Evidence Standard 5

CSTP 5: Assessing Students for

 

Learning
5.1  Apply knowledge of the purposes, characteristics, and uses of different
types of assessments
 Level of Development: Applying

 I assess students only if an assessment plan is signed by the

parents. If an assessment plan is signed by the parents, I can

perform assessments such as Functional Vision Assessments
(FVA), Learning Media Assessments (LMA) and Cortial Visual
Impairment (CVI) Assessments.
 I do summative assessments to check for understanding through

quizzes and testing. Students will participate in assessments

before a triennial IEP.
 Date: July 14, 2023

 Evidence: image000000.jpeg . I attached a summative

assessment which is a spelling test done in Braille for one

of my students. I was checking for leaning of st, en & ch
contractions.

5.2   Collect and analyze assessment data from variety of sources to inform
instruction 
 Level of Development: Exploring
 I do research from various sources to gather information on all of

my students. Assessments include Functional Vision

Assessments, Health Reports, IEP reports, Vision Reports, Medical
Reports, CVI reports, reading assessments as well as health and
hearing reports among others.
 Teacher gathers information through forms, surveys, notes, and
  Date: July 2022
 Evidence: Expanded Core Curriculum Student reports are
confidential. After I read student reports, I would refer to the
Expanded Core Curriculum for lesson plans.

5.3   Review data, both individually and with colleagues, to monitor student
learning
 Level of Development: Exploring

 I review student data and assessments with colleagues and my

supervisor to gather important information and input to gain

understanding about my students.
 Date: July 14, 2023.

 Evidence: I meet with my supervisor one day a to gain

insight about my students and make changes to lessons if

necessary.
 5.4   Use assessment data to establish learning goals and to plan,
differentiate, and modify instruction.
 Level of Development: Applying
 I target my lessons to meet student needs. All lessons address

the individual challenges that students have. All students use

different modalities, instruments, technology and different lesson
plans. All lessons are virtual and on a one-to-one basis. Lessons
are modified based on the results of formal and informal
assessments.
 Date: July 14, 2023

 Evidence: Expanded Core Curriculum An assessment would

be appropriate as evidence however I refer to the Expanded

Core Curriculum for lesson plans.

5.5   Involve all students in self-assessment, goal setting, and monitoring

progress
 Level of Development: Exploring
  I work to encourage my students to set goals. I teach them how to
advocate for themselves to attain goals. I do this through
discussions and role playing.
 Date:  July 2022

 Evidence: Student goal setting Attached is an article I refer

to when working with students on their personal goals.

 5.6   Use available technologies to assist in assessment, analysis, and

communication of student learning
 Level of Development: Emerging
 I send case managers and parents copies of the student’s work. I

collect the work in a portfolio and then share it in IEP meeting. I

use text messages and email to communicate with parents. I also
use desk top magnifiers for assessments, when needed. Students
are assessed on their knowledge of technology including
computer, laptop, iPad, Android, and their Phone.
 I keep progress notes on the student’s proficiency in technology and use it
in reports and other data.
 Date: July 14, 2023
 Evidence: text message This is a text message I sent to my
student’s teacher. I was checking to see if he was at school
for a session.
 5.7   Use assessment information to share timely and comprehensible
feedback with students and their families.
 Level of Development: Emerging
 Teachers and family need to communicate to work toward a

common goal.
 Date: July 14, 2023

 Evidence: Braille 3 This student work was sent home so the

family could see that the student’s work is being transcribed. The
family was able to read what the student is writing in Braille and
celebrate his achievement with him.