Element Emerging Exploring Applying Integrating Innovating Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of formative and summative assessment, formative to be assessed to select assessments to address assessments to support assessments. and summative appropriately matches questions about students’ differentiated student assessments. (5/6/21) pre-, formative and learning needs and learning needs and reflect 5.1 Applying summative assessments. progress. progress. knowledge of the Begins to identify specific 11/27/21 purposes, characteristics of Integrates a variety of Draws flexibility from a characteristics, and assessments that yield Selects assessments characteristics into repertoire of appropriate uses of different different types of based on clear assessments to allow assessment options and types of assessments information about understanding of the students with a ranges of characteristics to student preparedness, purposes and learning needs to maximize student progress, and proficiency. characteristics of demonstrate what they demonstration of (9/22/20) assessments to support know. knowledge. student learning. For everything that I I use a variety of teach, I always assess for assessments for my understanding, during or students. I try to use both after a lesson. This could paper and online mean using thumbs up or assessments as well. down during a lesson if Math is the subject that I students need the use any type of information again. That assessment. For ELA I like way I can reword my to also integrate group explanation that might work as a way to assess make more sense. At the as well. 11/27/21 end of lessons, I try to do an exit ticket to check for understanding so that I can make adjustments to the next lesson. I am trying to use a variety of educational technology for my students to explain their understanding to me, like Flipgrid or Pear Deck. (9/22/20)
I like to use a variety of CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating summative assessments, especially in math. I like to use smaller assessments in math so that I can check for understanding every day before moving one to the next lesson. We are currently going through our unit on geometry and I have some slides that are a great lesson opening for recalling vocabulary and shapes that the students have learned. This way I can see who still needs to work on the concepts we have been learning and who is understanding and might need to be challenged more. (5/6/21)
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 5.2 Collecting and Follows required 11/27/21 on student learning. collect ongoing analyzing processes for data Make adjustments in assessment data assessment data analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range from a variety of conclusions about lessons or sequence of of data to inform broad range of of learner needs. sources to inform student learning lessons based on analysis planning and assessments to provide instruction. of assessment data. differentiation of comprehensive Uses results of ongoing (9/22/20) instruction. (5/6/21) information to guide data analysis to plan and planning and differentiate instruction differentiation of for maximum academic instruction. success. I try to explore more than I use all sorts of just the assessments that information from are given to me for the assessment data. The students. I try to main source is grades on incorporate writing, quizzes and tests. When talking, and listening into students get a low score my assessments. I collect on a test, I can see which a variety of samples from questions that answered written paragraphs, incorrectly and am then spelling and grammar able to intervene where practice, and in class they need it most. I will discussions as my data. then take that For math, I use the online information to inform
tests and homework as extended instruction on assessments, but also use that topic. (5/6/21) games for review and my own questions to check Because I get to use both for understanding during paper and online and after our lessons. assessments, I get a (9/22/20) variety of data to inform instruction. It is also helpful to see both paper and online because some students make more mistakes in one or the other. 11/27/21 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 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 learning individually and individually and with colleagues ability to both individually and district processes. with colleagues and with colleagues to colleagues to analyze identify and address with colleagues, to identifies learning needs identify trends and student thinking and causes for achievement monitor student of individual students. patterns among groups of identify underlying patterns and trends. learning (9/22/20) students. (5/6/21) causes for trends. 11/27/21 I speak with other I have worked with colleagues on a regular colleagues to review basis to make sure that I testing data and to help am bring content to my analyze the data, as well students that they are as help, figure out the capable of understanding, next steps in helping and to find new ways to certain students. As a assess their new teacher, I am understanding. I have constantly asking my recently been talking colleagues for advice and about test taking and how support. We use iReady in to go about those who fail our district and had time a test and to try to help as a staff to look over and make each other's data and accommodations for help set up plans to help them to succeed on the certain students. next one. I typically (5/6/21) evaluate assessments as a whole class to determine I work a lot with my co- my next steps, but for teachers to review data some students I have to and we also review data individually evaluate during our PLC times. them and figure out how Right now we are figuring to better help them. out the best way to help (9/22/20) with math intervention. 11/27/21 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. (5/6/21) 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. 11/27/21 group learning needs. and make ongoing (9/22/20) adjustments to match the Modifies lessons during evolving learning needs instruction based on of individuals and groups. informal assessments. I seek to modify and In my district, we use adjust learning goals for iReady to help our individual students. students with their There are some students reading and math skills. that could be GATE One of my students tested students already that lower in math. I can now need more challenging use the information from work. And there are iReady to help plan and some students that can modify instruction for barely get through what this specific student. I we are currently learning. have created learning I am working on creating goals and have been like small groups to give working one-on-one with students extra challenges this student as well. or review when (5/6/21) necessary. (9/22/20) I use different assessment date to help establish learning goals and plan instruction. I use iReady data and STAR reading data to help plan intervention and differentiation for reading. 11/27/21 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating 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. (9/22/20) lessons or sequence of basis. 11/27/21 across the curriculum. high levels of academic lessons to monitor their achievement. own progress toward class or individual goals. (5/6/21) I provide student with I try to provide rubrics We do a lot of self- support while they are for bigger projects that assessment during our learning the strategies for my students do. This writing process. I have self-assessment. I walk week my students will be student reflect on their them through how they working on a geometry writing with the should be self-assessing project where they have classmates and then and give them to tools to to build a city out of all move onto peer editing. try it on their own. I am quadrilaterals. I have This way, students know working on creating provided them with a what to look for already rubrics for self- rubric to make sure that from their own self- assessment so that know all the criteria of assessment. 11/27/21 students have clear the project and what it objects of what they need takes to get the best to accomplish. So far, it grade possible. Students has just been in the will be able to self-assess directions. Through their their own work based on self-assessments, I the rubric. (5/6/21) recognize the need for individual learning goals. (9/22/20) 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 (9/22/20) (5/6/21) students. Ensure that audiences. student learning communications are received by those who lack access to technology. 11/27/21 Every Wednesday I have I use technology to help individual check-ins with with assessments based my students. During this on our curriculum time, we discuss missing platforms. They all have assignment, the online components that assignment themselves assist with test taking and and how hard or easy scoring. These are readily they may have been for available to the students each student, grades, and and can be shared easily learning goals for the with their families and coming assignments my colleagues. 11/27/21 based off assess their previous work. Students have a clear
understanding of their results and families can check google classroom any time to view grades. I will be discussing with families during parent- teacher conferences. (9/22/20)
My main way of communicating student learning has been through report cards. We are on a trimester system CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating and so far I have sent out two report cards for each of my students. I have had other communication with parents based on reports, and that has mainly been done via Zoom. (5/6/21)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating 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 assessments. lessons or sequence of strategies for improving and informal assessments communications about lessons. Seeks to provide academic achievement. in ways that support individual student 5.7 Using assessment Notifies families of feedback in ways that 11/27/21 increased learning. progress and ways to information to share student proficiencies, students understand. provide and monitor timely and challenges, and behavior Provides opportunities Communicates regularly support. comprehensible issues through school Communicates with for comprehensible and with families to share a feedback with mandated procedures. families about student timely two-way range of assessment students and their progress, strengths, and communications with information that is families needs at reporting families to share student comprehensible and periods. Contacts families assessments, progress, responsive to individual as needs arise regarding raise issues and/or student and family needs. struggling students or concerns, and guide behavior issues. family support. (9/22/20) (5/6/21) I have constant open I will verbally provide communication with all feedback for my students. my students and their I do this in the moment in families. I use ClassDojo class during my lessons and email to contact when students are parents when necessary, working individually. I and parents can contact also have students work me with questions or with peers for feedback concerns. During my as well. My time with weekly check-ins, parents students can be are welcome to sit in or individual or group overhear our based. 11/27/21 conversations to better understand where their child is at. (9/22/20)
I have been using google classroom all year to post assignments and instructions for all assignments. Both students and parents have access to my google CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating classroom. This way everyone can see what needs to be accomplished. I can also always refer back to google classroom instruction if students or parents have questions on assignments. I have had other communication with parents based on reports, and that has mainly been done via Zoom. (5/6/21)