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
Begins to identify specific
knowledge of the
characteristics of
purposes,
assessments that yield
characteristics, and
different types of
uses of different
information about
types of assessments
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.
(7/19/19) 4/7/2020
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. (11/30/19)
(7/19/19) 4/7/2020

I use the standards, Assessments range from

create objectives, and verbal questioning, to
work backwards which formal essays. There are
enables me to create also exit tickets, project
assessments that meet based assessments, and
the skills that need to be quizzes. (11/30/19)
assessed. Also, I use
multiple short Students have the ability
assessments to check in to complete some quizzes
with students and see verbally, some written,
where they are at some on the internet, and
according to what is even some that allow
required of them. I also them to receive feedback
list the objectives on the as they go.(11/30/19)
assessment, so the
students can reference A variety of assessments
what we have been doing are used to check in with
in class to help them. . student understanding
(7/19/19) and progress. In class
questions, classwork
My assessments are not assignments, homework
multiple choice. They assignments, review,
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

require the students to tests
show what they know (written and online).
and what they have 4/7/2020
learned. The questions
require examples and
explanation. .(7/19/19) Worked with faculty to
create, use, and identify
the best practices
involved in the use of
exit-tickets in the
classroom. 4/7/2020

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
Follows required (7/19/19) on student learning. collect ongoing
processes for data Make adjustments in assessment data
5.2 Collecting and
analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
analyzing
conclusions about lessons or sequence of of data to inform broad range of of learner needs.
assessment data
student learning lessons based on analysis planning and assessments to provide 4/7/2020
from a variety of
of assessment data. differentiation of comprehensive
sources to inform
instruction. .(7/19/19) information to guide
instruction.
planning and Uses results of ongoing
differentiation of data analysis to plan and
instruction. (11/30/19) differentiate instruction
for maximum academic
success. 4/7/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Informal assessments of
students abilities
happens daily and is
tracked on an
individually labeled index
card with a +, check, -
system to check in with
students daily. Exit
tickets and objective
check-ins are also utilized
consistently. Formative
assessments are done in
the middle and at the end
of units. STAR testing is
done triennially. .
(7/19/19)
I use the information
from the assessments
when planning small
group work as well as one
on one conferencing.
Some students receive
packets to help support
learning. STAR test is
good at providing data on
needs and growth as well.
.(7/19/19)
Reviews and monitors Reviews and monitors Reviews and monitors a
available assessment data additional assessment variety of data on student
5.3 Reviewing data,
as required by site and data individually and learning individually and
both individually and
district processes. with colleagues and with colleagues to
with colleagues, to
identifies learning needs identify trends and
monitor student
of individual students. patterns among groups of
learning
students.
Integrating Innovating
In first grade, I planned Assessments are
and organized many completed each lesson
different types of through discussion and
assessments throughout classwork, there is
the year to monitor the one exit ticket a week to
students’ reading check progress,
progress. Both formal and one quiz every two
informal testing was weeks, and one test a
utilized. Individual month. 
students that needed
extra help were then Writing notebooks are
pulled for intensive used to monitor the
reading work. progress of student
(11/30/19) writing. Each student
shares his or her writing
As students develop their once a week with me and
writing skills in middle the class. Notes are made
school, their writing is in their notebook to
assessed prior to the demonstrate 4/7/2020
lessons and then again at
the very end to ensure
the progression of skills.
These scores are then
kept all throughout
middle school.
(11/30/19)
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleagues ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends. 4/7/2020
(11/30/19)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I keep a comprehensive Teachers collaborate to
grade book. When I adjust expectations of
worked in a standards curriculum and behavior.
based grading system, I We work together to
had a notebook that make changes as needed
tracked all the students to best support the
and their standards. Then students. A Google
I would meet with the Classroom has been set
grade level up teacher up to help post to all
with work samples to faculty and get feedback
confirm scoring and from everyone. 4/7/2020
progress. This helped me
see which standards still
needed to be met across
the classroom. (7/19/19)

Middle school meeting

allow for time to analyze
common trends in both
the academic setting and
the social setting. Here
concerns and areas of
high interest can be
discussed and students’
needs can be met.
(11/30/19)

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. (7/19/19) 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 Plans differentiated 4/7/2020
available curriculum Plans adjustments in lessons and modifications Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. instruction to address to instruction to meet to refine planning,
learning needs of students’ diverse learning Plans differentiated differentiate instruction,
individual students. needs. (7/19/19) instruction targeted to and make ongoing
meet individual and adjustments to match the
group learning needs. evolving learning needs
(11/30/19) of individuals and groups.
4/7/2020

Modifies lessons during

instruction based on
informal assessments.
(7/19/19) .(11/30/19)
4/7/2020

The assessment data that As I am presenting a

I use comes from: lesson, I am constantly
Informal assessments- looking for
- Questioning understanding through
- Homework questioning, whiteboard
- Classwork work, and general
- Discussion attention. As I am
answers teaching, I adjust, move
- Exit tickets forward, or step back as
- White board students are signaling
work need. (7/19/19)
- Online programs:
Lexia, Reading Data is collected through
Plus, and ALEKS a variety of sources
Formal assessments- including in class
- End of unit tests discussion, exit tickets,
- Standardized homework, classwork,
testing quizzes, and tests.
- Final drafts 11/30/19
- Mid-unit quizzes
All of these are done Office hours provide time
consistently throughout to meet with individual
the lesson to ensure students and address
student understanding of specific needs. This is also
academic language and a good time for one on
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

concepts. (7/19/19)
In writing, reading, and
grammar small group
lessons are planned
based on assessments to
build skills among
different students.
Programs like Lexia,
Reading Plus, and ALEKs
also help with
differentiation as they are
individually paced.
(7/19/19)
one instruction, further
assessment, and small
group work. 11/30/19
After getting feedback
from students,
curriculum during
distance learning
was adjusted to be better
paced for at home work. 
Differentiated instruction
is provided for students
as a way to ensure they
better understand the
requirements. In writing,
this is done through one-
on-one writing
conferences. 4/7/2020

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. 4/7/2020
5.5 Involving all need for individual include goal setting language development. individual skills. .
students in self- learning goals. exercises. (11/30/19)
assessment, goal- Guides students to Develops students’ meta-
setting, and progress Monitors progress using Provides students with monitor and reflect on Integrates student self- cognitive skills for
monitoring available tools for opportunities in single progress on a regular assessment, goal setting, analyzing progress and
recording. lessons or sequence of basis. and progress monitoring refining goals towards
lessons to monitor their across the curriculum. . high levels of academic
own progress toward (11/30/19) achievement.
class or individual goals. 4/7/2020
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Students identify goals in One-on-one conferences
writing. These goals are during our mentoring
their objectives for classes allow teachers to
pushing themselves in interview students about
their writing abilities. goals for the
Some students want to month. Questions are
write more, some want to utilized to direct the
be more creative, some students toward setting
want to increase goals. 4/7/2020
vocabulary. These are
then worked on in small
groups. Students then
assess themselves after
they complete an
assignment to see what
they see as being areas
that they have improved
in or need to keep
working on and then they
set a new goal. SMART
goals are used in the
middle school to help
facilitate overall goal
setting. (7/19/19)

Growth Mindset goals

help students understand
their hard work and
progress. It allows them a
chance to reflect on what
they learned and what
they still need to work on.
I utilized these goals in
fifth grade at the end of
each trimester. 11/30/19
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 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. (7/19/19) learning to all audiences. .
communication of
students. Ensure that (11/30/19)
student learning
communications are 4/7/2020
received by those who
lack access to technology.

Technology used in the Students created SPARK

classroom by both videos to reflect on their
students and myself memoir-writing project
include: for the first
- Google trimester. 11/30/19
Classroom
- Google Slides Parents were
- Boardthing then invited to come and
- Google Forms view the videos to better
- SPARK Video understand what the
- Podcasting students are
- Blog Creation learning. 11/30/19
- NewsELA
- DOGO News Writing updates are sent
- CNN out via Parentsquare so
- Digital parents are informed of
Photography the skills that students
class- Polarr for are working. 11/30/19
Education
- Catholic Teacher Google Quizzes are used
Network to provide immediate
- Projections feedback to students
- Itunes regarding progress in
- Youtube grammar. Communication
- Scribe of scores is sent out
- Weebly automatically to the
(7/19/19) students after
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

completion. Grades are
then posted in an online
grade book to have
immediate feedback on
work and progress.
4/7/2020
 

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that (7/19/19) increased learning. . progress and ways to
student proficiencies, students understand. (11/30/19) 4/7/2020 provide and monitor
challenges, and behavior Provides opportunities support.
issues through school Communicates with for comprehensible and
mandated procedures. families about student timely two-way Communicates regularly
progress, strengths, and communications with with families to share a
needs at reporting families to share student range of assessment
periods. Contacts families assessments, progress, information that is
as needs arise regarding raise issues and/or comprehensible and
struggling students or concerns, and guide responsive to individual
behavior issues. family support. student and family needs.
(7/19/19) .(11/30/19) 4/7/2020

Students receive
feedback on writing Students meet with their
every-other week in mentor teacher every
writer’s workshop week. This allows me to
meetings. Students also provide feedback to the
can be requested to students from all of the
attend office hours to middle school teachers
discuss progress with from academic to
teacher. Students also behavioral needs.
meet with their mentor 11/30/19
teacher weekly to discuss
strengths and needs. Writing notebooks are
Teachers meet every collected and read
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Monday to discuss frequently. This allows
students across the me to provide ongoing
middle school for overall feedback on writing and
progress. (7/19/19) provide the students with
immediate ways to build
Parentsquare is used to their writing skills.
send information to 11/30/19
parents. Powerschool is
also updated weekly to Student feedback can be
share grade progress communicated through
with parents. Meetings submissions on Google
are established on an as Classroom. The comment
needed basis after section really helps the
conferences in October. students make
Progress reports are sent adjustments to their
out at the halfway point work. 4/7/2020
in the trimester.
(7/19/19)