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.
Develops and adapts the
range of appropriate
assessments to address
questions about students’
learning needs and
progress.
Integrates a variety of
characteristics into
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know.10/1/17 5/8/18
• For chapter tests, I test on • When assigning the
listening skills,
conjugating, vocabulary
application and writing
skills depending on the
chapter and level that
they should be at. Some
students with special
needs, may give their
answer orally instead of
written. 10/1/17 5/8/18
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to maximize
student demonstration of
knowledge.12/10/18
students through a
project, I let them know
what my expectations are
and let them pick the way
they want to present the
information by using a
menu of choices.
12/10/18
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.
10/1/17
Uses analysis of a variety
of data to inform planning
and differentiation of
instruction.
• Aside from formal
quizzes and tests, I also
collect data from projects,
class participation,
homework, and class
discussions. 10/1/17
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. 5/8/18
• I take the information • Altough I have a pacing
gathered through
informal assessments
done in class, as well as
the date collected through
exit tickets to plan and
adjust lesson plans for all
students, and if need be,
differentiate for student
with different learning
needs. 5/8/18
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. 12/10/18
guide set, and lesson
plans have been written,
they change when
necessary to ensure that
students are meeting
learning goals. These
changes will be made
based on exit tickets,
homework, and feedback
from the students.
12/10/18
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 data variety of data on student broad range of data work and fosters colleagues
both individually and as required by site and individually and with learning individually and individually and with ability to identify and
with colleagues, to district processes colleagues and identifies with colleagues to identify colleagues to analyze address causes for
monitor student learning needs of individual trends and patterns among student thinking and achievement patterns and
learning students. groups of students. 10/1/17 identify underlying causes trends.
for trends.5/8/18 12/10/18

• If they have any IEPs, I • I discuss results with

will refer to those as well.
10/1/17
• I also monitor the classes
and individually through
their exit tickets. 10/1/17
previous teachers or other
current teachers to see
what is successful in their
classes. 5/8/18 12/10/18
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.
Plans differentiated lessons
and modifications to
instruction to meet
students’ diverse learning
needs.
Integrating Innovating
Uses a broad range of data Reflects on data
to set learning goals for continuously to make
content and academic ongoing refinements to
language that are integrated learning goals for content
across content standards for and academic language for
individuals and groups. the fill range of students.
10/1/17
Uses data systematically to
Plans differentiated refine planning,
instruction targeted to meet differentiate instruction,
individual and group and make ongoing
learning needs. adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments. 12/10/18
5/8/18
• I use the assessments and • Altough I have a pacing
IEPs to help modify my guide set, and lesson
lessons to help benefit all plans have been written,
of my students. 10/1/17 they change when
• If overall I see that the necessary to ensure that
students are struggling students are meeting
with a new content, I will learning goals. These
reteach the material in a changes will be made
different way the next day based on exit tickets,
or give them more homework, and feedback
practice before from the students.
continuing onto the next 12/10/18
concept. I will also make
these adjustments
depending on informal
assessments, such as the
exit tickets. 5/8/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about
learning objectives,
outcomes, and summative
assessment results. 10/1/17
5.5 Involving all Recognizes the need for
students in self- individual learning goals.
assessment, goal-
setting, and progress Monitors progress using
monitoring available tools for
recording.
Begins to encourage
students to establish
learning goals through
single lessons or sequence
of lessons that include goal
setting exercises.
Provides students with
opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward class
or individual goals.5/8/18
Models and scaffolds
student self-assessment and
goal setting processes for
learning content and
academic language
development.
Guides students to monitor
and reflect on progress on a
regular basis.12/10/18
Implements structures for
students to self-assess and
set learning goals related to
content, academic
language, and individual
skills.
Integrates student self-
assessment, goal setting,
and progress monitoring
across the curriculum.
Provides systematic
opportunities for student
self-assessment, goal
setting, and progress
monitoring.
Develops students’ meta-
cognitive skills for
analyzing progress and
refining goals towards high
levels of academic
achievement.

• Every day, students are • One of the informal ways • Every time we complete
made aware of what they
will be learning. The
objective, agenda and
homework are posted on
the board for them to
reference. I will explain
why they are learning the
material and how they
can apply it to their real
lives. After each
assessment, I give
feedback to students as a
class and individually as
necessary. 10/1/17
that I assess students on an activity in class, I have
comprehension is by students share answers,
having them write correct themselves when
their answers on the they can with guidance,
board, and have other or help correct each other.
students correct them. They have to reflect and
Sometimes, the same say if they need more
student that wrote the practice before moving
answer will sit down, on. 12/10/18
read what they wrote and
self-correct their answer
before we correct them as
a class. When it is time to
correct, I let the students
know how many mistakes
there are on the board,
and then they begin to
analyze, identify and
correct the mistakes.
When they make the
corrections, I will ask
why or how they came up
with the new answer.
5/8/18
CSTP 5: Assessing Students for Learning
Element Emerging
Uses available technologies
to record assessments,
determine proficiency
levels, and make required
5.6 Using available communications about
technologies to assist in student learning.10/1/17
assessment, analysis, 5/8/18
and communication of
student learning
• Students have iPads
provided by the school.
Grades are updated on
Powerschool and on
Schoolboy. All students
have access to these
things. I am available for
tutoring after school, and
students, and parents, are
welcome to email me
regarding anything
pertaining to the class.
10/1/17 5/8/18
Exploring
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning. 12/10/18
• With this class, I have
learned new ways to
assess the students
informally and Mohave
the students present
information learned.
12/10/18
Applying
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.
Integrating
Integrates a variety of
technologies into the
development,
implementation, analysis of
assessments, and
communication of student
learning to all audiences.
Innovating
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.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
5.7 Using assessment Notifies families of student to provide feedback in ways support increased learning. individual student progress
information to share proficiencies, challenges, that students understand. Provides opportunities for and ways to provide and
timely and and behavior issues through comprehensible and timely Communicates regularly monitor support.
comprehensible school mandated Communicates with two-way communications with families to share a
feedback with students procedures. families about student with families to share range of assessment
and their families progress, strengths, and student assessments, information that is
needs at reporting periods. progress, raise issues and/or comprehensible and
concerns, and guide family responsive to individual
Contacts families as needs support.10/1/17 5/8/18 student and family needs.
arise regarding struggling 12/10/18
students or behavior issues.
• I feel that I have great
communication open for
parents to reach out to me
via email, which tends to
be the preferred way of
communication. I notify
parents when I notice the
students are falling
behind in the class. We
are also required to notify
a parent if they are at risk
of failing when
approaching the end of
the semester with 2
weeks in advance. I have
also used email to
communicate with
parents to further explain
what is expected from
their children in my
classroom. 10/1/17 5/8/18
12/10/18