CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative 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.
I need to work on gauging
student prior knowledge.
I use the unit assessment
to determine grades.
Students will also have to
complete performance
tasks. Performance tasks
and reviews are checked
prior to students testing.
After they have tested I
will review if they missed
any key concepts 9.29.19
Applying Integrating Innovating
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.12.06.20 know. knowledge.
I monitor progress and
check for understanding
throughout and after the
lesson to ensure student
learning. Results from
pre-assessment are used
to determine groupings of
students if group work is
part of lesson activities. I
review assessment data
to analyze individual and
academic strengths and
areas for growth.
12.06.20
CSTP 5: Assessing Students for Learning
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 throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data comprehensive data analysis to plan and
12.06.20. information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
Students complete the I assess student
Renstar (our schools understanding at the end
benchmark test) which is of lessons in order to
given 3 times a year. The inform planning of the
data from this test gives next lesson. I reflect on
us information on each the success of the lessons
student’s math and by the level of completion
reading levels. Additional and student learning. I
support is given through identify and use multiple
remedial classes or sources of information to
tutoring. 9.29.19 inform understanding of
student progress toward
meeting learning goals.
12.06.20
CSTP 5: Assessing Students for Learning
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 with learning individually and individually and with colleagues ability to
both individually and
district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
with colleagues, to
learning needs of identify trends and student thinking and causes for achievement
monitor student
individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 5.5.20 causes for
trends.12.06.20
I work closely with our I work closely with our As we continue with
school site’s EL and IEP school site’s EL and distance learning my
teacher. Since I have a special education colleagues and I find it is
smaller caseload of teachers to monitor now more important than
students than traditional student learning and ever to keep close
HS I am able to work provide additional communication regarding
much more closely with support where needed. I the progress of our
my colleagues in evaluate and analyze students. I continue to
monitoring student student work and work closely with our EL
learning and providing performance to specialist and special
additional support where determine the next steps education teacher. We
it is needed. 9.29.19 for instruction. 5.5.20 keep each other updated
if a student missed a
meeting (or several),
needs additional support,
is struggling with work
completion, and is failing
assessments. If necessary
we will hold a meeting
with parents and other
stakeholders to help the
student get back on track
to making educational
progress. 12.06.20
CSTP 5: Assessing Students for Learning
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 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. 5.5.20 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal
assessments.5.1.21
Test data is used to Instruction is adjusted Our school utilizes School
establish learning goals when necessary and Messenger to reach all
for individual students. additional support is parents and students.
Instructions in the provided for students During this unique
workbook are adjusted struggling with the moment in all of our lives
where necessary. material. This may this tool allows us to
Additional support for include modification of reach parents and
students struggling with assessment, performance students quickly through
the material is provided. tasks or other text messaging. We can
This may include assignments. Learning easily send updates
modification of goals (yearly and regarding our school
assessment, performance monthly) for students are plans or receive feedback
tasks or assignments. selected based on to help us identify student
9.29.19 assessment and student needs. 5.1.21
performance. These goals
are adjusted frequently
based on progress 5.5.20
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and summative learning goals through
assessment results. single lessons or
Recognizes the need for sequence of lessons that
5.5 Involving all
individual learning goals. include goal setting
students in
exercises.
self-assessment,
Monitors progress using
goal-setting, and
available tools for Provides students with
progress monitoring
recording. opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
I print results after each
benchmark test and
provide these for my
students. Since the test is
given 3 times a year I
encourage students to
work on their weaknesses
and build upon their
strengths. The results
show what their reading
and math level is and how
they can improve their
skills. 9.29.19
Models and scaffolds Implements structures for Provides systematic
student self-assessment students to self-assess opportunities for student
and goal setting processes and set learning goals self-assessment, goal
for learning content and related to content, setting, and progress
academic language academic language, and monitoring.
development. individual skills.
Develops students’
Guides students to Integrates student meta-cognitive skills for
monitor and reflect on self-assessment, goal analyzing progress and
progress on a regular setting, and progress refining goals towards
basis. 5.5.20 monitoring across the high levels of academic
curriculum. 5.1.21 achievement.
I provide students with Once a week during our
clear learning goals and virtual class meetings I
performance criteria such briefly talk to each of my
as a rubric for students about their
assignments. Examples of progress. They set goals
previous student work is for the month and to
used to show students ensure these goals are
what their final met I like to do weekly
performance task should check ins. I also offer a
resemble. I provide school planner which
opportunities for some students find very
students to reflect on and useful.
revise their own work.
5.5.20
ISTE 6A- In my Google
classroom I provide
students with a
downloadable worksheet
that they can use to plan
their day. What our
students are experiencing
right now is tough but we
can help them take it
"One Day at a Time" by
setting daily goals, setting
priorities, and finding
inspiration. Online tools
CSTP 5: Assessing Students for Learning
such as Google classroom
allows me to share things
like this with my students
and even though I will not
be grading this I can leave
thoughts of
encouragement and get
an idea of what my
students are
planning.12.06.20

NBPTS:Prop 3- ​I model
and teach students to
revise their work in
response to their
self-critique so they learn
how to improve
performance. Google doc
is a great tool to use for
helping and guiding
students when it comes to
editing and revising their
work. I can add my
comments or make
suggestions. I also show
my students how to tag
me in their document if
they have a question or
need help with their
assignments. Another
great thing about this
feature is it allows
students to track their
changes. If they are
unhappy with a direction
they are going they can
easily revert back to a
previous copy. 5.1.21
CSTP 5: Assessing Students for Learning
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.
12.06.20
The Renstar is a I clearly communicate
benchmark test that is information about
taken on the computer. academic progress to
The data is pulled after students and their
completion of the test. I families. This information
review this data with my includes grades, test
colleagues, with the scores, performance
students and during tasks, feedback on
conferences I will go over projects, and etc. Methods
the scores with of communicating with
parents/guardians. After parents include scheduled
each test I will note conferences, Remind
whether there was messages, phone calls,
improvement in the letters home, emails and
scores to indicate student progress reports.
learning 9.29.19 12.06.20
CSTP 5: Assessing Students for Learning
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, 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. 12.06.20
behavior issues.
Feedback is given as I communicate with
students are completing parents/guardians on a
their workbooks. After regular basis to update
test completion I will them on progress. I work
review what they missed. closely with support
I communicate with teachers, instructional
parents/guardians on a aides and families to
regular basis to update provide needed support
them on progress. Parents to improve student
of students who are achievement. I ensure
struggling or have that students and their
behavior issues will hear families are aware of
from me more often. learning goals. 5.5.20
9.29.19
ISTE 1A- I use Remind as
a tool to share assessment
data, school updates,
student progress, and
important dates with
students and families.
Messages I send show up
as text messages. I also
have the app on my work
laptop so it makes
CSTP 5: Assessing Students for Learning
sending and receiving
messages even
easier.12.06.20