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 and
assessments. summative assessments.
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different types different types of
of assessments information about student
preparedness, progress, and
proficiency.
Decides on the purpose for
assessment and skills to be
assessed to select
appropriately matches pre-,
formative and summative
assessments.
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning. 9/27/17
Prior to the assessments, I
have clearly planned out
what needs to be assessed
what mastery am I looking
for. 9/27/17
Assessments have to do
with what had been going
in the classroom- checks for
content understanding and
mastery. 9/27/17
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to maximize
learning needs to student demonstration of
demonstrate what they knowledge.
know. 5/10/18
Assessments range from Teacher- I am always
end of the unit tests/ assessing my students
projects to ticket out the through observations and
doors and quick writes worksheets/ tests, then
depending on the needs and changing and adapting
learning progress of my when necessary.
students. 5/10/18 12/12/2018
I am always assessing my
students through
observations and
worksheets/ tests, then
changing and adapting
when necessary.
5/9/2019
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
Follows required processes
5.2 Collecting and for data analysis and draws
analyzing assessment conclusions about student
data from a variety of learning
sources to inform
instruction.
Exploring
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Applying
Collects a variety of formal
and informal assessment
data on student learning.
9/27/17
Uses analysis of a variety
of data to inform planning
and differentiation of
instruction. 9/27/17
Formal assessment consists
of tests, quizzes, writing
assignments and projects.
Informal are walking
around observing student
engagement/ conversations
and work. Collecting ticket
out the doors. 9/27/17
These assessments are then
looked at to determine how
to continue with instruction
or what needs to be
differentiated to help all
students succeed. 9/27/17
Integrating
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide
planning and differentiation
of instruction. 5/10/18
Through my plan book and
pacing guide with my
department during our PLC
we collect assessment data
and organize it to fit the
ever growing needs of my
students. 5/10/18
Innovating
Infuses assessments
strategically and
systematically throughout
instruction to collect
ongoing assessment data
appropriate for the range of
learner needs.
Uses results of ongoing
data analysis to plan and
differentiate instruction for
maximum academic
success.
Teacher- I always have pre
assesments, daily
assessments like tickets out
the door or conversations,
quizzes and tests at the end
of unit.
12/12/2018
I always have pre
assesments, daily
assessments like tickets out
the door or conversations,
quizzes and tests at the end
of unit.
5/9/2019
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Reviews and monitors Reviews and monitors Reviews and monitors a
5.3 Reviewing data, available assessment data additional assessment data variety of data on student
both individually and as required by site and individually and with learning individually and
with colleagues, to district processes. colleagues and identifies with colleagues to identify
monitor student learning needs of individual trends and patterns among
learning students. groups of students.
Assessments both informal
and formal are looked at
and studied to help with the
success of students. I then
use this information to
decided if something needs
to be retaught if certain
students need different tool
to help them be successful.
Other world history teacher
and myself collect student
work and compare to make
suggestions and better
understand our students.
9/27/17
Integrating
Reviews and monitors a
broad range of data
individually and with
colleagues to analyze
student thinking and
identify underlying causes
for trends. 9/27/17
By myself and with my my
peers during our PLC’s we
collect student data and
compare to modify and
change things within our
lessons to fit their needs.
5/10/18
Innovating
Facilitates collaborative
work and fosters colleagues
ability to identify and
address causes for
achievement patterns and
trends.
Teacher- I am always
encouraging team work and
elbow buddy work for
reflections, worksheets and
groups projects.
12/12/2018
I am always encouraging
team work and elbow
buddy work for reflections,
worksheets and groups
projects.
5/9/2019
CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from assessments
provided by site and district
to set learning goals for the
class.
5.4 Using assessment Plans instruction using
data to establish available curriculum
learning goals and to guidelines.
plan, differentiate, and
modify instruction
Exploring
Uses data from available
assessments to establish
content-based learning
goals for class and
individual students in single
lessons or sequences of
lessons.
Plans adjustments in
instruction to address
learning needs of individual
students.
Applying
Uses a variety of
assessment data to set
student learning goals for
content and academic
language. 9/27/17
Plans differentiated lessons
and modifications to
instruction to meet
students’ diverse learning
needs. 9/27/17
I use assessments, data
collected with my fellow
teachers, and aeries to set
goals and use academic
language from the content
standards. 9/27/17
Differentiated instruction in
my classroom is in the form
of seating, modified
worksheets with sentence
starters/ translations, more
time to complete certain
assignments, aides, multiple
types of teaching strategies,
etc. 9/27/17
Integrating
Uses a broad range of data
to set learning goals for
content and academic
language that are integrated
across content standards for
individuals and groups.
Plans differentiated
instruction targeted to meet
individual and group
learning needs.
Modifies lessons during
instruction based on
informal assessments.
5/10/18
From aeries, to student
files, to classwork and other
forms of summative
assessments and formatives
assessment I differentiate
and scaffold my lessons to
help them all master the
content. 5/10/18
Innovating
Reflects on data
continuously to make
ongoing refinements to
learning goals for content
and academic language for
the fill range of students.
Uses data systematically to
refine planning,
differentiate instruction,
and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups.
Teacher- I am always
reflecting on data to
differentiate instruction and
materials when needed
12/12/2018
Teacher- I am always
reflecting on data to
differentiate instruction and
materials when needed
5/9/2019
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 and students to self-assess and opportunities for student
outcomes, and summative learning goals through goal setting processes for set learning goals related to self-assessment, goal
assessment results. single lessons or sequence learning content and content, academic setting, and progress
5.5 Involving all Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
students in self- individual learning goals. setting exercises. development. 9/27/17 skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to monitor Integrates student self- cognitive skills for
monitoring available tools for opportunities in single and reflect on progress on a assessment, goal setting, analyzing progress and
recording. lessons or sequence of regular basis. 9/27/17 and progress monitoring refining goals towards high
lessons to monitor their across the curriculum. levels of academic
own progress toward class 5/10/18 achievement.
or individual goals.

I use multiple types of
student self assessment and
my assessment of them.
This is done through
students looking at their
works peer through
annotations, groups work,
etc. 9/27/17
By walking around the
room and helping students,
guiding them and giving
them tips to help each other.
Also, meeting with them
independently to show
them corrections on writing
assignments/ tests. 9/27/17
Before each major unit we There are ticket out the
set and plan out goals so doors, classwork and
that they can take teacher led discussions as
ownership of their own well as end of the unit tests
learning. I tell them my and quizzes. 5/9/2019
objectives for them as well.
5/10/18
Teacher- I allow students to
reflect on assignments
completed and share with
each other to allow for self
assessment and reflection
12/12/2018
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available technologies
to record assessments,
determine proficiency
levels, and make required
5.6 Using available communications about
technologies to assist in student learning.
assessment, analysis,
and communication of
student learning
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning.
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about student
learning with
administration, colleagues,
families, and students.
Ensure that
communications are
received by those who lack
access to technology.
9/27/17
Integrates a variety of
technologies into the
development,
implementation, analysis of
assessments, and
communication of student
learning to all audiences.
5/10/18
Use a wide range of
technologies to design,
implement, and analyze
assessments and provides
for an in depth and ongoing
communication regarding
student learning to all
audiences.

I use online technology to I use chrome books and Chromebooks, my own

help record and analyze my
assessments through the
Aeries website, Illuminate
and through google
classroom. I also use email
and Aeries to communicate
with parents on what is
going on in the classroom.
Parent portal is a useful
technology tool to help
parents/ students who are
not great with technology.
9/27/17
google classroom to gathers computer, Ipad, and other
data of my assessments technologies to help assess
through assignments, and help student learning
edpuzzle, etc. I also 5/9/2019
communicate to them
through google classroom
to allow for constant
contact. 5/10/18
Teacher- I the sam
resources as stated above to
help students understand
the content.
12/12/2018
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Provides students with Provides students with
feedback through assessed additional feedback based
work and required on formative assessments
summative assessments. from single lessons or
sequence of lessons. Seeks
Notifies families of student to provide feedback in ways
5.7 Using assessment proficiencies, challenges, that students understand.
information to share and behavior issues through 9/27/17
timely and school mandated
comprehensible procedures. Communicates with
feedback with students families about student
and their families progress, strengths, and
needs at reporting periods.
Contacts families as needs
arise regarding struggling
students or behavior issues.
9/27/17
As soon as the assessment
is corrected, either as a
whole class, in small
groups or independently I
will review the information
with the kids to give them
feedback. 9/27/17
Parents are contacted
through email or phone
about feedback and what is
going on in the classroom.
They also know what is
going on in the classroom
through google classroom,
Aeries and google calendar.
9/27/17
Applying
Provides students with clear
and timely information
about strengths, needs, and
strategies for improving
academic achievement.
Provides opportunities for
comprehensible and timely
two-way communications
with families to share
student assessments,
progress, raise issues and/or
concerns, and guide family
support.
Integrating Innovating
Integrates the ongoing Facilitates students’
sharing of comprehensible leadership in seeking and
feedback to students from using ongoing
formal and informal comprehensible
assessments in ways that communications about
support increased learning. individual student progress
and ways to provide and
Communicates regularly monitor support.
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family needs.
5/10/18
Through google classroom Create students groups
and conferences with my depending on students
students/ their families over needs and learning levels-
assessments allows me to Study groups 5/9/2019
support their learning.
5/10/18
Teacher- I am always
reflecting on lessons and
adapting depending on the
groups that I am teaching.
12/12/2018