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
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 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.10/1/17 know.5/10/18 & knowledge.5/10/19
12/10/18
I utilize various forms of There has been strides to With a large push toward
assessment throughout develop and adapt PBL, I have created
any unit of study that various means of various opportunities for
come in various was for assessment within my students to take
the students. This classroom from the advantage of different
includes both formal and implementation of forms of assessments and
informal summative and technology to project- demonstrations of
formative assessments based learning. Students learning.
that help me to guide have an increase avenue
instruction for to demonstrate their
subsequent lessons to understanding in
appropriately address different ways.
student learning and
success. I continue to develop and
adapt various ways to
assess my students in
meaningful ways.
Through research and
collaboration I have been
able to be exposed to
different ways to address
this need within the
classroom.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety assessment data
analyzing
analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
assessment data
conclusions about lessons or sequence of planning and broad range of of learner needs.
from a variety of
student learning lessons based on analysis differentiation of assessments to provide
sources to inform
of assessment data. instruction 10/1/17. comprehensive Uses results of ongoing
instruction.
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 5/10/18 & success.
12/10/18&5/10/19
Utilizing data from all of As stated in the previous
the various form of element, I have continued
assessments, I create a to increase the means in
picture of understanding which I seek to assess
for each of my classes. students within my
Traditional score analysis classroom which in turn
of assessments as well as varies the ways in which I
differentiated data from collect data to analyze for
adaptive software outlets inform future instruction.
creates an informational
surplus in which I can I continue to create an
identify where student effective assessment plan
achievement is within my that creates various
class at a given moment opportunities to collect
within a unit of study. meaningful data that
supports student learning
and progress throughout
a unit of study.

Various assessments
continue to be a large
component of my
planning time and
cognizant decision
making within my
classroom.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
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.10/1/17 &
5/10/18 & 12/10/18
At my school site we have
release time during the
year to discuss
benchmark data as well
as finals data from
previous years. This in
turn directly affects the
way we seek to approach
content within our
classrooms. We are also
provided similar
opportunities to compare
data with other school
sites at the district level
to address district-wide
strategies.
Integrating Innovating
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.
5/10/19.
I am a part of a district
wide cohort whose
purpose is to review
common assessment data
and make instructional
decisions regarding our
findings. It has allowed
me to continue to create
meaningful learning
experiences for my
students.

I continue to try and

incorporate increased
communication with all
stakeholders in a
student’s learning
experience.

I am continuing my
progress in a more
streamlined approach in
monitoring student
learning.
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. individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual needs.5/10/18 & group learning needs. and make ongoing
students.10/1/17 12/10/18 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal
assessments.5/10/19
As stated above, during Visible learning has been I have made strides in
our release discussions, a consistent push within utilizing various forms of
the data that we are given my school-site during this both formal and informal
for both benchmark and year and I have made data sets to inform my
finals data provide us the significant strides at instruction over the past
opportunity to address establishing specific year. Moreover, above
specific deficits in our learning goals within any common assessments we
teaching that have unit of study that is have also started to
manifested themselves in informed by the utilize school culture data
specific testing scores assessment data. to inform instruction as
within various Moreover, making well.
assessments. This creates cognizant choices to
the need to continually modify and differentiate
examine the way we to meet the needs of all
approach material and learners has become an
where our focus resides. increased element of my
growing pedagogy.

I continue to collaborate
with others at my school
site to look at assessment
data and guide
instruction based on
these results. I have an
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
opportunity to attend a
summit in which district
level discussions can be
had with appropriate
assessment creation in
mind.
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.
5.5 Involving all
need for individual include goal setting language development. individual skills.5/10/19
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording.10/1/17 lessons or sequence of basis. 5/10/18 & across the curriculum. high levels of academic
lessons to monitor their 12/10/18 achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Learning objectives and I have made significant Self reflection has been a
outcomes are provided to strides in incorporating large component of a
students at the beginning goal-setting and progress school-wide initiative in
of most of my lessons. monitoring throughout increasing collaboration
Students are made aware my final two units of among out students. This
of what the goals are for study for this year. provides students with a
the day as well as the Students are being more chance to self assess their
ways in which we seek to accustomed to the progress throughout a
accomplish them. various ways in which PBL experience as well as
However, more could be this process holds them set meaningful goals for
done in the way of accountable to their own themselves.
providing students the learning which in turn
opportunity to create increases their
their own learning goals engagement throughout
to create a greater sense the unit.
of propriety over their
learning. I continue to grow with
regards to implementing
a consistent basis for goal
setting throughout a unit
of study.
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 about student learning. colleagues, families, and audiences.5/10/19 student learning to all
communication of students. Ensure that audiences.
student learning communications are
received by those who
lack access to
technology.10/1/17
&5/10/18 & 12/10/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
With my school site going I have made significant
1 to 1 with Chromebooks strides in trying to vary
over the past couple of and utilize various forms
years, it has been a main of technology within my
focus for teachers to classroom to better affect
utilize technology to the learning experiences
develop lesson plans. I of my students.
have integrated Participating and
interactive presentation communicating with
tools as well as the other teachers has
operational necessity for allowed me to have more
students to be able to access to resources.
utilize virtual tools such
as Google Classroom,
Slides, Docs, etc.
successfully within a unit
of study to access
information as well as
complete specific
activities.

I continue to incorporate
technology on a regular
basis within my
classroom, however, I
know that more growth
can be made with regards
to increasing
communication with all
stakeholders.

This area continues to be

an element of growth that
can be focused on to
increase student
engagement and
communication.
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 in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that achievement.5/10/19 increased learning. progress and ways to
information to share
student proficiencies, students understand. provide and monitor
timely and
challenges, and behavior Provides opportunities Communicates regularly support.
comprehensible
issues through school Communicates with for comprehensible and with families to share a
feedback with
mandated procedures families about student timely two-way range of assessment
students and their
10/1/17.& 5/10/18 progress, strengths, and communications with information that is
families
needs at reporting families to share student comprehensible and
periods. Contacts families assessments, progress, responsive to individual
as needs arise regarding raise issues and/or student and family needs.
struggling students or concerns, and guide
behavior family support.
issues.12/10/18
I provide students with I have been utilizing a I have been using a
the necessary feedback brand new technology feedback addon on
on assessments through platform (SchoolLoop) Google forms that
the virtual classroom as that provides a provides students with
well as one on one meaningful way to create immediate feedback on
student conferences a streamlined approach their responses as well as
throughout the semester. to communicating ProKeys to streamline my
With regards to relaying feedback between feedback process on
that information to students and parents materials submitted
parents and guardians, alike. through google
they have access to classroom. This allows
student grades as well as students to make the
progress reports for necessary changes to
students who are better the overall quality
struggling with content of their work.
acquisition.

This continues to be an
element in which I seek
to gain the most growth
as an educator. I have
encountered much
difficulty in maintaining
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
appropriate levels of
communication with
parents and other
community stakeholders
alike. I will continue to
explore other avenues
and assess their impact
on increasing this level of
my teaching.