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
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
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 reflect
summative assessments. progress. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
Regular scheduled Through the use of Pear
assessments are school- Deck, I can easily see the
wide and occur at regular work of each student
intervals. In addition, immediately as they
online assessments that respond to questions on
test what students have the spot. This allows me
learned are included on a to see what they need
regular basis using help with either short
various sites such as term, or long term. I can
Freckle, GetEpic, differentiate in my
BrainPop, and Flipgrid. questioning based on the
Writing tasks and quizzes responses of my students.
also help for students to 11/9/20
show what they know.
7/19/20
Using Edpuzzle, I could
view student progress
with math concepts
learned during class. In
addition, for language
arts, I had Google Slides
that had prompts for the
class. Once they were
finished, they submitted
them so I could view
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

them for informal
assessments. We did
MAP testing, Star testing,
and Step-Up to Writing
pre, and post
assessments. 04/20/21
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 Exploring Applying Integrating Innovating

Data collected from Using Padlet, Mentimeter, After using Edpuzzle and
formal and informal Quizlet, and Kahoot IXL, I could easily see
assessments provide allows for me to see a what level my students
useful information to help percentage of students were at during specific
me with my planning. that may need to have lessons so I could plan
Online, paper, and verbal additional small group instruction for my low,
assessments give a instruction for re- medium, and high
variety of options to teaching. I use these tech learners. 04/01/21
allow the student to tools when teaching math
demonstrate their concepts.11/01/20
understanding. 7/19/20

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Regular meetings with Team meetings within Every Monday during our
my partner teacher gives our middle school grade-level planning
another perspective on department are held so meetings, we used the
how to guide instruction we can discuss individual most recent data from
and monitor our classes. students with learning MAP, Star testing, and
After these meetings, I needs. Accommodations current grades in each
would meet with our are then set for GIFTED class to collaborate with
resource teacher to and students needing one another to drive
discuss individual needs additional support in instructions and plan
of my classroom to put academic areas. needed conferences.
supports in place. 10/15/20 04/21/21
7/19/20

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
5.4 Using assessment
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish
learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to
class. individual students in language. integrated across content and academic language
plan, differentiate,
single lessons or standards for individuals for the fill range of
and modify
sequences of lessons. and groups. students.
instruction
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. instruction to address to instruction to meet instruction targeted to
learning needs of students’ diverse learning meet individual and
individual students. needs. group learning needs.
Modifies lessons during
instruction based on
informal assessments.
Our staff meets monthly During my observation
to discuss alternate ways for my math lesson, I
to plan and differentiate immediately modified my
instruction. Teachers are lesson plan based on
to present on their topic informal feedback
and answer and guide through teaching on my
teachers with their Slide Deck with in
questions. 7/19/20 interactive add-on to it.
Students could work out
problems, and show their
work by responding
online. 11/09/20
to refine planning,
differentiate instruction,
and make ongoing
adjustments to match the
evolving learning needs
of individuals and groups.
A group of high learners
this year needed
individualized attention
for more challenging
content and assignments.
I subscribed to a Gifted
and Talented site for
modified
lessons.03/17/21

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
5.5 Involving all
summative assessment single lessons or processes for learning related to content, setting, and progress
students in self-
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
assessment, goal-
need for individual include goal setting language development. individual skills.
setting, and progress
learning goals. exercises. Develops students’ meta-
monitoring
Guides students to Integrates student self- cognitive skills for
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
After taking a math quiz, Conferences with Students made
students reflect on their students provided an corrections on math
understanding of the opportunity to discuss quizzes and self-
material and set goals to goals, expectations, evaluated themselves to
help them learn and assessment scores, and prepare for upcoming
know their strengths and ideas of how students tests. Conferences with
weaknesses. 7/19/20 could move forward to individual students were
exceed their academic made to assist in their
goals. 10/30/20 evaluation. 04/01/21
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. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.

Google classroom helps Using Google classroom IXL and Edpuzzle assist
students stay informed and Edulastic to develop, with assessing students
with their grades, their implement, analysis, and strengths and
material, and serves as a assess has been a weaknesses in math.
record keeper for quizzes powerful tool in the Students progress with
and tests administered classroom. Adding higher level assignments
through it. In addition, Edulastic has improved a within these programs to
Freckle guides and the capability and maximize their
informs parents of levels possbilites in the productivity and
and topics learned. classroom to manage engagement. 04/01/21
7/19/20 students more effectively
and be more productive
with future lesson
planning. 11/10/20
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 leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students 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.
I have regular Students receive
conferences with parents immediate feedback on
to discuss assessments, assignments, quizzes, and
strengths, and tests and have automatic
weaknesses based on emails sent to them and
formative assessments. their parents. Students
Student meetings are also can access all materials
scheduled on a regular online for future use and
basis with timely goal setting.10/01/20
feedback on all tests.
7/19/20

Students take quizzes on

google Classroom, and
receive immediate
feedback and results.
From there, grades are
entered into the
gradebook, and parents
are notified of non-
passing grades. 04/01/21
CSTP 5: Assessing Students for Learning