Element Emerging Exploring Applying Integrating Innovating

Is aware of Explores the Decides on the Develops and Demonstrates

the purposes use of purpose for adapts the purposeful use of a
and different assessment and range of wide range of
characteristic types of skills to be appropriate assessments to
s of pre- assessed to select assessments to support
formative assessment, appropriately address differentiated
and formative matches pre-, questions student learning
summative and formative and about students’ needs and reflect
assessments. summative summative learning needs progress.
assessments assessments. and progress.
5.1 Applying
. Draws flexibility
knowledge
Selects Integrates a from a repertoire
of the
Begins to assessments based variety of of appropriate
purposes,
identify on clear characteristics assessment
characteristi
specific understanding of into options and
cs, and uses
characteristi the purposes and assessments to characteristics to
of different
cs of characteristics of allow students maximize student
types of
assessments assessments to with a ranges demonstration of
assessments
that yield support student of learning knowledge.
different learning. needs to
types of demonstrate
information what they
about know.
student
preparedne
ss, progress,
and
proficiency.
Especially Backwards I meet with
during Planning is key students
reading here. I keep the
instruction, I final task in mind
about their
assess and create drafts
before, assignments that before I
during, and act as support in grade them
after (and I leading my on their
try to use students to the
final draft.
these final assessment –
assessments typically an Students
to help me extended writing are able to
provide assessment. take the
scaffolding feedback
that I might 5-1-20 on
not have
build in
their draft
initially). and
While I do revise to
these types show their
of learning.
assessment,
Students
I need a
more often need
organized to improve
plan for different
addressing aspects of
Element Emerging Exploring Applying Integrating Innovating
students’ their work,
learning but as long
needs and
charting
as their
their drafts show
progress. improveme
9-28-19 nt in their
drafts and
meet the
basic
requiremen
ts of the
assignment,
they will
receive a
passing
score or
higher.
11-15-20
Use data Explores Collects a variety of Designs and Infuses
from collecting formal and integrates an assessments
required additional informal assessment strategically and
assessments data using assessment data on plan that systematically
to assess supplement student learning. provides formal throughout
student al and informal instruction to
5.2 learning. assessments Uses analysis of a assessment collect ongoing
Collecting . variety of data to data on assessment data
and Follows inform planning student appropriate for the
analyzing required Make and differentiation learning. range of learner
assessment processes for adjustments of instruction. needs.
data from a data analysis in planning Uses data
variety of and draws for single analysis of a Uses results of
sources to conclusions lessons or broad range of ongoing data
inform about sequence of assessments to analysis to plan
instruction. student lessons provide and differentiate
learning based on comprehensive instruction for
analysis of information to maximum
assessment guide planning academic success.
data. and
differentiation
of instruction.
Element Emerging Exploring Applying Integrating Innovating
I’m still in I can do this more
the simpler methodically, to be
stages of sure, but I grade
exploring, my students’
but I make assessments and
quizzes and review their
preassessm informal work with
ent an eye for patterns
activities that individuals and
that are not groups of students
just the need help
ones addressing.
required by
the I use that
textbook. information about
their patterns in
I make order to provide
adjustments more or less
in what I scaffolding and
will add to review.
the
curriculum 5-1-20
and what I
will reteach  My co-teacher
if I see gaps. and I have a
9-28-19 variety of
assessments from
formal to
informal.
The gradebook sh
ows our more
formal
assignments. We
look for patterns
overall in student
work to know
what to reteach
and how to pace
our units. We also
use student
performance data
to know where to
go next. In the
sample
assignment
viewable through
the link, my co-
teacher and I
noticed that we
needed to teach
response posts to
our students
more.
11-15-20 

5.3 Reviews and Reviews and Reviews and Reviews and Facilitates
Element Emerging Exploring Applying Integrating Innovating
monitors monitors monitors a variety monitors a collaborative work
available additional of data on student broad range of and fosters
assessment assessment learning data colleagues ability
Reviewing
data as data individually and individually and to identify and
data, both
required by individually with colleagues to with colleagues address causes for
individually
site and and with identify trends and to analyze achievement
and with
district colleagues patterns among student patterns and
colleagues,
processes. and groups of students. thinking and trends.
to monitor
identifies identify
student
learning underlying
learning
needs of causes for
individual trends.
students.
I review and My Sharing the The Teacher book
monitor colleagues gradebook club I’m leading
progress and I send and demonstrates both
through the all our exam comments in individual and
required scores in Google collaborative work
exams, which and then Classroom to monitor student
we give every get an email helps us to learning. Here’s
quarter of about how easily a presentation sho
the students are collaborate wing what we’ve
semester. doing in with one discussed in the
each of another and first five meetings.
My colleague their with our We’re still reading
and I are in classes. In students. We and working
the midst of our also keep a together to
planning how meetings, corresponden implement ideas
we will we discuss ce via email. from Hattie’s
implement a how we Our Visual Learning for
more might department Teachers.
standardized support also has 5-5-21
measure of individual monthly
English students meetings to
Language who are help us
Proficiency struggling discuss
for our the most student
department. and need a performance
great deal and trends in
9-25-19 more their
academics and
support. I
general
make sure
behavior. The
to carefully
other teacher
watch how
I collaborate
my striving
with sits
students
across from
especially
me in our
are
office, so we
progressing
can frequently
or falling
and easily
behind, and confer as
I try to note needed about
where and our junior
how I can students.
assist them. 11-15-20
Element Emerging Exploring Applying Integrating Innovating

5-1-20
Uses data Uses data Uses a variety of Uses a broad Reflects on data
from from assessment data to range of data continuously to
assessments available set student to set learning make ongoing
provided by assessments learning goals for goals for refinements to
site and to establish content and content and learning goals for
district to set content- academic language. academic content and
learning based language that academic language
goals for the learning are integrated for the fill range of
class. goals for Plans differentiated across content students.
5.4 Using
class and lessons and standards for
assessment
individual modifications to individuals and Uses data
data to
Plans students in instruction to meet groups. systematically to
establish
instruction single students’ diverse refine planning,
learning
using lessons or learning needs. Plans differentiate
goals and to
available sequences differentiated instruction, and
plan,
curriculum of lessons. instruction make ongoing
differentiate,
guidelines. targeted to adjustments to
and modify
Plans meet individual match the evolving
instruction
adjustments and group learning needs of
in learning needs. individuals and
instruction groups.
to address Modifies
learning lessons during
needs of instruction
individual based on
students. informal
assessments.
I think the big I am using graphic
reason I’m organizers,
still emerging color/symbol
here is due to coding, annotation,
the fact that I read and think
need to get aloud, modeling of
better at reading and
differentiatin writing,
g the cooperative
curriculum learning structures
and lessons and activities,
for my sentence frames
diverse and more for
students. At reading and writing
the moment, lessons. I feel like
I look more my ability to
for the differentiate and to
pattern and I support students
do try to help has improved quite
students who a lot this school
are struggling year. I still have a
with some lot of room for
modifications growth, but I feel
(for example, particularly proud
when I to have made some
taught TOEFL gains in this CSTP.
Element Emerging Exploring Applying Integrating Innovating
listening, I
would let the With our weekly
students who poetry lessons, I
were look for where we
struggling the can cycle back to
most read improve
the weaknesses and
transcription also where
along with students may
the audio), benefit from
but I some new
seriously challenges. Each
think my poetry lesson has
differentiatio options for how
n strategies they will relate to
need the poem. For
improvement example, they
. might write a
9-28-19 letter, write a
poem, write a
reflection relating
to their personal
experience, or
make a story that
relates to the
poem. Students
have generally
liked and done
well with these
poetry lessons
and the related
assignments.
Students needed
more practice
with mood and
similes, so we
circled back in our
next poetry
lesson to focus on
mood and
similes. 
11-15-20

While I had already

been using
formative and
summative
feedback in many
forms, I had not
been gathering
pre-assessment
data very formally.
With this year’s
juniors, before
teaching them
the rhetorical
Element Emerging Exploring Applying Integrating Innovating
analysis essay I had
them write without
any instruction
besides the
prompt. Even
though they
verbally reported
that they didn’t
know how to do an
essay of this
variety, the
preassessments
showed that about
a third of them had
experience from
outside lessons
with a tutor. Some
of these students
who are very
advanced have
opted to work on
writing an editorial
for the NY Times
competition instea
d of working with
us on the basics of
rhetorical analysis.
I still monitor both
groups’ progress
and provide
feedback. Based on
the pre-assessment
data, I feel
confident that it’s
beneficial to allow
some students to
do an alternative
assignment while
the majority of the
class receives
instruction and
practice at an
appropriate level
for their current
knowledge and
skills.
NBPTS/TLMS
Connection: NBPTS
Proposition 3:
Teachers are
responsible for
managing and
monitoring student
learning. 3.
Teaches regularly
Element Emerging Exploring Applying Integrating Innovating
assess student
progress.
To know if students
are making
progress, I need to
have pre-
assessment data. I
will continue to
experiment with
how giving the
assessment at the
start of a unit
informs my
understanding of
the skills and
knowledge
students bring into
the lesson to begin
with. 
5-5-21

Informs Begins to Models and Implements Provides

students encourage scaffolds student structures for systematic
about students to self-assessment students to opportunities for
learning establish and goal setting self-assess and student self-
objectives, learning processes for set learning assessment, goal
outcomes, goals learning content goals related to setting, and
and through and academic content, progress
summative single language academic monitoring.
assessment lessons or development. language, and
results. sequence of individual skills. Develops students’
Recognizes lessons that Guides students to meta-cognitive
5.5 Involving the need for include goal monitor and reflect Integrates skills for analyzing
all students individual setting on progress on a student self- progress and
in self- learning exercises. regular basis. assessment, refining goals
assessment, goals. goal setting, towards high levels
goal-setting, Provides and progress of academic
and progress Monitors students monitoring achievement.
monitoring progress with across the
using opportunitie curriculum.
available s in single
tools for lessons or
recording. sequence of
lessons to
monitor
their own
progress
toward class
or individual
goals.
Element Emerging Exploring Applying Integrating Innovating
I want to As With peer editing
implement students and through
“The begin their assessing sample
Learning book essays together,
Record”, but groups, students are
I am a little they will encouraged to self-
nervous to. I choose assess their own
need to their own writing as well. In
figure out reading literature circles,
how it will and set students also
work best for goals on regularly self-
me, paper- how many assess and set their
based or pages they own goals in
digital. will read reading
Maybe I can each night. discussions. These
simplify it a Students assessments are
bit at first are supported through
and add to encourage modeling and step
it’s d to read by step instruction.
complexity as their books 5-1-20
I gain for thirty
familiarity minutes or
with the tool. more each
day to form
I use rubrics good
a lot to help reading
students set habits.
They will
goals for the
be
assignment
responsible
and to give
to keep up
them
with
individualize
their book
d feedback.
sections
due each
9-28-19
book club
meeting.

My
students
also write
reflections
on their
speech
performanc
es as an
assessment
. I’ve been
pleasantly
surprised
by how
insightful
their
reflections
are and
how
Element Emerging Exploring Applying Integrating Innovating

conscientio
us they are
about what
they need
to practice
to improve.

11-15-20

Uses Explores use Uses technology to Integrates a Use a wide range

available of additional design and variety of of technologies to
technologies technologie implement technologies design, implement,
to record s to assessments, into the and analyze
assessments, implement record and analyze development, assessments and
5.6 Using
determine individual results, and implementatio provides for an in
available
proficiency assessments communicate n, analysis of depth and ongoing
technologies
levels, and , record about student assessments, communication
to assist in
make results, and learning with and regarding student
assessment,
required communicat administration, communication learning to all
analysis, and
communicati e with colleagues, of student audiences.
communicati
ons about administrati families, and learning to all
on of
student on, students. Ensure audiences.
student
learning. colleagues, that
learning
and families communications
about are received by
student those who lack
learning. access to
technology.
I use Word, With online  I am now
Excel, and learning this using Google
PowerPoint semester, I had to Classroom’s
(as well as apply in this CTSP. rubric function
some An entire two with my
imitation months of classes seniors to help
software that were conducted aggregate
we have here fully online assessment
in China) to including all data so I can
record aspects of more easily see
assessments instruction, the trends. I’m
and make assessment, and also using excel
required communication. I to help me do
communicati used multiple apps the calculations
on about to instruct and to find the
student communicate. effect size of
learning. student
I’ve also gotten learning from
We have better at using pre- to post-
WeChat in Excel to calculate assessment.
China, so my grades.  NBPTS/TLMS
students can 5-1-20 Connection:
message me TLMS Domain
on WeChat With specific 5: Promotes
anytime. students, we (as a the Use of
They can department) Assessments
Element Emerging Exploring Applying Integrating Innovating
send me text communicate and Data for
and voice with School and
messages, administration in District
videos, WeChat to get in Improvement -
pictures, contact with Collaborates
documents, parents for face with colleagues
etc. Some of to face meetings in the design,
my students and to formulate implementatio
use this tool a specific plan n, scoring, and
with me, but when our interpretation
they all have attempts at of student data
access to the communication to improve
tool. I put my and intervention educational
contact do no lead to the practice and
information needed student
for this tool improvement. In learning.
on the these screenshots My co-teacher
syllabus and I , we are set this
remind them discussing several assignment,
of it often. students who are but I came up
9-28-19 struggling in many with the
classes for an scoring criteria
extended period and put it into
of time. We’d Google
been working to Classroom so
intervene. Here we can see the
we’re doing an data patterns
informal, follow-
more easily.
up progress check
The rubric tells
about our
us more than
interventions.
just an overall
11-15-20
score since we
can see which
specific aspect
of the writing a
student or
group of
students is
struggling to
use.
5-5-21
5.7 Using Provides Provides Provides students Integrates the Facilitates
assessment students with students with clear and ongoing students’
information feedback with timely information sharing of leadership in
to share through additional about strengths, comprehensibl seeking and using
timely and assessed feedback needs, and e feedback to ongoing
comprehensi work and based on strategies for students from comprehensible
ble feedback required formative improving formal and communications
with summative assessments academic informal about individual
students and assessments. from single achievement. assessments in student progress
their families lessons or ways that and ways to
Notifies sequence of Provides support provide and
families of lessons. opportunities for increased monitor support.
student Seeks to comprehensible learning.
proficiencies, provide and timely two-
Element Emerging Exploring Applying Integrating Innovating
challenges, feedback in way Communicates
and behavior ways that communications regularly with
issues students with families to families to
through understand. share student share a range
school assessments, of assessment
mandated Communica progress, raise information
procedures. tes with issues and/or that is
families concerns, and comprehensibl
about guide family e and
student support. responsive to
progress, individual
strengths, student and
and needs family needs.
at reporting
periods.
Contacts
families as
needs arise
regarding
struggling
students or
behavior
issues.
I provide Formative I have incorporated Grammarly
summative feedback peer assessment allows me to
feedback usually with clear provide a
from graded comes from guidelines to help much
writing reviewing get feedback to
timelier and
assignments and students in a
more
as well as discussing timelier manner. I
through assignments also will review comprehensi
quizzes and in class assessments as a ble overview
exams. Even together. large group looking of students’
though I Students at samples, leaving mechanics
consider the keep their students to and grammar
writing formative compare and self needs
assignments assessments -assess at times. I without
summative, I and notes in use rubrics for taking
am trying a notebook more formal precious
something for my class. assessments and time away
new lately. I During their get the results back
from my life
allow work period to students with in
or from class
students to and during a week or two.
fix up to 10 our 5-1-20
time that
types/ discussions I could be
patterns of am spent more
errors in monitoring on content,
order to earn for thinking,
a point back opportunitie craft, and
for each s to provide structure.
error they feedback. Grammarly
show they 9-29-19 isn’t perfect,
have learned so using it
from. I hope This past requires
this can semester,
students to
Element Emerging Exploring Applying Integrating Innovating
encourage a we sent be
growth biweekly thoughtful
mindset. So progress about which
often we reports suggestions
grade home with
they take
student work comments
and which
and they to
throw it out communicat they leave.
11-15-20
or ignore it. e with
So far, most parents. I
students communicat
have e with
returned to homeroom
their work to teachers
try again for about
those extra behavior
points. I will concerns
give them and they
the help to
opportunity communicat
again since it e with the
seems to be parents
helpful. when
9-29-19 needed.

5-1-20