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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. 05/08/18 and summative appropriately matches questions about students’ differentiated student
assessments. 05/05/19 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
11/26/18 student learning. know. knowledge.
05/05/19
I currently use the I use McGraw-Hill OCR Along with new online
assessments assigned online assessments and McGraw-Hill OCR
through the curriculum activities for formative assessments, I am
but would like to explore and summative currently implementing
other options. 05/08/18 assessments, which new online Fountas &
allows for immediate Pinnell testing. I also
feedback. ISTE Educator consider all testing to be
7b. 11/26/18 sure it there is a purpose
for it and that the testing
is suited to help drive my
instruction. 05/05/19


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 supplemental assessment data on provides formal and systematically
learning.05/08/18 assessments. student learning. informal assessment data throughout instruction to
on student learning. collect ongoing
5.2 Collecting and
Follows required Make adjustments in Uses analysis of a variety 04/01/2019 assessment data
analyzing
processes for data planning for single of data to inform appropriate for the range
assessment data
analysis and draws lessons or sequence of planning and Uses data analysis of a of learner needs.
from a variety of
conclusions about lessons based on analysis differentiation of broad range of
sources to inform
student learning of assessment data. instruction. 05/08/18 assessments to provide Uses results of ongoing
instruction.
9/27/17 comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success. 04/01/2019
instruction. 11/26/18
I use assessments directly Based on given I use curriculum-based I use curriculum based I have started using
from our Reading and assessments I may assessments to make assessments, fluency results from the Fountas
Math curriculum to reteach a lesson whole adjustments in lesson assessments, online & Pinnell online database,
assess students. group, or create small plans. I have also started assessments, and which stores all the data
05/08/18 groups to go over a using data from small informal assessments from our reading tests.
particular skill. I group and whole group during whole/small This information is now
currently use Fontas & informal assessments to groups. 04/01/2019 used to plan and
Pinnell Readings tests to plan and differentiate differentiate instruction.
determine students’ instruction. 05/08/18 I use a data analysis TLMS Domain 5 (b).
needs and then split program called OTUS, 04/01/2019
students into which stores all of the
homogeneous groups. assessment data and
9/28/17 allows me to view and
create appropriate
planning. ISTE Educator
7c. 11/26/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual patterns among groups of identify underlying patterns and trends.
students.05/08/18 students. 05/05/19 causes for trends.

My teaching partner and I My private school has


currently meet after created a special process
beginning of the year for student with special
testing to go over needs. This process has
learning needs of been automated through
students. We also divide Google Drive and is
students into leveled reviewed with colleagues
reading groups for once a month. ISTE
reading classes. We meet Educator 4a. 05/05/19
once a quarter to discuss
if any students need to be
moved into a different
reading level. 05/08/18


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. 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 05/05/19 Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. 05/05/19 group learning needs. and make ongoing
individual adjustments to match the
students.9/27/17 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I use data from our Initial I am able to plan
Writing Assessment to differentiated lessons and
determine and set our modifications in both
writing goals for the year reading and math small
and plan lessons group instruction. I can
accordingly. 05/05/19 assign more or less tasks
according to the ability of
I adjusted my instruction the student. I can also
in math this year to make modifications to
include small groups. I plans if necessary.
found that since there is a 05/05/19
lot of reading in the
common core math, some
of my students needed
extra instruction.
9/28/17
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. 05/05/19 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.9/27/17 lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
05/05/19
I discuss with students I have started having
what we are learning and students using “i-Can”
the purpose of learning it, statements. These
for example we learn the statements allow the
spelling of each students to check off
individual letter sound so standards as they master
that we can put those them. We do this as a
spellings/sounds class. 05/05/19
together to make words.
05/05/19

I use recording sheets
supplied through the
reading curriculum to
keep track of student
progress. 9/28/17
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 colleagues, and families administration, student learning to all communication regarding
analysis, and
learning.05/08/18 about student learning. colleagues, families, and audiences. student learning to all
communication of
05/05/19 students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

Although I do use My students use a Web-


technology in the based math facts program
classroom, I have not yet to practice math facts at
used it for assessments. I home. I receive a weekly
do however use data- report from the program
bases and communication which tells me who
logs on line to keep track signed on and the
of student progress. progress of each student.
05/08/18 ISTE Educator 4d.
05/05/19


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 05/05/19 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.
struggling students or
behavior issues.
05/05/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
I will on occasion meet
with a student to discuss
an area in which the
student is struggling. I
try to explain concepts in
different ways to help
students with
comprehension.
05/05/19

I complete Parent
Teacher Conferences

twice a year with a parent
of each child. It is a
school requirement that
parents attend
conferences, as this is
where they receive
student report cards. I
also make contact with
parents via e-mail or
individual conferences if
the need arises.
05/05/19