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.
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
summative assessments. progress. 4/28/18 reflect progress.
9/22/17 12/4/18
Draws flexibility from a
Selects assessments Integrates a variety of repertoire of appropriate
based on clear characteristics into assessment options and
understanding of the assessments to allow characteristics to
purposes and students with a ranges of maximize student
characteristics of learning needs to demonstration of
assessments to support demonstrate what they knowledge.
student learning. know.
As a TK team we created When I selected my
the one-on-one teacher inquiry focus, I
assessments that we use realized that I had to
based on the skills that develop my own
need to assessed for assessment since there
every trimester. We have was nothing readily
a grid that shows all of available to me. I used a
our standards and when resource where I could
these are tested create my own online
throughout the year. Our one-on-one assessment. I
online tests include pre-, used this assessment as a
formative and summative diagnostic tool to
assessments. 9/22/17 determine students’
individual strengths,
weaknesses, knowledge,
and skills prior to
instruction. I also used
this assessment as a
formative assessment to
determine students’
growth after instruction.
4/28/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating

This year I created a

formative assessment
that I can use to
determine my students'
knowledge of our sight
word lists. We used to
test our sight words with
flashcards, but instead
I've created an
alternative way for
students to show
competency using our
online assessment tool,
ESGI. This new way of
testing has allowed me to
test more frequently thus
getting current
information that I can use
to inform my instruction.

This evidence also

fulfills 7a. Provide
alternative ways for
students to demonstrate
competency and reflect
on their learning using
technology. 9/20/18
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 9/22/17 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
instruction. 9/22/17 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 4/30/18 success. 12/4/18
I gather data using our In my classroom, Now that I've used our
online assessment tool, students are grouped in online assessment tool,
ESGI, as well as ability levels. Each ESGI, to create a new
observational data. month, or more if needed, sight word test, I can get
9/22/17 I reassess my students to a lot more detailed
determine if they need to information than before.
I use the data I collect to be moved to a different On a regular basis I have
determine the progress ability group. Some of the the ability to look at
of my students and data I collect to different tools that are
inform my lesson plans determine this is student available. Such as an item
as well as to organize my work samples, anecdotal analysis bar graph, this
leveled groups in my records, and formal allows me to see which
classroom. 9/22/17 assessments. After I items (words) my
collect the data, I analyze students are having the
it and use it to group my most difficulty with. The
students as necessary as other tool is a detailed
well as to guide item analysis, that allows
instruction. 4/28/18 me to see which specific
questions each student
answered correctly/
incorrectly. Finally, I can
also look at a total, which
allows me to see their
overall score for each
test.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
This evidence also fulfills
ISTE 7c. Use assessment
data to guide progress
and communicate with
students, parents, and
education stakeholders to
build student self-
direction. 9/18/18
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
students. 9/22/17 causes for trends. 4/29/19
4/28/18 12/4/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I frequently print out
ESGI data to review
individually and doing
our grade level PLCs with
my colleague. Using that
information, we
determine whether there
are any common areas of
strengths or weaknesses
and then we adjust our
lesson plans accordingly.
9/22/17
Since it is so important to
work collaboratively, our
district-wide TK team (made
up of all the TK/ preschool
teachers in the district)
meets every other month.
During one of our recent TK
PLC we decided to revise
our assessments. We
decided the best way to
approach this was to bring
in student portfolios, data
from our online assessment
tool (ESGI) and anecdotal
notes. We analyzed our data
to determine any patterns
or trends then we adjusted
our testing to reflect this.
4/28/18
Integrating
This year, our district has
revamped our PLC. I
recently attended a
training on how to
properly conduct
collaborative meetings.
As a result of that
training, I introduced to
my TK/Kinder team a
new way to share our
data results. We are now
uploading our data to a
share group. This allows
us to easily access
information during our
meetings when we are
analyzing our results.
This new way of sharing
has pushed us to collect
more accurate data which
has then led us to design
our own assessments.
10/2/18.
Innovating
At the completion of our
week-long Read Across
America Celebration, I
collected data from a staff
survey, Flipgrid app,
Reading BINGO cards,
and Barnes & Noble turn
out. I individually, and
with my colleague,
reviewed the data and
from the knowledge I
gained, I will be making
some changes to next
year's planned activities.
This evidence also fulfills
TLMS Domain 4:
Facilitates Improvements
in Instruction and
Student Learning. a)
Facilitates the collection,
analysis, and use of
classroom and school-
based data to identify
opportunities to improve
curriculum, instruction,
assessment, school
organizations, and school
culture. 3/12/19.
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. 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 meet individual and differentiate instruction,
instruction
individual students. learning needs. 9/22/17 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments. 12/4/18
4/28/18
As I said before, I have Since my students are At the beginning of the
leveled groups in my grouped by ability levels, school year, collectively
classroom and during our I can easily differentiate as a school site, we
center rotations I meet instruction to meet group analyzed our SBAC
with each of my 4 groups learning needs. One results. We realized that
individually and adjust example of this is during our students were
my plans according to a recent subtraction struggling with
their individual needs. lesson. The lesson mathematics. We were
9/22/17 entailed producing challenged to select 2
subtraction number math essential standards,
sentences by rolling a per grade level, that we
dice. The first way I would focus on for the
differentiated is by 1st trimester. With my
starting the lesson with a team, we selected these
guided activity and I standards and are
modified for my below working on getting our
group by asking the students to have 100%
group to follow my mastery of these
example step-by-step standards by the end of
with my above-level the trimester. We have
group I had each student communicated these
individually share for standards to our students
their group how to do the and have implemented
activity with minimal differentiated lessons and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
assistance from me. The modifications so that our
second way I students may achieve this
differentiated this goal. 8/9/18.
activity is by having
worksheets with a
different number of
problems on it; my
above-level group had to
create more sentences
than my below-level
group. The last way I
differentiate this activity
is by allowing my lowest
below-level group to only
work on the guided
activity with me and they
did not have to move on
to the worksheet.
4/28/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and learning goals through
summative assessment single lessons or
results. Recognizes the sequence of lessons that
5.5 Involving all
need for individual include goal setting
students in self-
learning goals. exercises. 9/22/17
assessment, goal-
setting, and progress
Monitors progress using Provides students with
monitoring
available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
In my classroom I do a
sight word challenge,
which is a series of sight
word lists that students
must master to move on
from one to the next. I
encourage my students to
set goals to reach
mastery of all lists. I often
remind them of what list
they are on and what
they need to do to move
on to the next one.
9/22/17
Applying Integrating Innovating
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
monitor and reflect on assessment, goal setting, analyzing progress and
progress on a regular and progress monitoring refining goals towards
basis. 4/28/18 across the curriculum. high levels of academic
12/4/18 achievement.
After some research on As part of our school-
my teacher inquiry, I wide goal to have
came across a simple and students reach 100%
developmentally mastery of our selected
appropriate way for my essential standards, my
students to reflect and team and I decided that it
self-assess their work. I wouldn't be enough to
first applied this idea to simply communicate the
our Dot Talks, I asked goal to our students. We
students after they’ve would also have to give
determined a strategy to them more frequent
check their work and ask progress reports
themselves “does it make regarding their level of
sense?” I taught my achievement towards our
students multiple ways of goals. One way I am doing
solving a simple number this is through short and
problem, which is what simplified data chats. At
Dot Talks are, then I my school, we use an
asked them to check their online assessment tool,
work by using a different ESGI, to test our students.
method from the first This tool displays each
way they solved it. student's score as a pie
Finally, we talked about chart after he/she has
what does it mean when been tested. I have taught
we ask, “does it make my students how to read
sense?” I taught my this pie chart, we look at
students to analyze their it together after each
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
answer; if they are assessment, we discuss
solving an addition by how much they want
problem their answer to improve in the next
should be larger than any round of testing, and if
of their addends, and the time permits we discuss
reverse is true for a ideas of how we can
subtraction problem. reach that goal (more
After some practice with practice with...).
this idea during Dot
Talks, we found ways to
apply this thinking to
different concepts and
ideas. 4/28/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to 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
analysis, and about student learning. colleagues, families, and audiences. 12/4/18 regarding student
communication of students. Ensure that learning to all audiences.
student learning communications are
received by those who
lack access to technology.
9/22/17
4/28/18
Our one-on-one As I discussed above, I
assessment tool is an have designed new
online resource that assessments for my
records results which I students that allows me
then analyze and to collect more data. I've
communicate the data also created a new way
through our electronic for my collaborative team
report card system to to share and
administration and communicate our results
parents. Even though our through the use of
report cards are Groups in Office 365. I've
submitted electronically, also come up with a way
all students receive a to share and
hard copy. 9/22/17 communicate these
results with my students
One way I communicate using simplified Data
progress to my students Chats. 10/15/18
is during our one-on-one
conferences during
testing. Our TK program
utilizes an online
assessment tool called
ESGI to test our students.
On this program after the
completion of a test,
students can see a pie
chart of their score;
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
together, the student and
I, discuss what this pie
chart means.
In order to communicate
progress to families, I
utilize parent-teacher
conferences, report
cards, progress reports,
and aeries
communications (to send
messages via email, text,
or voice call). 4/28/18
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 comprehensible leadership in seeking and
assessed work and based on formative information about feedback to students from using ongoing
formal and informal
required summative assessments from single strengths, needs, and comprehensible
assessments in ways that
assessments. lessons or sequence of strategies for improving support increased learning.
communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. individual student
information to share Notifies families of feedback in ways that Communicates regularly progress and ways to
timely and student proficiencies, students understand. Provides opportunities with families to share a provide and monitor
comprehensible challenges, and behavior for comprehensible and range of assessment support.
feedback with issues through school Communicates with timely two-way information that is
students and their mandated procedures. families about student communications with comprehensible and
families progress, strengths, and families to share student responsive to individual
student and family needs.
needs at reporting assessments, progress,
12/4/18
periods. Contacts families raise issues and/or
as needs arise regarding concerns, and guide
struggling students or family support. 4/28/18
behavior issues. 9/22/17
At our school we use One of the first In order to communicate
Aeries Loop to keep in opportunities to share with parents regarding their
constant contact with information with families student's level of
achievement towards our
families. If I see any regarding assessments,
Trimester goals, I utilize the
issues I initiate contact progress, issues and/or report card comment
with the appropriate concerns is through our section to provide a detailed
individuals. At my school parent orientation at the description of where their
we have 3 progress beginning of the year. At child stands. In my
reports and 3 report this time, we explain to comments I always
cards that go home every parents what TK is and incorporate a positive
year. 9/22/17 what they should expect comment and then I tell
for the year, how we them what areas their child
can improve on. I also give
monitor progress and
them ideas to help their
share the information child improve. As well as, let
with them, as well as how them know what they could
to get in contact to share be working on for the
any issues and/or upcoming trimester. All the
concerns they may have. information I provide is
4/28/18 based on assessment results
that I've collected
throughout the trimester.
(10/16/18).