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. 7/14/18
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different different types of
types of assessments 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 progress. 5/9/19 progress.
assessments.12/10/18
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. knowledge.
student learning.
12/10/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
We do assessments
weekly on our different
subjects both graded and
non graded to assess
students progress. We
end our units with a
graded test that gives us a
clear picture of how well
the students grasped the
concept. We also do daily
journals that touch on
skills or areas that we are
currently learning about,
will learn about or as a
review. 7/14/18
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments.
5.2 Collecting and Follows required
analyzing processes for data Make adjustments in
assessment data analysis and draws planning for single
from a variety of conclusions about lessons or sequence of
sources to inform student learning lessons based on analysis
instruction. of assessment data.
Applying Integrating Innovating
Assessments are always While going through the
aligned with curriculum clear credential program
we are teaching in the I completed self-
classroom. We pre-plan assessments to encourage
our assessments based more self-reflection about
off our school curriculum my own teaching. This
and then make the helps me stay up to date
lessons to go along with and motivated to
them. 12/10/18 continuing learning and
teaching to the best of my
Having the long term goal abilities. 5/9/19
already planned helps us
stay focused on our daily
lesson goals. Assessments
are even adjusted on
occasion if we see a
discrepancy between
student learning and
assessment questions.
12/10/18
Collects a variety of Designs and integrates an Infuses assessments
formal and informal assessment plan that strategically and
assessment data on provides formal and systematically
student learning. informal assessment data throughout instruction to
12/10/18 7/14/18 on student learning. collect ongoing
assessment data
Uses analysis of a variety Uses data analysis of a appropriate for the range
of data to inform broad range of of learner needs.
planning and assessments to provide
differentiation of comprehensive Uses results of ongoing
instruction. 7/14/18 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 12/10/18 success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Daily we do journals, Based off assessments
centers and independent and student learning, we
work that are informal plan our upcoming
assessments and relate to curriculum lesson plans
what we are learning. and make all appropriate
This helps me gauge how modifications. Meeting
well my students are with my team weekly to
learning our new concept discuss upcoming
or how well they are curriculum allows for the
retaining a previous one. time for us to talk about
We also do weekly our assessment results
assessments that are and compare amongst
graded to help me see ourselves.5/9/19
progress as well. 7/14/18 12/10/18

Based off this data I will

conference with students
who are struggling or
supplement as well. If I
see the class a whole is
struggling, I know that I
need to revisit that area
and do a re-teach.
7/14/18

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 12/10/18 causes for trends.
7/14/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
There is a strong amount
of collaboration amongst
our teams at my school.
We constantly are
bringing our results from
assessments to share
during lunches or
meetings. This helps us
know where the strong
points and weak points
are amongst our group of
students and what areas
we need to do better with
in the future. 7/14/18
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 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. 7/14/18 individual students in language5/9/19. integrated across content and academic language
5.4 Using assessment single lessons or 12/10/18 standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using
plan, differentiate, available curriculum Plans adjustments in Plans differentiated Plans differentiated Uses data systematically
and modify guidelines. instruction to address lessons and modifications instruction targeted to to refine planning,
instruction learning needs of to instruction to meet meet individual and differentiate instruction,
individual students. students’ diverse learning group learning needs. and make ongoing
7/14/18 needs.12/10/18 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Right now, I don’t do a I always try to have a Every student receives a
good job of physically variety of teaching PLP (Personalized
tracking my students techniques available for Learning Plan) which is
progress beyond grades. I my students. A lot of my based on both
mentally make goals for lessons already include a assessment results and in
them but I think lot of visuals so I try and class performance. These
physically keeping track use other things such as learning goals are
of their progress would hands on learning and communicated with the
help visualize for me and technology to foster all students during class
my students. 7/14/18 my students learning time and with the parents
needs. 7/14/18 electronically and face to
face. 12/10/18

Lessons are consistently

leveled by ability and
many differentiations are
made. I help adapt for
those with fine motor
issues, focus and
attention problems and
those with the wiggles by
using technology and
hands on resources.
12/10/18
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives,
outcomes, and
summative assessment
results. Recognizes the
5.5 Involving all
need for individual
students in self-
learning goals. 12/10/18
assessment, goal-
7/14/18
setting, and progress
monitoring
Monitors progress using
available tools for
recording.
12/10/187/14/18
My students do help me
make a long term
learning goal with some
scaffolding. Since they are
Kindergarteners, I
struggled with ways to
help them track their
progress throughout the
year but I think its
something that can still
be done and something
that I need to work
towards. 7/14/18
Exploring Applying Integrating Innovating
Begins to encourage Models and scaffolds Implements structures Provides systematic
students to establish student self-assessment for students to self-assess opportunities for student
learning goals through and goal setting and set learning goals self-assessment, goal
single lessons or processes for learning related to content, setting, and progress
sequence of lessons that content and academic academic language, and monitoring.
include goal setting language development. individual skills.
exercises. 5/9/19 Develops students’ meta-
Integrates student self- cognitive skills for
Provides students with Guides students to assessment, goal setting, analyzing progress and
opportunities in single monitor and reflect on and progress monitoring refining goals towards
lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 5/9/19 achievement.
own progress toward
class or individual goals.
Students make personal
daily goals and then self-
assess with the guidance
of the teacher to decide if
they accomplished their
goal for the day. If they
did accomplish their goal,
then they can put a check
mark on their daily goal
sheet. 5/9/19

I track my students
progress in our online
gradebook and in my own
record book. We also use
their school assessment
called the CPAA that
shows their progression
with that test through
their years at the school
and taking it. 7/14/18
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
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
7/14/18 about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology
5/9/19. 12/10/18
I use what is provided by Assessments are done
the school which includes mostly the traditional
our online gradebook, our way (paper/pencil) with
online AR and First in the exception of our
Math accounts and our iReady test and also our
school wide testing called AR quizzes. However, all
CPAA. This is the data results are kept
information we use to electronically and are
help us communicate to also communicated to
the parents or colleagues parents and staff
about students academic members via our Alma
progress. 7/14/18 website or emails home.
Students are also given
hard copies of their
assessment results to
take home, too. 12/10/18
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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior 12/10/18 7/14/18 for comprehensible and Communicates regularly support.
comprehensible
issues through school timely two-way with families to share a
feedback with
mandated procedures. Communicates with communications with range of assessment
students and their
families about student families to share student information that is
families
progress, strengths, and assessments, progress, comprehensible and
needs at reporting raise issues and/or responsive to individual
periods. Contacts families concerns, and guide student and family needs
as needs arise regarding family support. 7/14/18 5/9/19. 12/10/18
struggling students or
behavior issues.
We make students aware Communication is a very
of their results on their important part of our
assessments and meet school environment. We
individually with those communicate to our
who struggled to talk parents about students
about it. We do the results on tests and will
problems again and then email them if they score
make the goal of below a 75%. We also
improving on further send home their CPAA
assessments. 7/14/18 test results quarterly
along with report cards.
We conference once with
everyone at the beginning
of the year and always
offer to meet throughout
at any time. Two way
communication is highly
encouraged between us
and the parents. 7/14/18
CSTP 5: Assessing Students for Learning