CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the Explores the use of different Decides on the purpose for Develops and adapts the range of Demonstrates
purposes and types of pre-assessment, assessment and skills to be appropriate assessments to purposeful use of a wide
characteristics of formative and summative assessed to select address questions about range of assessments to
formative and assessments. appropriately matches pre-, students’ learning needs and support differentiated
5.1 Applying summative formative and summative progress. student learning needs
knowledge of assessments. Begins to identify specific assessments. and reflect progress.
the purposes, characteristics of Integrates a variety of
characteristics, assessments that yield Selects assessments based characteristics into assessments Draws flexibility from a
and uses of different types of on clear understanding of to allow students with a ranges repertoire of
different types information about student the purposes and of learning needs to demonstrate appropriate assessment
of assessments preparedness, progress, characteristics of what they know. options and
and proficiency. assessments to support characteristics to
student learning. maximize student
demonstration of
knowledge.
I am emerging in how For general music, my In my 3rd semester Pop This CSTP is aligned with NBPTS
look at multiple sources students complete this Cycle lesson, I am assessing Proposition 3: Teachers are
of information and pre-assessment at the start students throughout the responsible for monitoring and
student data. I am of the year. Student data class period. In the first slide managing student learning.
emerging in my use of from this form allows me to I assess for how many ways According to this proposition:
culturally responsive see gaps in content students can play quarter “teachers engage students in the
formative (EL, PM) knowledge of music theory notes by using body learning process, and
assessments. I am and areas of proficiency percussion or other musical teachers call on multiple
ways. I am assessing if
aiming to develop my which inform my future methods to meet their
students can observe and
repertoire of varied instruction of music theory. instructional goals”. I am
play quarter notes and
formative assessments. This listening activity eighth notes using
broadening my repertoire of
I am emerging in how serves as a formative traditional notation. The assessment tools and strategies. I
to effectively analyze assessment where students next assessment is to use different assessments for
student assessment demonstrate what they can identify the rhythm of Baby ensemble classes and general
data so that it can audiate in a song. Student Shark. I am assessing music classes. In general music
effectively inform results from the listening students through the teacher classes I use traditional Orff
future instruction. I am activity informs my future view in Pear Deck as they assessments and strategies. In
emerging in aligning instruction and planning. I match rhythmic patterns and my ensemble and performance-
my formative implement individual create rhythmic patterns. based classes, I assess students
assessments and playing tests which serve as Assessments drive the through formal concert
summative summative assessments. learning. In the final performances and informal in-
assessments so that the Playing tests allow me to assessment students must class informances. Students are
learning outcome is track students' skill level use the rhythms to make the engaged in the assessment
supported and and progress on their accompaniment to the song process.
achieved. (9/17/2022) instruments. (3/31/23) Great Big House. (Fall 2023) (Spring 2024)
 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Use data from required Explores collecting Collects a variety of formal Designs and integrates an Infuses assessments
assessments to assess additional data using and informal assessment assessment plan that provides strategically and
student learning. supplemental assessments. data on student learning. formal and informal assessment systematically
data on student learning. throughout instruction
5.2 Collecting Follows required Make adjustments in Uses analysis of a variety of to collect ongoing
and analyzing processes for data planning for single lessons data to inform planning Uses data analysis of a broad assessment data
assessment data analysis and draws or sequence of lessons and differentiation of range of assessments to provide appropriate for the
from a variety of conclusions about based on analysis of instruction. comprehensive information to range of learner needs.
sources to student learning assessment data. guide planning and
inform differentiation of instruction. Uses results of ongoing
instruction. data analysis to plan
and differentiate
instruction for
maximum academic
success.
Emerging in the In my semester 2 pop cycle Examples of formal This CSTP is aligned with NBPTS
development and lesson, I collected & assessments include Standard 3: Planning and
implementation of my analyzed data and student performances, Implementing Assessment
repertoire of diagnostic, conducted 'student work' student creations, student “Accomplished music teachers
formative and analyses. I analyzed student in-class informances and plan and implement
summative assessments data from: listening sharings. When possible assessments, …and employ a
that support music exercises, group and feasible I like to record variety of methods to evaluate
standards. Emerging in discussions, and their students when they are and report student progress.”
ensuring that
individual ballad doing a formal assessment In my general music classes,
assessments are
compositions. On a regular because then students can students are assessed through
culturally and
developmentally
basis, I conduct informal watch themselves and what these 4 main Orff-based
appropriate. Currently observations of my they produced. Recording pathways: imitation, exploration,
mostly relying on students. I make notes and students and allowing them improvisation and creation or
in-class observations of records of my observations. to review their work allows composition. Sometimes I assess
activities and making In the future I hope to students to engage deeper students through in-class
anecdotal notes and incorporate more in their learning as they informances, and/or through
records. Emerging how journaling tasks which will conduct an authentic formal concert performances. I
to implement and create serve as an additional data self-assessment. Sometimes I also assess students as a
“problem solving tasks” point. Since my school does require students to complete whole-class while they are
in Gen. Music. Consulting not pay for a music a self assessment using a playing singing games like Let us
with other best curriculum, I am exploring criterion based rubric, and Chase the Squirrel. All these
assessment strategies multiple ways to create sometimes I allow students assessments are the data that I
for general music class. assessment instruments to complete an informal collect and analyze. The analysis
(9/17/22) which allow me to collect self-assessment without a of the student data informs my
student data.(3/31/23) rubric. (Fall 2023) future instruction. (Spring 2024)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
5.3 Reviewing Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a broad Facilitates collaborative
data, both available assessment additional assessment data variety of data on student range of data individually and work and fosters
individually and data as required by site individually and with learning individually and with colleagues to analyze colleagues ability to
with colleagues, and district processes. colleagues and identifies with colleagues to identify student thinking and identify identify and address
to monitor learning needs of individual trends and patterns among underlying causes for trends. causes for achievement
student students. groups of students. patterns and trends.
learning
Emerging in my I attend staff meetings The main source of data This CSTP is aligned with the
understanding of how where teachers that our school uses to Teacher Leader Model Standards
students are not collaboratively discuss Domain 5: The teacher leader is
monitor student learning
expected to take a student assessment data knowledgeable about current
standardized test for the and make instructional
to identify trends, and research on classroom- and
VAPA subjects and how plans is the Renaissance
patterns among groups of school-based data and the design
this affects what sources Star Assessments. I and selection of appropriate
of student data I can students. In these attend staff meetings
meetings teachers discuss formative and summative
reliably consult and where teachers assessment methods. The
analyze for student data. future learning plans and collaboratively discuss teacher leader shares this
Currently mostly whether they should do a
assessing student
student assessment data knowledge and collaborates with
re-teach of content. I am
in-class work. Emerging to identify trends, and colleagues to use assessment and
exploring because I am other data to make informed
in how to analyze still doing more listening
patterns among groups
student work so that it of students. As a faculty, decisions that improve learning
in meetings rather than for all students and to inform
can: inform future we are informed about
speaking. I feel that I am a school and district improvement
instruction, inform how school trends and
I differentiate part of a strong PLC. Based strategies. As a school-wide staff,
on what is being discussed patterns. In faculty we engage in reviewing data to
instruction, inform how
in the meeting, I aim to meetings we collaborate monitor student learning. This
I group students,
inform what needs to adjust my lesson plans and discuss how to best past year, my school did its
be re-taught. As the accordingly to support meet the needs of periodic accreditation and I
only music teacher, I student learning and students. As the music would say that we especially met
am emerging in how I especially the needs of the teacher, I see myself able this standard through this
will collaborate with focus students. My subject to support the ELA/ELD process. I would like to mention
the gen. ed. teachers area allows me to support goals since folk and pop that my subject area, music, does
and share relevant ELD/ELA goals effectively songs are rich in text and have standardized testing.The
student information to in general music settings. I main source of data that our
language. In my role I do
identify student am still exploring how to school uses to monitor student
not have to administer learning and make instructional
strengths, funds of implement other academic standardized state plans is the Renaissance Star
knowledge and areas and ELD needs in
for growth. (9/17/22) assessments. (Fall 2023) Assessments.
ensemble settings.
Spring (2024)
(3/31/23)
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 data to set Reflects on data
assessments provided assessments to establish assessment data to set learning goals for content and continuously to make
by site and district to content-based learning student learning goals for academic language that are ongoing refinements to
set learning goals for goals for class and content and academic integrated across content learning goals for
5.4 Using
the class. individual students in single language. standards for individuals and content and academic
assessment data
lessons or sequences of groups. language for the fill
to establish
Plans instruction using lessons. Plans differentiated instruction range of students.
learning goals
available curriculum Plans adjustments in Plans differentiated lessons targeted to meet individual and Uses data systematically
and to plan,
guidelines. instruction to address and modifications to group learning needs. to refine planning,
differentiate,
learning needs of individual instruction to meet Modifies lessons during differentiate instruction,
and modify
students. students’ diverse learning instruction based on informal and make ongoing
instruction
needs. assessments. adjustments to match
the evolving learning
needs of individuals and
groups.
Emerging in my I am exploring as many In this lesson themed This CSTP is aligned with Standard
understanding of how ways to create assessment around superheroes, I am 3: Planning and Implementing
students are not instruments which allow assessing students' use of Assessment: “ Accomplished music
expected to take a me to collect student data. language as they engage with teachers plan and implement
standardized test for In my Pop Cycle, students’ the text because that is the assessments, use assessment data
the VAPA subjects in CA final ballads served as pre-assessment for playing in planning subsequent
(and at my school site) student data or evidence of the rhythms. Next, I have instruction, and employ a variety
In ensemble classes I learning & understanding. students playing the rhythms of methods to evaluate and report
on different percussion student progress. I use
am heavily relying on Assessing and grading the
instruments. Each unique assessments such as: concerts and
student playing ability ballads allowed me to
instrument presents its own performances, in-class
during whole class establish next steps for assessment and opportunity informances, singing games,
instruction rehearsal learning. After grading the for differentiation. In this dancing games, exit tickets, Make
time to plan future ballads, I learned what lesson I will assign students Music data, to help me set learning
instruction. In Gen. types of scaffolds students into small groups and they goals. I use multiple and
Music, I am using data needed the next units. In will create their own differentiated assessment sources
from student in-class grading the ballads I assess rhythmic patterns based on to help revise instructional plans.
work. Emerging what needs a reteach. For their own favorite I regularly meet with students and
learning how to example if I need to reteach superheroes which they use assessment data to help my
leverage varied types of what a stanza is, I will must set to rhythm. If I need students set learning goals and
formative assessment reteach ‘stanza’ in the next to further differentiate by guide students to take ownership
that help me design unit when students learn challenging my students I of their learning. Based on
future targeted about music of the civil war. can canonize this pattern. students' data, I am able to make
instruction. (9/17/22) (3/31/23) (Fall 2023) informed differentiated goals and
plans. (Spring 2024)
 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess and set opportunities for
outcomes, and learning goals through and goal setting processes learning goals related to content, student
summative assessment single lessons or sequence for learning content and academic language, and self-assessment, goal
5.5 Involving all
results. Recognizes the of lessons that include goal academic language individual skills. setting, and progress
students in
need for individual setting exercises. development. monitoring.
self-assessment,
learning goals. Integrates student
goal-setting,
Provides students with Guides students to monitor self-assessment, goal setting, and Develops students’
and progress
Monitors progress opportunities in single and reflect on progress on a progress monitoring across the meta-cognitive skills for
monitoring
using available tools for lessons or sequence of regular basis. curriculum. analyzing progress and
recording. lessons to monitor their refining goals towards
own progress toward class high levels of academic
or individual goals. achievement.
Emerging in developing For ensemble classes, I am I recently discovered these 2 This CSTP is aligned with Standard
strategies for how I exploring how to teach books: Maximizing Student 3: Planning and Implementing
include students in the self-assessment through the Performance -Practice and Assessment Accomplished music
learning process. use of this performance Reflection in Band and teachers plan and implement
This semester, I began rubric and practice log Orchestra and Maximizing assessments, use assessment data
writing the objective on form. I am beginning to Student Performance in planning subsequent
the white board. I am observe students reflecting National Core Arts Standards instruction, and employ a variety
starting to provide on various facets of their in General Music that have of methods to evaluate and report
helped me implement CSTP student progress.” In ensemble
students with rubrics. I playing including: rhythmic
5.5. These books include classes students are assessed as
am emerging and accuracy, note accuracy,
worksheets and rubrics for they are actively using their
learning what types of tone quality, tempo, self-assessment, and they instruments during class or in a
rubrics (analytic/ articulation and posture. provide students with concert. In a rehearsal,
developmental/holistic The self-assessment rubric strategies and tools for assessment is an interactive
) are suitable for and practice log form are setting goals in music. I have process because the teacher is
various types of explicitly related to next implemented the resources facilitating the rehearsal while the
assessment. steps for learning, goal in my classroom and they students play their instruments. I
In ensemble class, setting and progress have helped my students provide opportunities for all
students engage in monitoring. In my Folk become self directed students to demonstrate and
self-assessment of their Music Unit, I consistently learners. The author reflect on their learning by using
performances. I am wrote the objective provides 24 pages of performance rubric and practice
emerging in the on the board and I assignments and rubrics, logs. I provide students with this
implementation of provided students with a sequenced to each self-assessment rubric. This is a
reflection journals for rubric which provided cornerstone assessment and list of student discussion protocols
self-reflection for Gen. students the opportunity to standards-based artistic that encourage students to have
music and ensemble monitor their own learning. process. These books have peer discussions about work
classes. (9/17/22) (3/31/31) greatly enhanced my quality or processes. I guide
pedagogy. (Fall 2023) students to check their grades in
Gradelink. (Spring 2024)
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 implement and implement technologies into the technologies to design,
5.6 Using assessments, determine individual assessments, assessments, record and development, implementation, implement, and analyze
available proficiency levels, and record results, and analyze results, and analysis of assessments, and assessments and
technologies to make required communicate with communicate about communication of student provides for an in depth
assist in communications about administration, colleagues, student learning with learning to all audiences. and ongoing
assessment, student learning. and families about student administration, colleagues, communication
analysis, and learning. families, and students. regarding student
communication Ensure that learning to all
of student communications are audiences.
learning received by those who lack
access to technology.

Student recordings I use MakeMusic to Some tech tools that I use This CSTP is aligned with ISTE
allow students to facilitate & enhance in-class which assist in the Standard 2.7.b-Learning
self-assess, and inform playing tests and take-home assessment include Rubric Catalyst- Analyst: “Use
future instruction. practice assignments. Maker, Gradelink, and Pear technology to design and
I am emerging MakeMusic allows students Deck. Gradelink is my implement a variety of formative
incorporating to play their instruments schools' assessment and summative assessments that
technology during Gen. into the computer or tablet, management system and is accommodate learner needs,
Music. My school uses and this app grades the where all the teachers input provide timely feedback to
their grades and issue report
google classroom and students' performance in students and inform instruction.”
cards and progress reports.
chromebooks. I am real-time. Incorrectly PearDeck, MakeMusic,
Rubric Maker allows me to
emerging in my use of a played notes are marked in make customizable rubrics
ChromeLab, and Rubric Maker,
digital reflection red, and green-marked that are specific to my and Music PlayOnline are all
journal and BandLab notes informs the student students' assignments and tech-based tools that are
for PBL tasks. Parents that they played that part projects. Pear Deck is a tool integrated into my assessments.
have access to correctly. This app that I use all the time to These tools communicate
gradelink and google communicates to students implement daily assessment results to students
classroom. I am and parents what they have assessments. I use different and parents in real-time. These
emerging in sending learned and what they have assessment tools for tools also communicate to me
emails to parents about yet to learn. For general different purposes and and provide student assessment
student performance music, I am exploring how contexts. Each tool is used to data in a timely manner. My
and progress. Parents to incorporate tech tools collect data that is analyzed school uses the google classroom
are notified like Pear Deck and Chrome and communicated with for our learning management
electronically about Music Lab and exploring parents, families, and and communication about
upcoming student how to share relevant colleagues so support assessments .
performances. information with others. student learning. (Fall 2023) (Spring 2024)
(9/17/22) (3/31/23)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with Integrates the ongoing sharing of Facilitates students’
feedback through additional feedback based clear and timely comprehensible feedback to leadership in seeking
assessed work and on formative assessments information about students from formal and and using ongoing
5.7 Using required summative from single lessons or strengths, needs, and informal assessments in ways comprehensible
assessment assessments. sequence of lessons. Seeks strategies for improving that support increased learning. communications about
information to to provide feedback in ways academic achievement. individual student
share timely Notifies families of that students understand. Communicates regularly with progress and ways to
and student proficiencies, Provides opportunities for families to share a range of provide and monitor
comprehensible challenges, and Communicates with comprehensible and timely assessment information that is support.
feedback with behavior issues families about student two-way communications comprehensible and responsive
students and through school progress, strengths, and with families to share to individual student and family
their families mandated procedures. needs at reporting periods. student assessments, needs.
Contacts families as needs progress, raise issues
arise regarding struggling and/or concerns, and guide
students or behavior issues. family support.
I am emerging in My school uses a program The web-based tool Make This CSTP is aligned with NBPTS
developing called Gradelink where Musicallows me to assign Standard 7: Collaboration
communication teachers can connect with work to students and “Accomplished music teachers
strategies that are students and parents. grades students' work in a understand and value the
culturally responsive to Gradelink has allowed me timely fashion. This distinctive role of families,
the families of my to share timely information software allows students to colleagues, the community, and
students. I currently and comprehensible complete musical others in the music education
mostly use emails to feedback about grades, assignments by playing into process and continually seek
communicate behaviors and attendance their microphone and opportunities to build
information to parents to parents and guardians. computer. Once students partnerships with them.”I
about learning goals Through Gradelink, I am submit their work, the provide assessment results at all
and performances. able to contact families as computer grades their conferences and meetings. I
Student performances needs arise regarding playing based on criteria often provide informed
are posted on the struggling students or that I can choose. Since this suggestions or materials to
school website. behavior issues. Concert app is incorporated into the parents / caretakers/guardians
Sometimes I write performances function as google classroom, students on how to assist and support
hand-written notes to great opportunities to and parents have access to students at home.I communicate
parents/guardians so communicate and exhibit student information and regularly with parents as needed
that student learning is student progress. In the progress. Parents can email about students’ assessments. I
supported at home. future I hope to start me and I respond to emails speak to aides, resource
Monthly progress implementing a periodic within 24 hours on teachers, and other support staff
reports and evaluations newsletter for ensemble weekdays. (Fall 2023) etc. in order to communicate
are issued to parents. classes. (3/31/23) student progress and needs. I
(9/17/22) submit progress reports, online
grades, and I give constructive
feedback (Spring 2024)
CSTP 5: Assessing Students for Learning