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. 9/23/2021
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different different types of
types of assessments 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.
11/12/22
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. 4/8/2023 knowledge.
student learning.
4/8/2022
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I create Blooket
assessments to assess
surface level
understanding,
vocabulary, and
identifying key features. I
create worksheets to
assess procedural
understanding and
application of concepts.
9/23/2021
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
10/7/2021 assessments.
5.2 Collecting and
analyzing Follows required Make adjustments in
assessment data processes for data planning for single
from a variety of analysis and draws lessons or sequence of
sources to inform conclusions about lessons based on analysis
instruction. student learning of assessment data.
10/7/2021
Applying Integrating Innovating
Having standards have I use Goformative for all
helped concentrate assessments. Goformative
precisely what is to be allows me to create
assessed. Students know quizzes in which
what skills and concepts questions can vary. I can
will be assessed ahead of and have created
time based on those matching, drop down, fill
standards. The results in the blank, drawing,
also show what topics true/false, multiple,
and skills were mastered choice, multiple selection,
and which ones where and other style questions.
not. 4/08/2022 4/8/2023
I have partnered up with
a colleague in order
promote horizontal
communication in our
curriculum. The focus this
year is to create common
assessments. This has
helped me update last
years lessons to better
align with the
assessments. 11/12/22
Collects a variety of Designs and integrates an Infuses assessments
formal and informal assessment plan that strategically and
assessment data on provides formal and systematically
student learning. informal assessment data throughout instruction to
4/08/2022 on student learning. collect ongoing
assessment data
Uses analysis of a variety Uses data analysis of a appropriate for the range
of data to inform broad range of of learner needs.
planning and assessments to provide
differentiation of comprehensive Uses results of ongoing
instruction. information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 4/8/2023 success.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

District assessments are Sections are extended Informal assessment data Working with a colleague
given to students and the instead of moving on if is collected regularly to during our site’s PLC time
results are shared to assessments show that understand in the we analyze our common
departments when mastery was not reached moment how the assessments to determine
available. 10/7/2021 by students. 10/7/2021 students are learning. best instructional
The formal assessments strategies and
such as practice problems approaches. We also have
help me address common embedded remediation
misconceptions and days into our pacing
mistakes. This allows calender, we have chosen
shows me the retention to remediate on factoring
from day to day of next. 4/8/2023
students’ learning.
4/08/2022

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
10/7/2021 identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual patterns among groups of identify underlying patterns and trends.
learning
students.4/08/2022 students. 11/12/22 causes for trends.
4/8/2023
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I review wording, Transfers between Due to the common
phrasing, misconceptions, teacher are regular and assessments created by
common errors, and communication is high me and a colleague we
skipped problems to because of it. We can identify common
make adjustments in the communicate on what a trends regardless of
following lesson or student’s needs, skills, differentiated instructing.
review for the class. and knowledge are when Also we can compare and
10/7/2021 they are transferred. contrast our teaching
4/08/2022 methods and the results.
My colleague has 16
years of experience and
having some one else to
talk to about the data has
improved what it is that I
should be looking for.
One question proposed is
now guiding my inquiries
“Are we looking for high
scores or retention?” I
will need more
experience to figure out
how to look for the later.
11/12/22
I attend 4 district
professional development
days where I collaborate
with colleagues teaching
the same content from
other schools. Last time
we met we viewed
student samples of
factoring quadratic
functions. Some teachers
shared their success with
factoring by grouping. My
colleague and I chose not
to change to this method
as the topic would be
revisited in the students
next year and that
teacher would be using x-
factoring. 4/8/2023

5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. individual students in language. integrated across content and academic language
instruction single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using 10/7/2021 Plans differentiated
available curriculum lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. 10/7/2021 Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. 4/08/2022 group learning needs. and make ongoing
individual students. adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
4/8/2023
District website has Content based learning There are days for notes When students work on
pacing, sequence, and goals were created for and entry level practice during class time
standards posted. first semester of assessments and there I would pause them and
Lessons are designed Foundations 1 by district are days for practice and work through an example
around the available content team. I proposed risk taking. Based on the depending on if a student
material on the website. the second semester to progress of individuals ask a particular question
10/7/2021 other Foundation 1 and the class during important to the lesson or
teachers. Learning goals either type of day I can if multiple students ask
for second semester were choose the focus students the same question.
adjusted based on that I need to assist most 4/8/2023
student expectations and if there are a small
course sequences. amount. If there are
10/7/2021 larger groups I can
choose to instead create a
support lesson to help or
reteach. 4/08/2022

5.5 Involving all Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
students in self- learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
assessment, goal- outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
setting, and progress summative assessment single lessons or processes for learning related to content, setting, and progress
monitoring results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
need for individual include goal setting language development. individual skills.
learning goals. exercises. 4/08/2022 Develops students’ meta-
10/7/2021 Guides students to Integrates student self- cognitive skills for
Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Monitors progress using opportunities in single progress on a regular and progress monitoring refining goals towards
available tools for lessons or sequence of basis. 4/8/2023 across the curriculum. high levels of academic
recording. 10/7/2021 lessons to monitor their achievement.
own progress toward
class or individual goals.
With Aleks I set goals for Through out the year I ask students during
each student. I show the students set personal class if they feel able to
students that are goals and regularly check work out some problems
struggling with current or in to admit if they are on on their own. Students
previous topics which track to accomplish that use thumbs up, down, or
concepts they needs to goal in the time frame sideways to signal their
focus on most. they gave themselves. self-assessment.
10/7/2021 04/08/2022 4/8/2023

I monitor the Aleks

weekly topics mastered
by each student. Students
who don’t meet the
weekly goal are checked
on to determine

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,
5.6 Using available assessments, determine implement individual assessments, record and development, implement, and analyze
technologies to assist proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
in assessment, make required results, and communicate communicate about of assessments, and provides for an in depth
analysis, and communications about with administration, student learning with communication of and ongoing
communication of student learning. colleagues, and families administration, student learning to all communication regarding
student learning about student learning. colleagues, families, and audiences. student learning to all
04/08/2022 students. Ensure that audiences.
communications are
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

received by those who
lack access to technology.
4/8/2023
Each semester I When a quiz is given to
administer a district wide students I will grade it
assessment. As a content with them 1-1 once they
leader I sit with other are done. Students look at
content teachers to share their work and I ask them
and discuss data. to walk though the steps
04/08/2022 again if something is off
or missing. We discuss
and share success and
areas of improvement.
4/8/2023

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
5.7 Using assessment
required summative assessments from single strengths, needs, and to students from formal comprehensible
information to share
assessments. 10/7/2021 lessons or sequence of strategies for improving and informal assessments communications about
timely and
lessons. Seeks to provide academic achievement. in ways that support individual student
comprehensible
Notifies families of feedback in ways that 11/12/22 increased learning. progress and ways to
feedback with
student proficiencies, students understand. 4/8/2023 provide and monitor
students and their
challenges, and behavior 04/08/2022 Provides opportunities support.
families
issues through school for comprehensible and Communicates regularly
mandated procedures. Communicates with timely two-way with families to share a
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

10/7/2021 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
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
04/08/2022 11/12/22
I provide feed back on As soon as a quiz is I now also call students I continue with the check
each assigned quiz using completed on up during a practice day. I ins with students, I now
the feedback tool goformative I call the play music so others also discuss with
provided on Goformative. student up and we go don’t hear the one on one students about their
10/7/2021 over their results. conversation I have with work load with other
Students will speak with each student. We look at classes and activities,
I contact families about me before they leave for scores, attendance, their time allotments, and
students with whom I the day. 04/08/2022 participation, and work also their stress levels.
have an immediate habits. I ask students how This has helped students
concern. 10/7/2021 Families are also they think they are doing and I identify the
contacted when full and what they want from immediate priorities and
mastery is achieved. the class overall. The short term goals of the
04/08/2022 result of the conversation student from the long
is a game plan for each term goals. 4/8/2023
Family communication student on what they
hasn’t been expanded on. could do, should do, or no
I respond to parents in a changes are needed. At
timely manner but I need first students thought
to initiate communication that this was a “bad”
with parents more often. student only
11/12/22 conversation but slowly
realized that all students
get this. Overall the
student attitude in class
improves. 11/12/22