CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying summative assessments. progress. progress.
knowledge of the Begins to identify specific
purposes, characteristics of Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and assessments that yield based on clear characteristics into repertoire of appropriate
uses of different different types of understanding of the assessments to allow assessment options and
types of assessments information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
9/27/20 student learning. know. knowledge.
5/3/21 10/2022
4/2023
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Throughout my lessons, I I choose to use various
use multiple types of forms of assessment
assessments, including based on the purpose of
formal and informal, the assessment. 10/2022
preliminary and
culminating, as well as
formative and
summative. These include
checking for
understanding via warm-
ups, exit tickets, thumbs
up/down, quizzes,
worksheets, etc. 9/27/20

I work to incorporate
many different types of
assessments, both
formative and
summative, in order to
help me gauge
understanding
throughout a lesson and
tailor the lesson
approrpriately. 5/3/21

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
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. 9/27/20 comprehensive Uses results of ongoing
instruction.
5/3/21 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 10/2022 success.
4/2023
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

As mentioned above, I After incorporating a
conduct multiple forms of broad range of
assessment throughout a assessments, including
lesson. I then attempt to formal and informal, as
alter my lesson plans well as pre-, formative,
based on my and summative
interpretation of the data. assessments, I collect and
For example, if my analyze the data to help
assessment show me that guide my lesson planning
my 5th grade students and differentiation
struggle to recall the moving forward.
steps for long division, I 10/2022
will change/add a lesson
to review and reinforce
long division skills for the
students who need it,
while providing other
options and
differentiation to the
students who are
comfortable performing
long division to allow
them to continue
challenging themselves.
9/27/20

I continue to work on
collecting data from a
variety of assessments
and using that data to
inform my teaching,
including by providing
differentiation to
students based on the
results of the
assesssments. 5/3/21
5.3 Reviewing data, Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
both individually and available assessment data additional assessment variety of data on student broad range of data work and fosters
with colleagues, to as required by site and data individually and learning individually and individually and with colleagues ability to
monitor student district processes. with colleagues and with colleagues to colleagues to analyze identify and address
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

9/27/20 identifies learning needs identify trends and student thinking and causes for achievement
of individual students. patterns among groups of identify underlying patterns and trends.
learning
5/3/21 students. 4/2023 causes for trends.
10/2022
I review all data provided I meet with my colleagues I collaborate with grade
to me by the school, as to compare and review level teachers to compare
well as the data I collect assessment data from our data from assessments,
through my assessments. respective classes. In this both formal and informal,
9/27/20 way, we can identify the and determine whether
“weak spots” and focus more global interventions
on what areas and are needed from all the
content requires greater grade level teachers as
focus. 5/3/21 opposed to a specific
subject. 4/2023
I meet regularly with the
other middle school math
teacher to review data
and see what areas our
students may be
struggling in so that I can
better meet their needs.
10/2022
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
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. 10/2022 group learning needs. and make ongoing
9/27/20 4/2023 adjustments to match the
5/3/21 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Based on the data I collect Based on the assessment
from assessments, I plan data that I collect, as well
adjustments in as assessment data from
instruction to meet the past years that has been
needs of my students, shared with me, I adjust
such as allowing more the learning goals as
time to work on a certain needed. For example,
concept, or accelerating assessment data showed
through a lesson that that my students did not
students have mastered. know how to round
9/27/20 decimals, so I adjusted
our learning goals to
I work to plan and adjust include learning that skill
my lesson plans based on (even though that is not
the assessment data that I typically a middle school
collect and the data that lesson). 10/2022
is provided to me by the
school. 5/3/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
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. lessons or sequence of basis. 9/27/20 across the curriculum. high levels of academic
lessons to monitor their 5/3/21 10/2022 achievement.
own progress toward 4/2023
class or individual goals.
At the beginning of the Students are constantly
school year, students encouraged to self-assess
were given and monitor their
questionnaires through progress. One way
which they determined students do this regularly
what their goals for the is by completing “test
year were, what they corrections” where they
needed to do in order to look over their test and
accomplish those goals, identify what their
and what I could do to mistakes were. In this
help them accomplish way, they are able to
their goals. They were monitor their progress
also given an additional and take responsibility
questionnaire prior to for their learning.
their first quiz which 10/2022
prompted them to
evaluate what they would
need to do in order to
succeed on the quiz.
Furthermore, they were
given time in class after
the quizzes were graded
to reflect on what
strategies helped them
succeed and vice versa,
followed by another
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

questionnaire which
prompted them to reflect
on whether they were
satisfied with their
achievement and, if not,
what they would do in
the future to change that.
9/27/20

Students are constantly

given tools and guidance
in conducting self-
assessments and goal
setting. Most recently, as
we approach the end of
the school year and begin
to wrap up our content
and prepare for the final
assessment, students
were given an assignment
in which they were told
to write down their goals
for the last few months of
school, both academic
and personal. The letters
will be returned to them
prior to the final
assessment at which
point they will determine
if they accomplished their
goals, or if there is
anything else they can do
to ensure they
accomplish it before the
conclusion of the year.
5/3/21
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
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
9/27/20 about student learning. colleagues, families, and audiences. student learning to all
communication of
5/3/21 10/2022 students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
4/2023
The school uses an online I recently I construct all my formal
gradebook called discovered plickers, an assessments using a
parentlocker.com app which allows me to variety of technological
through which we can hand out individual QR resources, including Kuta
record data, take codes to each student and Software, the online
attendance and have them hold up their components of the
communicate with codes that correspond to textbooks, and other
parents, as well as submit their answer. By using applications. Data is
lesson plans and more. I this app, I am able to recorded in an
use this forum to submit quickly gather data from online gradebook to
my weekly lesson plans formative assessments which parents have
to my supervisor, record without it being affected access and I regularly
data from assesssments by students who may try communicate with
and communicate with to "copy" another's parents, either via email
parents. 9/27/20 answer if they were or phone call based on
answering with accessibility and parent
I continue to use the whiteboards or some preference, to keep them
school’s online gradebook other such updated regarding their
to keep track of method. 10/2022 child's progress. 4/2023
assessment data,
communicate with
parents and submit
lesson plans to my
supervsor. 5/3/21
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 for comprehensible and Communicates regularly support.
comprehensible
issues through school Communicates with timely two-way with families to share a
feedback with
mandated procedures. families about student communications with range of assessment
students and their
progress, strengths, and families to share student information that is
families
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. 5/3/21
behavior issues. 9/27/20 10/2022
4/2023
Students are regularly Students receive prompt,
given feedback based on regular feedback on
their formative and homework assignments,
summative assessments, class work, and
including reminders to quizzes/tests to ensure
practice multiplication that they are able to
facts, commendations on accurately pinpoint the
a skill mastered, and areas which require their
additional information focus. Parents receive
regarding their regular updates from me,
achievements. I send both general and
emails to parents personalized, and have
regarding student my email as well as a
progress and behavioral phone number through
challenges, as well as which to reach me when
behavioral or academic the need arises. I
improvements to schedule conferences
promote a sense of with parents as needed to
goodwill between myself, ensure that they are able
my students and their to best support their
families. 9/27/20 child’s learning. 5/3/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Students continue to
receive prompt and
immediate feedback on
their work to ensure that
they are able to identify
their mistakes and self-
correct where applicable.
10/2022