis.
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Integrating Innovating
Our school conducts
NWEA MAP Benchmark
Testing thrice a year.
Since I am the school’s
lead math teacher, our
principal assigned me the
role of interpreting and
explaining the data of the
test results during our
staff meeting.
When attending
Professional
Developments, I always
share with my colleagues
what I have learned from
them during staff
meetings, and
we plan differentiated
instruction targeted to
meet individual and
group learning needs.
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Implements structures Provides systematic
for students to self-assess opportunities for student
and set learning goals self-assessment, goal
related to content, setting, and progress
academic language, and monitoring.
individual skills.
Develops students’ meta-
Integrates student self- cognitive skills for
assessment, goal setting, analyzing progress and
and progress monitoring refining goals towards
across the curriculum. high levels of academic
achievement.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I conduct practice tests
before our chapter tests,
and I tell my students
that the goal of this test is
to self-assess and figure
out where they stand in
their understanding of
the chapter, what they
need to work on, and
what goals they need to
set for themselves in
order to improve.
Students grade their own
tests. I provide the class
with grading rubrics for
every project we conduct,
so that they may set their
goals, expectations, and
monitor their progress as
they work. 7/18/2020
Applying Integrating Innovating
With school being fully
online currently,
technology allows me to
provide my students with
immediate feedback for
their work, as opposed to
them having to wait to
see their progress and
grades the next time I
would see them in class.
Immediate feedback
provides them with a
quicker understanding of
where they stand in my
class, and allows them to
build goals for
themselves. Additionally,
I conduct warm-ups in
the beginning of class
where I show my
students an anonymous
quiz up on the screen,
and I provide students
with a grading rubric and
show them how to grade
this warm-up, and use the
same technique to grade
their own work. This
provides them with the
tools to self-assess and
realize what they need to
work on and in turn what
goals they need to set for
themselves.
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4/27/2021
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
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that 7/18/2020 audiences.
student learning
communications are 12/12/2020
received by those who 4/27/2021
lack access to technology.

In addition to general
math class, our school
uses the ALEKS program
during Math Lab daily,
where students work in
their own pace, solving
problems that start from
the grade level below
their own, and can work
up to 12th grade Calculus.
I work closely with the
ALEKS teacher to monitor
and assess students’
individual levels of
development in math.
Our class’ online textbook
offers online resources
such as conducting and
creating online quizzes
and tests, which I utilize
often. We use Google
Classrooms both before
and after school closures
due to COVID-19, where I
post lessons, conduct
quizzes, surveys, and
tests, and students turn in
their work and receive a
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
grade and comment from
me. I often use online
resources such as Kahoot
(quick interactive
quizzes), Desmos
Classroom (discovery-
based lessons and
assessments), and
Prodigy (an engaging
math game where I can
assess individual student
progress).
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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
5.7 Using assessment assessments. lessons or sequence of strategies for improving and informal assessments communications about
information to share lessons. Seeks to provide academic achievement. in ways that support individual student
timely and Notifies families of feedback in ways that 7/18/2020 increased learning. progress and ways to
comprehensible student proficiencies, students understand. 12/12/2020 4/27/2021 provide and monitor
feedback with challenges, and behavior support.
students and their issues through school Communicates with
families mandated procedures. families about student Provides opportunities Communicates regularly
progress, strengths, and for comprehensible and with families to share a
needs at reporting timely two-way range of assessment
periods. Contacts families communications with information that is
as needs arise regarding families to share student comprehensible and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
struggling students or assessments, progress, responsive to individual
behavior issues. raise issues and/or student and family needs.
concerns, and guide 4/27/2021
family support.
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Once I grade my students’ I engage in almost-daily

work (daily), I post the collaboration with
grades with comments parents and colleagues
online on PowerSchool so about addressing the
that students and their diverse needs of our
families may receive this students and their
information immediately. families. This takes the
This creates a form of Zoom meetings,
transparency between phone calls, e-mail
teachers, families, and exchanges, etc.
students where everyone Coming from a
is able to see the same multicultural family and
results. Being a small background, and
school, we are able to speaking different
keep close languages aids me in
communication with promoting effective
parents where we often conversations among my
exchange emails, phone colleagues, students, and
calls, and in-person their families.
meetings to discuss Our school’s student body
students. is quite culturally diverse;
7/18/2020 we have large numbers of
12/12/2020 Israeli/Jewish students,
Russian students, and
Armenian students.
Coincidentally, I grew up
in Armenia, have lived in
Israel, and also speak
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Russian. This allows me
to develop a shared
understanding among my
colleagues when it comes
to our families’ and
community’s needs.
I always participate in
our school's weekly
parent meetings
(optional for teachers)
and occasionally create
and conduct
presentations for parents
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.