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
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
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.
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.
I include questions of
various difficulty in order
to give all students an
opportunity to succeed. I
also often ask students to
explain or teach back
what they learned, which
gives students the
opportunity to show
what they gained from
that lesson, instead of
answering a question
where there is only right
or wrong. 5.20.20

I often incorporate
various assessment
question styles within the
same assessment,
whether it be for a
formative or a summative
assessment. I ask a
question in multiple ways
to allow students of
various learning styles to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

succeed. Many of my exit
ticket questions ask
students to explain our
learning back to me. This
way, I can see how much
or how little information
they retained and are
able to apply. 12/2/20
4.20.21

ISTE Standard 3d: I model

and promote management
of personal data and digital
identity and protect student
data privacy. 12.2.20

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
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
During the closing
portion of each lesson, I
implement some sort of
assessment to gather
either formative or
summative data on
student learning. This
might be in the form of
self-reflection, answering
an exit ticket question, or
a class discussion, but I
use this information to
guide my next lesson.
5.20.20
During the closing of each
lesson, I implement some
sort of assessment to
gather either formative or
summative data on
student learning. This
might be in the form of
self-reflection, answering
an exit ticket question, or
a class discussion, but I
use this information to
guide my next lesson,
adding extra practice or
reteach when I see fit.
12.2.20
Innovating
NBPTS Proposition 1.4:
Teachers are committed
to students and their
learning. Teachers know
their mission transcends
the cognitive
development of their
students.
As reflected in my global
citizenship lesson plan,
we have a responsibility
to teach Global
Citizenship to our
students. Global
Citizenship Education to
me is informing our
students of the vast and
diverse world outside
their own neighborhood,
community, town, state,
and even country. It is
also through leading by
example. Through the
teaching and leading of
global citizenship,
students begin to see and
understand the world
through a lens outside or
separate from their own
experiences. Students
also begin to see,
understand, and value
diversity of all types.
4.20.21
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.
students. causes for trends.
We have weekly team
meetings where we draw
from student data to
compare/contrast not
only within our own
classroom, but between
classes. This often points
to ways that we can
improve individually and
as a grade level team. For
example, if my colleague’s
students perform
stronger than my own on
a specific task, I can
gather information and
advice from her to
understand ways that I
can improve teaching that
subject matter to better
serve my students.
5.20.20

We continue to have
weekly or biweekly team
meetings to discuss
student data, depending
on need. Often we discuss
struggling students that
we could use advice on,
and all brainstorm ways
we can best support
those children. We keep
our team level data
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

within the same
document, so we all have
access to the grade
information at all times.
12.2.20
4.20.21

ISTE Standard 2c: I model

for colleagues the
identification, exploration,
evaluation, curation, and
adoption of new digital
recourses and tools for
learning. 12.2.20

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
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 Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I study assessment data I study assessment data
on a daily basis to plan, on a daily basis to plan,
change, and differentiate change, and differentiate
my instruction based on my instruction based on
my students’ needs. my students’ needs. I also
5.20.20 use informal assessments
throughout my teaching
to change and modify my
plans as I go. I will often
add another example or
practice problem if I see
my students could use the
extra practice. Similarly, I
might skip the 3 extra
practice that I had
planned if I see that the
concept was successful
for all students. 12.2.20
4.20.21

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.
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.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

As a class and I constantly and
individually, we are consistently provide
constantly setting goals opportunities for
for ourselves. We set a students to refine their
long-term goal for the achievement goals. I teach
year during the first week my students to use the
of school. At the language of goal setting
beginning of a novel and refer back to their
study, math chapter, etc. goals and progress often
we often use KWL charts throughout the learning
to identify what we know process. 12.2.20
and what we want to 4.20.21
know about the subject
matter. Students are
involved in setting their
own goals and reflecting
on where they are in
meeting those goals on a
weekly basis, updating or
creating new goals as
needed. 5.20.20

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. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I feel that my use of Through distance
technology has grown in learning, communication
the wake of Covid-19 and was vital and constant.
through the shift to Using Schoology, students
distance learning. and parents have access
However I use phone to every grade and score
calls home, emails, and in a timely manner as
handwritten letters based well as other data and
on the communication information, such as
preference that works announcements, access to
best for parents. Parents extra copies of materials
inform me on their to print if needed, and
preferred method of other newsletters or
contact through back to resources. After a larger
school paperwork. I also test/assessment, I will
utilize technology to call home for every
record and analyze student who receives
student data. 5.20.20 below a 75% to discuss
study habits and establish
a plan moving forward.
12.2.20
4.20.21

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that increased learning. progress and ways to
student proficiencies, students understand. Provides opportunities provide and monitor
challenges, and behavior for comprehensible and Communicates regularly support.
issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment
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
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
We use Schoology to Through distance Teacher Leader
record and share grades learning, communication Standard Domain 6A:
and academic data with was vital and constant. Improves outreach of
parents. Using Schoology, students collaboration with
and parents have access families and community.
If a student performs to every grade and score Uses knowledge and
poorly on an exam or in a timely manner as understanding of the
project, I communicate well as other data and different backgrounds,
this information with information, such as ethnicities, cultures, and
parents before sending it announcements, access to languages in the school
home. We discuss extra copies of materials community to promote
improvement plans and to print if needed, and effective interactions
check back in with these other newsletters or among colleagues,
plans as needed. 5.20.20 resources. After a larger families, and the larger
test/assessment, I will community.
call home for every
student who receives This year, I gave a parent
below a 75% to discuss survey at the beginning of
study habits and establish the year asking parents
a plan moving forward. their preferred method of
12.2.20 communication between
phone calls, emails, or
Zoom video calls. I also
promptly share all
assessment data with
parents on our online
platform, Schoology. Both
students and parents
have access to all given
grades. 4.20.21