CSTP 5: Assessing Students for Learning
Element Emerging
Is aware of the purposes
and characteristics of for-
mative and summative as-
sessments. 9/29/18
5.1 Applying knowl-
edge of the purposes,
characteristics, and
uses of different types
of assessments
I do have a basic knowl-
edge of assessment when it
comes to assessing students
along the way or at the end
of a unit or lesson. Howev-
er, I feel that my knowl-
edge in this area has much
room to grow. 9/29/18
Exploring
Explores the use of differ-
ent types of pre-assess-
ment, formative and sum-
mative assessments.
5/10/19
Begins to identify specific
characteristics of assess-
ments that yield different
types of information about
student preparedness,
progress, and proficiency.
Yes! With the inquiry I did
with the ILP this semester,
I have had the opportunity
to explore different types of
assessments, including the
use of formal and written
assessments even in a mu-
sic classroom. 5/10/19
Applying
Decides on the purpose for
assessment and skills to be
assessed to select appropri-
ately matches pre-, forma-
tive and summative as-
sessments.
Selects assessments based
on clear understanding of
the purposes and character-
istics of assessments to
support student learning.
12/12/19
This is one area where
I see consistent and
solid improvement.
Doing the FOTIP pro-
gram has definitely
challenged me to im-
plement so many dif-
ferent kinds of assess-
ments. Every semester,
I gain more mastery of
different assessment
types and the best
ways to implement each
one in order to support
student learning.
12/12/19
Integrating Innovating
Develops and adapts the Demonstrates purposeful
range of appropriate as- use of a wide range of as-
sessments to address ques- sessments to support differ-
tions about students’ learn- entiated student learning
ing needs and progress. needs and reflect progress.
Integrates a variety of char- Draws flexibility from a
acteristics into assessments repertoire of appropriate
to allow students with a assessment options and
ranges of learning needs to characteristics to maximize
demonstrate what they student demonstration of
know. knowledge.
Exploring new forms
of assessment this year
has forced me to re-
flect on the purpose,
scope, and effective-
ness of each assess-
ment. I now have more
experience with choos-
ing and implementing
assessments to support
learning in different
ways. 5/5/2020
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess stu-
dent learning. 9/29/18
Follows required processes
5.2 Collecting and ana- for data analysis and draws
lyzing assessment data conclusions about student
from a variety of learning. 9/29/18
sources to inform in-
struction.
Exploring
Explores collecting addi-
tional data using supple-
mental assessments.
Make adjustments in plan-
ning for single lessons or
sequence of lessons based
on analysis of assessment
data. 5/10/19
Applying
Collects a variety of formal
and informal assessment
data on student learning.
Uses analysis of a variety
of data to inform planning
and differentiation of in-
struction.
Integrating
Designs and integrates an
assessment plan that pro-
vides formal and informal
assessment data on student
learning.
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide plan-
ning and differentiation of
instruction.
Innovating
Infuses assessments strate-
gically and systematically
throughout instruction to
collect ongoing assessment
data appropriate for the
range of learner needs.
Uses results of ongoing
data analysis to plan and
differentiate instruction for
maximum academic suc-
cess.

I have not yet incorporated
very many types of assess-
ment in my classroom. I
know that music is perfor-
mance-based, but I would
like to learn better ways of
assessing student under-
standing that do not all
involve testing a student’s
performance ability.
9/29/18
Similar to what I said in the
previous element I have
been exploring different
types of assessment this
year. Analyzing and learn-
ing from this data has been
extremely valuable in help-
ing me to plan lessons
(such as over how many
lessons should I teach con-
cept, or what strategies
should I employ in a les-
son). Grateful for the tan-
gible growth here. 5/10/19
Similar to what I said
above, I have been continu-
ing to expand the use of a
wider variety of assessment
types every year in my
classroom. I analyze and
learn about my students
from this data and plan my
teaching accordingly.
12/12/19
Again, I have learned
several new forms of
assessment in this past
several weeks and
months and I am not
incorporating many
sets of data into not
only my assessments
but my instructional
planning. 5/5/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors ad- Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data ditional assessment data variety of data on student broad range of data indi- work and fosters colleagues
both individually and as required by site and dis- individually and with col- learning individually and vidually and with col- ability to identify and ad-
with colleagues, to trict processes. 9/29/18 leagues and identifies with colleagues to identify leagues to analyze student dress causes for achieve-
monitor student learn- learning needs of individ- trends and patterns among thinking and identify un- ment patterns and trends.
ing ual students. 12/12/19 groups of students. derlying causes for trends.

Most assessment data I
collect from my students
does not get shared outside
my classroom. I use this
information as best I can to
inform instruction. Because
I am the only teacher in my
subject at my school, I only
speak with colleagues
about a student if that stu-
dent is struggling signifi-
cantly. I would love to
learn more about how to
use collaborate with col-
leagues to help student
learning. 9/29/18
While I still do not usually
collaborate with colleagues
in this way (again… I am
the only music teacher at
my school); I have been
doing better at reaching out
to other experts (teachers at
my site and music teacher
friends) in order to help me
interpret student data and
support student learning in
my classroom. 12/12/19
Distance learning has
given me more oppor-
tunities to connect
with colleagues and
get their input on the
different data I am col-
lecting. I now regular-
ly share data with oth-
er teachers to get their
feedback and help.
5/5/2020

I am challenged by this
element as the only music
teacher at my school. I
have yet to figure out a
situation in which it would
be helpful or necessary for
me to review student as-
sessment data with col-
leagues at my school.
That said, I do sometimes
discuss student progress
with music teacher friends
outside of my school and
learn from their insights.
But in-depth review of stu-
dent data is done in isola-
tion. 5/10/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Uses data from assessments Uses data from available
provided by site and district assessments to establish
to set learning goals for the content-based learning
class. goals for class and individ-
ual students in single
5.4 Using assessment lessons or sequences of
data to establish learn- Plans instruction using lessons. 9/29/18
ing goals and to plan, available curriculum guide-
differentiate, and mod- lines. Plans adjustments in in-
ify instruction struction to address learn-
ing needs of individual
students. 9/29/18
While this is an area I have I am beginning to step into
room to grow in, I do my
best to use assessment data
to inform instruction. Un-
derstanding what my stu-
dents know and can do
helps me set realistic goals more about them and how
that focus on growth as
individually as I can.
9/29/18
While I have had some
improvement in this area, I (rather than only looking at
know that for me to move
to the Applying step, I need standards). 12/12/19
to do a better job of includ-
ing differentiated instruc-
tion in my plans from the
beginning. I am usually
able to differentiate for my
students but almost always
it is in response to student
performance. Anticipating
more challenges would be a
big step for me. 5/10/18
Applying
Uses a variety of assess-
ment data to set student
learning goals for content
and academic language.
12/12/19
Plans differentiated lessons
and modifications to in-
struction to meet students’
diverse learning needs.
the Applying category in
this element. As I learn
more and more about my
students via assessments
throughout the year, I know
to serve them. I am seeing
how using assessment data
to plan learning goals helps
my students to be more
successful in the long run
curriculum goals or content
Integrating Innovating
Uses a broad range of data Reflects on data continu-
to set learning goals for ously to make ongoing re-
content and academic lan- finements to learning goals
guage that are integrated for content and academic
across content standards for language for the fill range
individuals and groups. of students.
Plans differentiated instruc- Uses data systematically to
tion targeted to meet indi- refine planning, differenti-
vidual and group learning ate instruction, and make
needs. ongoing adjustments to
match the evolving learning
Modifies lessons during needs of individuals and
instruction based on infor- groups.
mal assessments.
I continue to learn
more and more about
my students every day.
While distance learn-
ing has made some-
things difficult, it has
giving me a chance to
reflect on my practice
in this area. I work to
differentiate instruc-
tion to meet the needs
of all students.
5/5/2020
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives, out-
comes, and summative as-
sessment results. Recog-
nizes the need for individ-
5.5 Involving all stu- ual learning goals. 9/29/18
dents in self-assess-
ment, goal-setting, and Monitors progress using
progress monitoring available tools for record-
ing.9/29/18
I do communicate learning
goals to my students in our
lessons. However, I see that
I could certainly grow to-
wards individualizing those
goals as well as involving
students in self-assessment
and goal-setting.
I find this easier to do in
my smaller instrumental
music classes than I do in
my general music classes.
9/29/18
Exploring
Begins to encourage stu-
dents to establish learning
goals through single
lessons or sequence of
lessons that include goal
setting exercises.
Provides students with op- Guides students to monitor
portunities in single lessons and reflect on progress on a
or sequence of lessons to
monitor their own progress
toward class or individual
goals. 5/10/19
I have been doing a better
job of giving students op-
portunities to reflect on
their own progress and
think about their own
goals. One simple way in
my instrumental music
classes is to simply ask
students to give a “thumbs
up, thumbs down, or
thumbs sideways” to assess
how they feel about their
performance during group
playing. This is a small step
but it gives me much better
insight into how the stu-
dents feel about their learn-
ing and helps students feel
like the instruction is more
closely tied to their needs.
5/10/19
Applying
Models and scaffolds stu-
dent self-assessment and
goal setting processes for
learning content and acad-
emic language develop-
ment.
regular basis. 12/12/19
One of the ways I have
been doing this recently is
requiring at-home practice
from my band students. I
have been working with my
students to develop self-
reflective methods for their
practice sessions, and help-
ing them understand that
mindless “practice” without
self-assessment does not
help students make
progress. 12/12/19
Integrating Innovating
Implements structures for Provides systematic oppor-
students to self-assess and tunities for student self-
set learning goals related to assessment, goal setting,
content, academic lan- and progress monitoring.
guage, and individual
skills. Develops students’ meta-
cognitive skills for analyz-
Integrates student self-as- ing progress and refining
sessment, goal setting, and goals towards high levels
progress monitoring across of academic achievement.
the curriculum.
This semester has giv-
en be better and better
opportunities to inte-
grate self-assessment
and goal setting espe-
cially for my instru-
mental music students.
I give my students
weekly challenges and
they work towards ac-
complishing them on a
regular basis. 5/5/2020
CSTP 5: Assessing Students for Learning
Element Emerging
Uses available technologies
to record assessments, de-
termine proficiency levels,
and make required com-
5.6 Using available munications about student
technologies to assist in learning. 5/10/19
assessment, analysis,
and communication of
student learning
In my classroom I only use
occasional written assess-
ments and primarily use
informal assessment (ob-
serving whether students
can perform a song, activi-
ty, etc.) There is a lot of
room to explore the use of
technology for the purpose
of assessment. 9/29/18
While I have definitely
been exploring different
types of assessments, I still
have not explored the use
of technology when it
comes to implementing,
analyzing, or communicat-
ing assessment data. This
will be an area to explore
next year. 5/10/19
Exploring
Explores use of additional
technologies to implement
individual assessments,
record results, and commu-
nicate with administration,
colleagues, and families
about student learning.
12/12/19
I have had significant
improvement in this
area. I have explored
many new technologies,
such as FlipGrid, Google
Classroom, Remind, and
others for assessing stu-
dents and communicat-
ing with parents about
student progress.
12/12/19
Applying
Uses technology to design
and implement assess-
ments, record and analyze
results, and communicate
about student learning with
administration, colleagues,
families, and students. En-
sure that communications
are received by those who
lack access to technology.
Integrating Innovating
Integrates a variety of tech- Use a wide range of tech-
nologies into the develop- nologies to design, imple-
ment, implementation, ment, and analyze assess-
analysis of assessments, ments and provides for an
and communication of stu- in depth and ongoing
dent learning to all audi- communication regarding
ences. student learning to all audi-
ences.
I really believe that I
have jumped leaps and
bounds recently in this
area. I have learned
many new tools and
ways to monitor stu-
dent progress and I am
implementing them in
different ways as well.
I am grateful for the
opportunities recently
to learn more and
more. 5/5/2020
CSTP 5: Assessing Students for Learning
Element Emerging
Provides students with
feedback through assessed
work and required summa-
tive assessments.
5.7 Using assessment Notifies families of student
information to share proficiencies, challenges,
timely and comprehen- and behavior issues
sible feedback with through school mandated
students and their fam- procedures. 9/19/18
ilies
Exploring
Provides students with ad-
ditional feedback based on
formative assessments from
single lessons or sequence
of lessons. Seeks to provide
feedback in ways that stu-
dents understand. 5/10/19
Communicates with fami-
lies about student progress,
strengths, and needs at re-
porting periods. Contacts
families as needs arise re-
garding struggling students
or behavior issues.
12/12/19
Applying
Provides students with
clear and timely informa-
tion about strengths, needs,
and strategies for improv-
ing academic achievement.
Provides opportunities for
comprehensible and timely
two-way communications
with families to share stu-
dent assessments, progress,
raise issues and/or con-
cerns, and guide family
support.
Integrating Innovating
Integrates the ongoing Facilitates students’ leader-
sharing of comprehensible ship in seeking and using
feedback to students from ongoing comprehensible
formal and informal as- communications about in-
sessments in ways that dividual student progress
support increased learning. and ways to provide and
monitor support.
Communicates regularly
with families to share a
range of assessment infor-
mation that is comprehen-
sible and responsive to
individual student and fam-
ily needs.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Other than regular class- I am getting better at com-
room feedback, students municating assessment data
receive feedback on quar- with students. As I learn
terly report cards. I interact
about the relationship be-
more often with the stu- tween student motivation
dents’ classroom teachers and assessment perfor-
than I do with their fami- mance, I am learning that
lies, so it would be good better communication
for me to learn good meth- about progress helps stu-
ods of communication. dents feel more involved in
9/29/18 their learning process. For
example, giving quick
feedback on a quiz’s results
helps students feel con-
nected to their result (good
or bad) and to reflect on
their own needs for suc-
I have yet to figure out how cess. 5/10/19
to really communicate stu-
dent progress with families I have gotten much better
when all communication at reaching out and com-
passes first through the municating with parents
classroom teachers. 5/10/19 about student progress and
behavior. I have been able
to partner with parents in
multiple ways to help their
child succeed academically
and with their behavior.
Applying Integrating Innovating
This is another area
where I have improved
significantly in a short
amount of time. Again,
distance learning has
forced me to change
the way I do things,
and in this area I find
myself much more
frequently in contact
with students and par-
ents about student
progress. I have
learned new ways of
communication that I
will take with me be-
yond this distance
learning period.
5/5/2020