CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the Explores the use of different Decides on the purpose for Develops and adapts the Demonstrates
purposes and types of pre-assessment, assessment and skills to be assessed range of appropriate purposeful use of a
characteristics of formative and summative to select appropriately matches pre-, assessments to address wide range of
formative and assessments.09.27.17 formative and summative questions about assessments to
summative assessments.05.13.18&12.14.18 students’ learning needs support
5.1 Applying assessments. Begins to identify specific and progress. differentiated student
knowledge of the characteristics of Selects assessments based on clear learning needs and
purposes, assessments that yield understanding of the purposes and Integrates a variety of reflect progress.
characteristics, different types of characteristics of assessments to characteristics into
and uses of information about student support student assessments to allow Draws flexibility from
different types of preparedness, progress, and learning.05.13.18&12.14.18 students with a ranges of a repertoire of
assessments proficiency.09.27.17 learning needs to appropriate
demonstrate what they assessment options
know.05.07.19 and characteristics to
maximize student
demonstration of
knowledge.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I use different assessments
for literacy instruction. I use
TCRWP assessments created
by Teachers’ College in New
York for English reading
assessments and I use EDL
assessments for Spanish
reading Instruction. I only
use ELD assessments
created by EL Achieve to
assess students oral, reading
and writing skills in the
English language. I also use
the unit assessments
provided in our Bridges
Math curriculum. 09.27.17
5.2 Collecting and Use data from Explores collecting
analyzing required assessments additional data using
assessment data to assess student supplemental
from a variety of learning. assessments.09.27.17
sources to inform
instruction. Follows required Make adjustments in
processes for data planning for single lessons
analysis and draws or sequence of lessons based
conclusions about on analysis of assessment
student learning data.09.27.17
Applying Integrating Innovating
I have created daily assessments I have created daily exit
through exit tickets and I have taken tickets for my students
that data to see students’ success in by analyzing the lesson
achieving the learning objective. objective, the standards
05.13.18 addressed and really
focusing on those
I have created these various exit standards so that
tickets and other assessments students are able to
through google drive and google meeting a standards
classroom. Some of these aligned learning
assessments have been on paper but objective. 05.07.19
some of them have been online.
12.2.2018
Collects a variety of formal and Designs and integrates Infuses assessments
informal assessment data on an assessment plan that strategically and
student learning.12.14.18 provides formal and systematically
informal assessment throughout
Uses analysis of a variety of data to data on student learning. instruction to collect
inform planning and differentiation ongoing assessment
of instruction. 12.14.18. Uses data analysis of a data appropriate for
broad range of the range of learner
assessments to provide needs.
comprehensive
information to guide Uses results of
planning and ongoing data analysis
differentiation of to plan and
instruction.04.14.19 differentiate
instruction for
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

maximum academic
success.

I also use supplemental
assessments by assessing
students at the beginning of
each writing unit. I use pre
and post on demands to
assess students writing
abilities so that I can make
sure that students grow as
writers of narratives,
informational articles,
opinion essays and literacy
essays. 09.27.17
I use the data collected from daily
exit tickets to see what I need to add
to each lesson so that students are
much more supported during
reading instruction. 05.13.18
I use spreadsheets created through
Google Sheets to collect ongoing
data. I also use Illuminate, which is
online platform to store and share
data. I use this platform to store all
of my end of unit data for Math and
English Language Development.
12.2.18
NBPTS: Proposition 3:
I have used different
types of assessments
including daily exit
tickets, weekly
checkpoints and end of
the unit assessments to
assess students’
understanding and then
plan further instruction
to improve mastery of
these standards.
04.14.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Reviews and Reviews and monitors Reviews and monitors a variety of Reviews and monitors a Facilitates
5.3 Reviewing monitors available additional assessment data data on student learning broad range of data collaborative work
data, both assessment data as individually and with individually and with colleagues to individually and with and fosters
individually and required by site and colleagues and identifies identify trends and patterns among colleagues to analyze colleagues ability to
with colleagues, to district processes. learning needs of individual groups of student thinking and identify and address
monitor student students. students.09.27.1705.13.18&12.14.1 identify underlying causes for
learning 8 causes for trends. achievement patterns
and trends.
With my grade level team we review
our students’ scores on assessments
to create teaching points that
address skills that students need.
We also review our assessments as
school team to evaluate what
instructional moves we make as a
staff. 09.27.1705.13.18

Through putting all of the data in

the Illuminate platform, we can
easily share data and analyze data
by modifying or creating new sheets
based on if we want to look at the
data by student, by class or by grade
level. 12.2.18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses data from Uses data from available Uses a variety of assessment data to Uses a broad range of Reflects on data
assessments assessments to establish set student learning goals for data to set learning goals continuously to make
provided by site and content-based learning goals content and academic for content and ongoing refinements
district to set for class and individual language.05.13.18&12.14.18 academic language that to learning goals for
learning goals for the students in single lessons or are integrated across content and academic
class. sequences of content standards for language for the fill
5.4 Using lessons.09.27.17 Plans differentiated lessons and individuals and groups. range of students.
assessment data to modifications to instruction to meet
establish learning Plans instruction Plans adjustments in students’ diverse learning Plans differentiated Uses data
goals and to plan, using available instruction to address needs.09.27.1705.13.18&12.14.18 instruction targeted to systematically to
differentiate, and curriculum learning needs of individual meet individual and refine planning,
modify instruction guidelines. students. group learning needs. differentiate
instruction, and make
Modifies lessons during ongoing adjustments
instruction based on to match the evolving
informal learning needs of
assessments.05.07.19 individuals and
groups.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use data from assessments
to derive areas of needs for
my students as writers and
readers. I use this to develop
my teaching points and the
order in which I teach each
of these points. I also use
this data to drive what I
expect from the students so
that they improve. 09.27.17
I observe students at the beginning
of a unit to see what kind of topics
or skills that they don’t grasp yet. I
use this to inform the instructional
decisions that I make. 09.27.17
I observe the daily exit tickets that
students turn in to see how
successful they were in the learning
objectives. I use this data to inform
my planning. 05.13.18
After collecting and analyzing the
data I have stored, I use an app
called Confer to note what reading
needs each student has. This app
also allows me to take notes after
each time I confer with that student.
12.2.18
In my math instruction I
have been using exit
ticket data to modify
teaching points. Once I
see what students are
doing on the exit tickets,
I have stopped lessons
and retaught when I see
that students need more
support or need more of
a challenge. 05.07.19

I use the data that I collect during

checkpoints to inform my
instructional goals for math
instruction. This also shows me
how students are working towards
the mastery of a skill for that unit
and it shows me what I need to
focus on to guide students towards
mastery. 12.14.18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students Begins to encourage Models and scaffolds student self- Implements structures Provides systematic
about learning students to establish assessment and goal setting for students to self- opportunities for
objectives, outcomes, learning goals through single processes for learning content and assess and set learning student self-
and summative lessons or sequence of academic language development. goals related to content, assessment, goal
assessment results. lessons that include goal academic language, and setting, and progress
Recognizes the need setting Guides students to monitor and individual skills. monitoring.
5.5 Involving all
for individual exercises.09.27.1705.13.18& reflect on progress on a regular
students in self-
learning goals. 12.14.18 & 05.07.19 basis. Integrates student self- Develops students’
assessment, goal-
assessment, goal setting, meta-cognitive skills
setting, and
Monitors progress Provides students with and progress monitoring for analyzing
progress
using available tools opportunities in single across the curriculum. progress and refining
monitoring
for recording. lessons or sequence of goals towards high
lessons to monitor their own levels of academic
progress toward class or achievement.
individual goals.09.27.17
05.13.18 &12.14.18
&05.07.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I create reading goals for my
students based on several
lessons surrounding stamina
as a reader. Every day as a
class we announce our
reading goal to mark the
amount of time that we will
read silently. This helps
students visualize their class
goals. 09.27.17

I have students write down

their learning goals in a
notebook for each subject
and I have monitored
progress on that goal
through the positive
reinforcements of Class Dojo.
12.2.18

Uses available Explores use of additional Uses technology to design and Integrates a variety of Use a wide range of
technologies to technologies to implement implement assessments, record and technologies into the technologies to
record assessments, individual assessments, analyze results, and communicate development, design, implement,
5.6 Using available determine record results, and about student learning with implementation, analysis and analyze
technologies to proficiency levels, communicate with administration, colleagues, families, of assessments, and assessments and
assist in and make required administration, colleagues, and students. Ensure that communication of provides for an in
assessment, communications and families about student communications are received by student learning to all depth and ongoing
analysis, and about student learning.09.27.17 05.13.18 those who lack access to technology audiences. communication
communication of learning. 05.07.19. regarding student
student learning learning to all
audiences.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I use the Raz-Kids program
to assess how my students
are doing in their reading by
having students complete
the tasks and take the tests
within this program. Even
though this program is not
used for formal assessment I
can use it to see the progress
the students are making
towards a reading level and
what kind of skills they need
to build on to move up in
reading level. 09.27.17
I use Raz Kids and Khan
Academy to help informally
assess my students. This
helps them take assessments
in a low risk way while still
giving me very usable data
that can inform my teaching
points or small group
instruction. 12.2.18
5.7 Using Provides students Provides students with
assessment with feedback additional feedback based
information to through assessed on formative assessments
share timely and work and required from single lessons or
comprehensible summative sequence of lessons. Seeks to
feedback with assessments. provide feedback in ways
students and their that students
families Notifies families of understand.09.27.1705.13.1
student proficiencies, 8 share student assessments,
challenges, and
behavior issues Communicates with families
through school about student progress,
mandated strengths, and needs at
procedures. reporting periods. Contacts
Applying Integrating Innovating
I use the Illuminate platform to help
me organize my data so that I can
see how students grow overtime. It
gives me a bigger picture on their
progress and it shows me what they
need to work on the most. 12.14.18
I have used illuminate assessments
to support students as we review
math concepts for each math unit. I
have reviewed these assessments
with them as a class to review
question types and assessment
strategies so that students can be
much more successful in mastery
math concepts. 05.07.19
Provides students with clear and Integrates the ongoing Facilitates students’
timely information about strengths, sharing of leadership in seeking
needs, and strategies for improving comprehensible and using ongoing
academic achievement. feedback to students comprehensible
from formal and communications
Provides opportunities for informal assessments in about individual
comprehensible and timely two-way ways that support student progress and
communications with families to increased learning. ways to provide and
monitor support.
progress, raise issues and/or Communicates regularly
concerns, and guide family with families to share a
support.09.27.17 range of assessment
information that is
comprehensible and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
families as needs arise
regarding struggling
students or behavior issues.
After each reading
assessment I provide
feedback to my students on
what they did to pass their
reading level or what they
need to do to move up in
their levels. 09.27.17
Applying
I share daily progress with parents
during dismissal. I also meet with
parents afterschool or contact them
via phone based on the progress
that they are making. I also meet
students and parents during three
parent conferences during the
school year. 09.27.17
Integrating Innovating
responsive to individual
student and family
needs.12.14.18 &
05.07.19
I continually talk to
parents about how their
child is progressing or if
they are working
towards any goals that
they can help with at
home so that the student
can be the most
successful. I often talk to
parents on a daily basis
during dismissal time.
05.13.18
Most of the feedback I
share is in person or by
giving notes to students
and teachers. I would
love to provide more
instant feedback such as
using the Class Dojo
feature where parents
can see their child’s
behavior, ask questions,
and share important
school information.
12.2.18