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
Begins to identify specific
knowledge of the
characteristics of
purposes,
assessments that yield
characteristics, and
different types of
uses of different
information about
types of assessments
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. 9/26/17, progress.
5/7/18, 12/12/18,
Selects assessments 5/1/19 Draws flexibility from a
based on clear repertoire of appropriate
understanding of the Integrates a variety of assessment options and
purposes and characteristics into characteristics to
characteristics of assessments to allow maximize student
assessments to support students with a range of demonstration of
student learning. learning needs to knowledge. 5/1/19
demonstrate what they
know. 9/26/17, 5/7/18,
12/12/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I always try to give I have added to my
students the chance to repertoire of assessment
demonstrate knowledge types this year, including
learned in multiple assessing using
formats to address the technology, such as
needs of students with Seesaw, and breaking
different learning styles. I down genre specific skills
also reflect upon the for performance
results to inform future assessments. I also give
instruction. 9/26/17 students alternative
options to demonstrate
I feel I am still in the knowledge when it is
integrating category as I determined to benefit
am strong at allowing them and their ability to
students to show mastery excel with the content.
through multiple 5/1/19
modalities, but still wish I
had a wider repertoire of
assessment options to
use. I tend to stick with a
few of my favorite types
(each drawing on
different modalities), but
don’t try new forms of
assessments as
frequently as I could.
Recently, a fellow dance
teacher shared a new
peer assessment
worksheet with me that I
have incorporated into
my classes and I love it! I
am excited to develop my
menu of assessments
over the summer.
5/7/18, 12/12/18
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 throughout
assessments. student learning. informal assessment data instruction to collect
Follows required on student learning. ongoing assessment data
5.2 Collecting and processes for data Make adjustments in Uses analysis of a variety 9/26/17, 5/7/18, appropriate for the range
analyzing analysis and draws planning for single of data to inform planning 12/12/8 of learner needs. 5/1/19
assessment data conclusions about lessons or sequence of and differentiation of
from a variety of student learning lessons based on analysis instruction. 5/7/18, Uses data analysis of a Uses results of ongoing
sources to inform of assessment data. 12/12/18, 5/1/19 broad range of data analysis to plan and
instruction. assessments to provide differentiate instruction
comprehensive for maximum academic
information to guide success.
planning and
differentiation of
instruction. 9/26/17
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I actually don’t think I I engage in both formal I continue to include
regressed in this, but and informal assessment formal and informal
upon reflection, I think I on a regular basis, using assessment plans within
initially scored myself too and analyzing multiple my unit plans, and also
high in this element. I forms of assessment am constantly assessing
think I could draw from strategies and data. as I teach. I then am able
more data sources and 9/26/17 to reteach when
look more frequently at necessary – taking new
data in order to inform As noted in September, all approaches with
differentiation more of my unit plans outline instruction as I deem it
effectively. 5/7/18, when different types of necessary. 5/1/19
12/12/18 assessments will be
administered. 5/7/18,
I still hope to utilize a 12/12/18
broader range of
assessment data in the
future when planning
instruction. I plan to
analyze Kickboard data in
conjunction with
benchmark assessment
data to see any tends
between behavior and
performance. 5/1/19

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data, as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to identifies learning needs identify trends and student thinking and causes for achievement
monitor student of individual students. patterns among groups of identify underlying patterns and trends.
learning students. 9/26/17, causes for trends.
5/7/18, 12/12/18,
5/1/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

In my role as leader of a
group of dance teaching
staff, we reflect upon
success or shortcomings
in assessment data to
refine future teaching and
to help students
understand material
better. This might not be
as clear cut as it is with
ELA and the formal
assessments associated
with that type of
instruction. 9/26/17

In our department, we
are planning to focus next
year on refining our
benchmarks so that
different teachers use
common benchmarks for
each dance style. This
should allow us to more
easily compare results
and data, thus identifying
trends. At this point, I do
analyze the results from
the assessments I give my
students and we do look
at data as a team of dance
teachers during PD, but
we could be more specific
and in-depth in this
practice and common
benchmarks are one of
our first steps in this
direction. 5/7/18,
12/12/18

To move to integrating, I
feel need more of a
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

“broad range of data.”
Although it’s more
focused and refined, I’m
still focusing mostly on
skill based benchmark
assessment data and then
informal data from my
daily teaching. 5/1/19

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. 9/26/17, integrated across content and academic language
single lessons or 5/7/18, 12/12/18, standards for individuals for the fill range of
sequences of lessons. 5/1/19 and groups. students.
5.4 Using assessment Plans instruction using
data to establish available curriculum Plans adjustments in Plans differentiated Uses data systematically
learning goals and to guidelines. instruction to address Plans differentiated instruction targeted to to refine planning,
plan, differentiate, learning needs of lessons and modifications meet individual and differentiate instruction,
and modify individual students. to instruction to meet group learning needs. and make ongoing
instruction students’ diverse learning 5/7/18, 12/12/18, adjustments to match the
needs. 9/26/17 5/1/19 evolving learning needs of
individuals and groups.
Modifies lessons during
instruction based on
informal assessments.
9/26/17, 5/7/18,
12/12/18, 5/1/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Again, I would like my
differentiation in general
– both in terms of
strategies applied and
assessment – to be
stronger. 9/26/17
I would still like to have a
broader range of data
sources. 5/7/18
Integrating Innovating
I feel I am constantly
monitoring informally
and adjusting accordingly.
9/26/17
I believe that this year I
have grown in terms of
refining my lesson and
minilesson structure,
incorporating more
visuals in my dance
classroom and giving
students more
opportunities to “turn
and talk” in order to
prepare those students
who might be struggling
for opportunities to
successfully share their
learning. I have also been
better about checking in
regularly with SPED and
EL students who I have
noticed need more
scaffolding and have
worked to provide them
with what they need.
5/7/18, 12/12/18
I continue to assess
learning and modify
lessons and units
accordingly. After in-the-
moment modifications to
a lesson, I annotate
printed unit plans and
then transfer the
additions to my digital
versions so they are
updated for when I revisit
units the following year.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

5/1/19

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 summative learning goals through and goal setting and set learning goals self-assessment, goal
assessment results. single lessons or processes for learning related to content, setting, and progress
Recognizes the need for sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting language development. individual skills. 9/26/17
students in self-
exercises. 5/7/18, 12/12/18 Develops students’ meta-
assessment, goal-
Monitors progress using Integrates student self- cognitive skills for
setting, and progress
available tools for Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring
recording. opportunities in single monitor and reflect on and progress monitoring refining goals towards
lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 5/7/18, 12/12/18, 9/26/17, 5/1/19 achievement.
own progress toward
class or individual goals.
Again, I don’t believe I I frequently supply and go
regressed in this area so over rubrics for
much as scored myself assessments as well as
too high at the beginning utilizing modeling both
of the year and when I by the teacher and
really dug in to analyze, I students. Goal setting
realized I was more at the and self and peer
“applying level.” I actually assessment are all
love when I use goal included in my units in a
setting, self and peer general way, but could be
assessment in the dance done more explicitly and
classroom and would love frequently. 9/26/17
to use it more frequently.
I’ve even started using While a lot of it is
simple “thumbs up,” etc. informal in nature in
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

on a more regular basis terms of individual goal
so students get in the setting and self-
habit of self-assessing. assessment, I am better
I’ve also made my rubrics about providing
clearer and more user- opportunities for
friendly, but want to be students to reflect and
even more thoughtful think about next steps for
about how I coach themselves. I also more
students to use them next formally have the class as
year. 5/7/18, 12/12/18 a whole set goals. As we
prepare for our end of the
year performance, we
come together to choose
2-4 goals for each
rehearsal at the
beginning of class that we
believe will make our
dance even better. We
then reflect on how we
did and what we can do
even better next time.
5/1/19
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 provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. 9/26/17, learning to all audiences.
communication of
students. Ensure that 5/7/18, 12/12/18,
student learning
communications are 5/1/19
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

It’s part of the school’s
system to record grades
through Illuminate.
Additionally, this year we
use Deanslist, Class Dojo
and Kickboard to help
students in the socio-
emotional domain. These
technologies also allow
access for families.
Family connections and
engagement are also
maintained through
phone calls and social
media. 9/26/17

In addition to the above,

our dance studios have
been equipped with 4
Ipads this year as well as
2 tvs can that be accessed
by almost all classes (at
times we have 4 classes at
the same time so 2 of the
tvs are not accessible
during these times). I’ve
taken advantage and used
technology more,
especially in terms of
recording students so
that they can watch
themselves and self-
assess. I still think
research and set up time
limitations have kept me
from entering the
“innovating” category.
5/7/18, 12/12/18,
5/1/19
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 based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
Seeks to provide feedback academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of in ways that students increased learning. progress and ways to
information to share student proficiencies, understand. Provides opportunities 9/26/17, 5/7/18, provide and monitor
timely and challenges, and behavior for comprehensible and 12/12/18, 5/1/19 support.
comprehensible issues through school Communicates with timely two-way
feedback with mandated procedures. families about student communications with Communicates regularly
students and their progress, strengths, and families to share student with families to share a
families needs at reporting assessments, progress, range of assessment
periods. Contacts families raise issues and/or information that is
as needs arise regarding concerns, and guide comprehensible and
struggling students or family support. responsive to individual
behavior issues. student and family needs.
9/26/17, 5/7/18,
12/12/18, 5/1/19
Grades and feedback are
shared regularly with
students and families.
Outreach to families
when a child is
determined to have
additional or special
needs are made in a
timely manner. 9/26/17

I’ve found that reaching

out to family members
when support is needed
can be extremely
beneficial and can help
students get back on
track quickly. I have been
better this year at
reaching out to family
members early on and
not letting problems
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

persist for too long before
asking for support and
ideas from family
members. Also, in my
role as an administrator, I
often cross paths with
parents and this gives me
the opportunity for quick
check-ins, to give both
positive reports and to
ask for support when
needed. 5/7/18,
12/12/18

I am actually unsure
about what it would take
to move to innovating in
this category, given the
circumstance of the dance
classroom. I might need
to brainstorm this!
5/1/19