CSTP 5: Assessing Students for Learning

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
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about student purposes and students with a ranges of characteristics to
preparedness, progress, characteristics of learning needs to maximize student
and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I understand that Our Connexus system has As a PLC we determined
formative assessments set assessments that come the weighted score for
are a means in which I from low-risk practice each assessment type
can monitor student assessments (multiple based on the material
learning through a unit, choice, fill in the blank) to provided and work
semester, or school year allow students to check expected for each kind of
in a low-stakes their understanding of assessments.
environment to help content without it Adjustments to the
identify strengths and affecting their grade. I weighted scale can be
weaknesses. These can be encouraged students to update based on a whole
topic proposals take advantage of these class or individual
submitted for feedback, until having them move student based on specific
answering questions on to quiz checks, quizzes, needs.
within a lecture, and and tests that will affect
practice quizzes that do their grade. I help them
not weigh against a grade. prioritize their work, so (3/24/20)
they understand how
I understand summative each assessment is
assessments are high weighted toward their
stakes evaluations that grade.
are implemented either at
the end of a unit, or (5/5/2019)
semester. In my
instruction, students
complete a unit test after Unfortunately, I have not
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

each unit’s completion (5- had as much growth in
6 units a semester), a this area as I would like.
writing portfolio within With the rigid curriculum
each unit, and a final settings, I do not have the
exam at the end of each flexibility to select
semester. assessments myself. I
understand the purpose
(9/25/18) of our provided
assessments, but do not
have the authority to
make any major changes
to what is ultimately
assigned to students.

(11/12/19)
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 on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning
Element Emerging
While I feel like I am
strong at taking the
information I receive
about students’ lives and
applying that knowledge
to my instruction style, I
would like to become
more adept at looking at
more objective
information and how best
to use it in forming my
classroom instruction.
Our school, being a
virtual academy, has a
plethora of reports filled
with hundreds of pieces
of data that are at our
disposal. I understand
that We have
accountability radars for
both teachers and
students, as well as
access to the Scantron
Performance Assessment,
and easy access to past
CAASPP results.
At this point in my career,
I understand the
importance of this
information, but feel I
could learn how to better
apply that knowledge to
how I teach the material.
(9/25/18)
Exploring
I have been making it a
point to use the practice
check, quick check, and
quiz information to help
guide my test review
sessions. I run the results
through an Excel
spreadsheet and will
choose the questions with
the most incorrect answer
and use that information
for reteaching as needed
(5/5/2019)
Applying Integrating Innovating
This year I have been As PLC lead, I used an
working more closely Excel spreadsheet to look
with my PLC as we have at the individual member
been trying different growth and whole-group
team-teaching formats. PLC growth between two
While we all help with the academic years and to
lesson instruction and reflect on what
classroom management, instruction strategies
we also will meet worked and encouraged
biweekly to discuss those who saw the most
student performance for growth to share any
each unit. While we specific strategies or
cannot make any major procedures they use in
changes to the their grading and
curriculum, we use this curriculum-based
time to review average assessment calls.
scores and student
performance to guide the (3/24/20)
individual/1:1
curriculum-based
assessment calls we have
with students. I am also
developing targeted
workshop sessions for
reteaching opportunities
where we address gaps in
scoring based on the
grade level averages.
(11/12/19)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Reviews and monitors Reviews and monitors
5.3 Reviewing data, available assessment data additional assessment
both individually and as required by site and data individually and with
with colleagues, to district processes. colleagues and identifies
monitor student learning needs of
learning individual students.
After talking with my
members of my PLC
group, I have made it my
goal this year to take
opportunities to “reteach”
difficult material. As an
independent study
program, I typically have
one set hour a week with
students in a lecture
setting (supplemented by
individual phone calls), so
opportunities to revisit
old material are a bit
sparse. The solution my
more established PLC
colleagues have
developed is to include
reteaching drop-in office
hours—they look at the
scores from assessments
within a unit, determine
where students struggled
the most, and use office
hour times to offer a
differentiated approach to
the material.
(9/28/15)
Applying Integrating Innovating
Reviews and monitors a Reviews and monitors a Facilitates collaborative
variety of data on student broad range of data work and fosters
learning individually and individually and with colleagues ability to
with colleagues to colleagues to analyze identify and address
identify trends and student thinking and causes for achievement
patterns among groups of identify underlying patterns and trends.
students. causes for trends.
My PLC has been Similarly, to Standard 5.2,
reviewing data as we I meet regularly with my
near the end of the school PLC to compare results
year to note specific on assessments and how
patterns on tests. We are our 1:1 curriculum calls
working with our parent go to determine not only
organization to revise WHAT students are
some of our curriculum. struggling with, but to try
We have several and pinpoint WHY.
questions (both multiple
choice and short essay) (11/12/19)
that are worded very
poorly, and we are not
able to make changes to
them without going My PLC members and I
through Pearson. Our continue to work
department lead has together to determine the
taken our reports and best course of action for
will present them to students. One topic of
admin. discussion was the high
honor code violation
(5/5/2019) (plagiarism) occurrence
for this semester’s first
unit of study. Based on
that information from
prior years we additional
measure to clarify with
students expectations for
the work, narrowed topic
ideas down to reduce the
likelihood of plagiarism,
and provided students
with additional resources
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

to help them complete
the assignments without
feeling compelled to
cheat.

(3/24/20)
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
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. 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.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

As all the assessments are The curriculum that has
completed through our been provided by my
online program, the data school organization offers
from every test, quiz, and a large variety of
quick check is readily assessment types,
available to teachers, including (but not limited
students, and parents. to) quick check, practice
checks, quizzes, tests,
The assessments are also discussion board
categorized by which assignments, sample
standard they meet, so I work, and portfolios
am easily able to track (which are primarily
patterns within standard essays for English). I am
contexts and not only able to use the
address current problems assessment data from
but predict possible these varied sources to
problems in future set student learning
instruction and modify goals.
lessons accordingly.
I have worked directly
I use this information for with our SPED
my CBA (curriculum- department to help
based assessment) calls, develop differentiated
wherein I am able to work test review sessions for
one-on-one with students students with IEP plans. I
and explore the material also hope to develop a
at a pace that best specialized review
addresses their individual session with our ELL
and unique learning resource department for
needs (reteaching, our many Spanish-
reading together, and speaking students.
comprehension checks).
(11/12/19)
During these calls, I walk
students through their
scores, show them how
they fit into the lesson, This semester my PLC
unit, and state standards, members and I are
and dissect them into spending more time
easier managed miniature looking at our assessment
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

lessons in which averages and comparing
understanding can be class performance. This is
checked on a more not meant to be
individualized basis. competitive, but it allows
us to look at average
(9/25/18) scores, identify trends,
and anticipate possible
areas of difficulty based
I feel as though I have on previous years.
done a good job with
continuing these practices (3/24/20)
this year, but have been
hesitant to step outside
my comfort zone with
scaffolding/differentiating
in whole-group settings as
well as during one-on-one
curriculum-based
assessment calls. I want to
work on this in the
coming school.

(5/5/2019)

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 sequence processes for learning related to content, setting, and progress
5.5 Involving all results. Recognizes the of lessons that include content and academic academic language, and monitoring.
students in self- need for individual goal setting exercises. language development. individual skills.
assessment, goal- learning goals. Develops students’ meta-
setting, and progress Provides students with Guides students to Integrates student self- cognitive skills for
monitoring Monitors progress using opportunities in single monitor and reflect on assessment, goal setting, analyzing progress and
available tools for lessons or sequence of progress on a regular and progress monitoring refining goals towards
recording. lessons to monitor their basis. across the curriculum. high levels of academic
own progress toward achievement.
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
While completing
welcome phone calls to
students and their
parents/caretakers, one
of the questions I will ask
is what their short-term
goals are and what their
long-term goals are. From
the start of the year, they
know the importance of
setting realistic and
achievable goals.
At the beginning of each
lesson, I have goals listed
for the day (By the end of
this lesson, students will
be able to…). Listing these
goals helps them
understand what they are
expected to accomplish
within a lesson and unit
and having immediate
access to their results
gives them the
opportunity to monitor
how closely they are
making those goals. I
review this information
with them regularly
during our phone
conferences.
(9/25/18)
Applying Integrating Innovating
As we have neared the This year I want to help
end of the school year, I my students take more
have been reaching out to ownership of their
my homeroom students education and help them
to review their start-of- become advocates for
year goals and how well their own success. While
they have progressed. We watching a show earlier
have reviewed their this year I was struck by a
major assignments within quote, “Motivation will
the gradebook, and I ask come naturally when you
students to go back to take ownership of your
read the feedback I have work.”
left. They then have an
opportunity to work of I am working on
revisions to display implementing this self-
mastery. When working assessment model with
on test corrections, my homeroom students
students must reflect on and am hoping to try it
why they chose the with all of my students
original (incorrect next semester. Prior to
answer) and why the new have scheduled 1:1
answer is correct. curriculum-based
assessment calls with my
(5/5/2019) students I am sending
them a self-assessment
questionnaire to gauge
their comfort with the
material, how they would
rate their performance,
and how they can set
realistic goals for the
semester.
(11/12/19)
I am trying out a new
grading strategy this
semester. Unfortunately,
most students do no read
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

the detailed and specific
feedback I have left on their
assignments. One of the
questions I ask during calls
is if the student has read my
most recent feedback on an
assignment. More often than
not the student responds
with a “no.” This semester I
am filling in a standard
rubric form for each student,
and if they want additional
feedback, they are to
schedule a call with me.
They can earn participation
points for these calls and
reflect on the rubric
feedback and discuss the
specifics of their portfolio
work. This allows them to
reflect on their work,
reassess any areas of
misunderstanding, and
demonstrate their master of
the work by completing
revisions.

(3/24/20)
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 provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Our parent company, I have been using a I have been working with
Pearson Online Learning, variety of Excel my supervisor (one of our
implements an online spreadsheets to record assistant principals) by
learning portal known as and analyze test results reviewing weekly data
Connexus (like to report back to my PLC reports based on my
BlackBoard, Titanium, or and use within my own homeroom section to
other virtual classroom class when conducting identify students who are
interfaces). Within one-on-one curriculum- in need of additional
Connexus, we have a based assessment calls. assistance. This Excel
virtual library with With the spreadsheet is generating
resources for families, online/independent weekly and available
including their scores. study nature of our within our school’s
school the lack of access designated Sharepoint
Another feature is a to technology is typically Drive.
closed email system addressed with
(WebMail) that allows enrollment and checked (3/24/20)
families to contact throughout the year.
teachers and Students without access
administrators in a to computers are sent a
secured environment. school-supplied laptop,
and low-income families
I regular communicate are provided a stipend for
with students, parents, their internet bills.
colleagues, and our
administrators through (5/5/2019)
our program, and can link
to reports such as our
Assessments Results
Manager (ARM), which I feel as though this is still
logs not only a student’s an area of needed growth
score, but when they for me. With the rigid
completed an assessment, curriculum at my school I
and how long they had it do not always feel like I
open. This allows me to can make the changes I
identify if a student is would like to make to
rushing through a test to assessments, but I am
try and move too quickly hoping to implement
through their lessons. more supplemental work
to help support student
(9/25/18) mastery, such as with
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

items from the Playlist
assignment. Giving
students the opportunity
to use sites such as
Brainly or to complete
alternate portfolios
(Knovio presentations,
for example) would
better allow students to
display their knowledge
in ways that play on their
strengths.

(11/12/19)
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment to provide feedback in academic achievement. in ways that support individual student
information to share Notifies families of ways that students increased learning. progress and ways to
timely and student proficiencies, understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families 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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Thanks to the information
that is automatically
logged and tracked within
Connexus, students who
are behind in their work,
participation (phone calls
with teachers), and
attendance recording will
show as either
“Approaching Alarm” or
“Alarm.”
My first course of action is
to send a WebMail to the
students and their
caretakers. I follow up
with a phone call to offer
my help in developing a
plan to help the student in
getting back on track.
If a student is
continuously in “Alarm,”
we create a special
log/task called a Progress
Monitoring Issue Aware,
which alerst
administrative staff and
other teachers that the
student and their family
might need additional
support. From here, I can
schedule parent/teacher
conferences and better
track a student’s
progressive in the above-
mentioned areas.
(9/25/18)
Applying
I have been completing
check-in calls with my
homeroom students
every two weeks (more
frequently if needed) and
sending regular
WebMails with important
class announcements. At-
risk/struggling student
have progress monitoring
IAs (digital tickets that
track/monitor call logs,
results, etc.) that I update
as I complete calls with
the families. Students
who are failing or at-risk
of failing receive frequent
updates and I will reach
out to caretakers to
encourage their
involvement as learning
coaches.
(5/5/2019)
Integrating Innovating
In addition to the
aforementioned
strategies, our school has
what we call a mid-
semester deadline. As an
independent study
program, it can be
challenging for students
to complete their work in
an appropriate timeframe
due to the lack of strict
due dates. We implement
a soft deadline for the
Monday after
Thanksgiving Break as a
means to help students
stay on track with their
lesson completion. The
two weeks leading up to
the break I review a
spreadsheet and report
that notify me of the
number of lessons
students are behind. I
then reach out to those
students with targeted
calls, discuss the severity
of the situation with their
caretakers, and work
with the families to
develop a “catch up” plan
between the
Thanksgiving and winter
breaks. Most students
who fail courses in our
program do so by not
working, so using these
lesson completion
reports to help students
stay accountable is vital.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

(11/12/19)

After completing a
progress monitoring
meeting with a
homeroom family I
schedule bi-weekly
check-in calls to visit with
the family and discuss
areas of improvement
and areas of continued
concern. During these
calls a student’s
gradebook is review,
along with their AOPR
report. The discussion is
then recorded in the
student’s progress
monitoring log.

(3/24/20)