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. and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying summative assessments. progress. progress.
knowledge of the Begins to identify specific 4.10.2020
purposes, characteristics of Integrates a variety of Draws flexibility from a
characteristics, and assessments that yield Selects assessments characteristics into repertoire of appropriate
uses of different different types of based on clear assessments to allow assessment options and
types of assessments information about understanding of the students with a ranges of characteristics to
student preparedness, purposes and learning needs to maximize student
progress, and proficiency. characteristics of demonstrate what they demonstration of
9.21.18 assessments to support know. knowledge.
5.7.2019 student learning.
11.5.2019 4.10.2020
Within our school I have improved my
students take quick assessments that I use in
checks and quizzes before my Earth Space Science
taking a Unit test. This class. I have included
data shows me how ready more options for showing
a student might be for the mastery and allow for
test. Additional pre- students to also work
assessment data I collect individually with me to
include how students are show their mastery. I also
feeling, how well they have changed questions
perform during review and added in more
sessions and what kinds opportunities for
of questions students are students to draw from
asking. 9.21.18 their own backgrounds
and experiences in the
In addition to the assessments, such as labs.
assessments that 4.10.2020
students take at the end
of each lesson, I also plan
assessments that are
given verbally over the
phone. During my 1 on 1
calls with my students, I
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

have a list of questions
that I will ask students to
check for understanding
and to identify any gaps
in their learning. I
customize these
questions to where they
are in the curriculum and
also to what they are
interested in. I also use
this information to
determine what kind of
supports a student might
need to be more
successful or to reach
their personal goals.
5.7.2019

Most of my assessments
have remained the same.
Our curriculum and
assessments are pre-
made by a team of
designers, so there is
little room to add or
change the assessments. I
do however create and
implement smaller
informal assessments
over the phone and
during LiveLesson.
11.5.2019
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
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required 4.10.2020 on student learning. collect ongoing
analyzing processes for data Make adjustments in assessment data
assessment data analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of of data to inform broad range of of learner needs.
sources to inform student learning lessons based on analysis planning and assessments to provide
instruction. of assessment data. differentiation of comprehensive Uses results of ongoing
9.21.18 instruction. information to guide data analysis to plan and
5.7.2019 planning and differentiate instruction
11.5.2019 differentiation of for maximum academic
4.10.2020 instruction. success.
I know there are ways I I collect a variety of data
could collect additional from my students, all of
data such as using google which helps me decide
forms as a type of pre- my lesson plans for
assessment. This is LiveLesson and supports.
something I would like to These would range from
try in the future. I also using poll pod questions
make changes to lessons during LiveLesson, asking
based on students test informal and formal
scores or portfolio question during 1 on 1
performance. 9.21.18 phone calls, and also all of
the assessments that
students complete as part
of their lessons. Also, this
is less conventional, but I
also pay close attention to
the questions that
students are asking me
through e-mail, text
messages and phone
calls. If multiple students
are confused by the same
thing, I know that is
something I need to
address. For example,
many students did not do
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

well on our first
discussion board writing
assignments and had a lot
of questions about the
instructions. To help
students, I created an
outline structure and
sentence starters to help
students succeed on the
next discussion board
assignment. 5.7.2019

Collected informal
assessment data is very
helpful to me to know
how my students are
making progress towards
our lesson objectives. I
mostly do this during our
LiveLesson time and
during phone calls. I also
look at formal assessment
data using grade
distributions and other
pieces of data collected
online by our school.
11.5.2019

Students complete a wide

range of assessments as
they work independently
through my class. These
include small formative
assessments like quick
checks and quizzes
through out a unit and
then lab portfolios and
tests at the end of the
units. Students also
engage with discussion
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

board assessments where
they get to interact with
their peers through
academic dialogue. All of
these data points help me
support my students and
see what level of mastery
they are at. 4.10.2020
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. 9.21.18 causes for trends. 4.10.2020
5.7.2019
During our bi-weekly PLC Our school is very As a PLC lead, I help guide
meetings, we discussion involved in looking at my PLC in conversations
grade distributions and data to analyze patterns where we examine
progress towards to better help us support achievement patterns and
meeting our SMART goal. our students. This trends. I also pull various
We also share strategies happens on several reports we have available
on how we can better different levels. Our to use to look at the data.
monitor students and admin sends out reports We look at grade
how to prioritize which twice a week with distribution, turn in rates
students need more different sets of data to and more to know how
immediate interventions. look at, (number of our students are doing
We also discussion data overdue lessons, students and how we can better
and strategies during our missing recent phone support them. We
monthly science calls, ect). Then the Earth brainstorm ways to help
department meeting and Science department also them and divide up
high school meeting. meets every 2 weeks. workloads when we need
9.21.18 During these meetings we to create gap content.
look at our grade 4.10.2020
distributions, assignment
turn in percentages, and
overdue lessons. Then
individually each week I
collect data such as
students who are over 28
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

days without a phone call,
my personal grade
distribution and also any
students who might be in
alarm. Our school has a
ton of data, so know how
to use it efficiently is
important. 5.7.2019

As a PLC each two weeks

we meet to look at our
grade distribution and we
also analyze group data
for assignments like
portfolios and tests. This
really helps us identify
gaps in our students
learning and then how we
can make supports to
help them. We also have
ways of looking at
standards and how
students are progressing
towards them. 11.5.2019
5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. individual students in language. 9.21.18 integrated across content and academic language
instruction single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. 9.21.18 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

5.7.2019
11.5.2019
4.10.2020
I collect a variety of Using all of the data I
student data weekly on wrote about in element
Monday morning to help 5.3, I decide my learning
inform my decisions for goals for my weekly
the week. This data helps LiveLesson session. If
me know which students many students failed a
need immediate recent quiz, I will reteach
interventions. I will plan those concepts. I also
which families to call have the ability to invite
based on student level certain groups of
data as well. I collect my students to my
class grade distribution, LiveLesson room if I need
student alarm to reteach to a specific
information and student group. I also frequently
overdue lessons and teach one on one sessions
grade. 9.21.18 with students who need
more targeted
instruction. These lessons
are really flexible and are
based entirely around the
student’s performance
and learning needs.
5.7.2019

A large part of my time is

spent planning supports
to differentiate the
lessons to meet the needs
of my students. We are an
independent study
school, so students are
very independent but
often need extra support.
I love getting to
differentiate the lessons
to meet the needs of
these students based on
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

data I have collected.
11.5.2019

My PLC and I work

together to plan for
accommodations and
modifications that can
support students in our
class. We look at
assessments and see if
there are any common
questions that students
have missed and share
anecdotal data about
where students are
needed more helps or
what questions they are
asking to help us improve
our assessments.
Working together is very
helpful because we can
look at the data and plan
for supporting all of our
students. 4.10.2020
5.5 Involving all Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
students in self- learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
assessment, goal- outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
setting, and progress summative assessment single lessons or processes for learning related to content, setting, and progress
monitoring results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
need for individual include goal setting language development. individual skills.
learning goals. 9.21.18 exercises. Develops students’ meta-
5.7.2019 Guides students to Integrates student self- cognitive skills for
Monitors progress using 11.5.2019 monitor and reflect on assessment, goal setting, analyzing progress and
available tools for 4.10.2020 progress on a regular and progress monitoring refining goals towards
recording. 9.21.18 Provides students with basis. across the curriculum. high levels of academic
5.7.2019 opportunities in single achievement.
lessons or sequence of 11.5.2019
lessons to monitor their 4.10.2020
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

This is an area of growth Recently I have been I have been implementing

that I would like to trying to work with my more personal goals with
explore. I would like for students and help them my homeroom students. I
my students to have more create their own learning do this so that they take
responsibility in self- goals. Usually I do this ownership of their
assessing and monitoring over the phone during my learning and hopefully
their progress towards 1 on 1 calls with them. will be more successful.
goals. However, much of These goals usually At the beginning of the
my job is monitoring the revolve around getting semester I have each
students’ progress and caught up with overdue student set a personal
creating what we call lessons. I try to guide goal then through our
Issue Aware tickets for them to set goals that are two week check-ins we
certain students who reasonable, time specific talk about their progress
need more progress and measurable. I also set towards those goals.
monitoring. These issue a time that I will check 11.5.2019
aware tickets involve all back in on them to hold
teachers for a student and them accountable for When working with
all admin so that we can their goals. 5.7.2019 students one on one, I
all offer support to this help guide them through
student. 9.21.18 As a school we encourage goal setting and reflection
our students to set on what is working for
Our school has an “alarm” personal goals and to let them. Because we are a
system that helps those motivate them as flexible independent
teachers and families they progress throughout program, we can spend a
monitor student the school year. lot of time working withs
progress. The alarm Unfortunately, there is students and helping
system can indicate if a not a lot of formal their achieve their
student is not programs to help them personal and academic
participating regularly or reach these goals. goals. We spend a lot of
is falling behind in 11.5.2019 time analyzing work
lessons. This is helpful patterns and habits to
when looking for help students increase
students who need productivity and in turn
immediate support. help them pass their
5.7.2019 classes. 4.10.2020

5.6 Using available Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to assist technologies to record technologies to and implement technologies into the technologies to design,
in assessment, assessments, determine implement individual assessments, record and development, implement, and analyze
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
make required results, and communicate communicate about of assessments, and for an in depth and
communications about with administration, student learning with communication of ongoing communication
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
9.21.18 students. Ensure that 11.5.2019
student learning
communications are 4.10.2020
received by those who
lack access to technology.
5.7.2019
I collect student data Our school is totally This year, with the help of
weekly on Monday online so collecting this induction program, I
morning to help inform sharing assessment data have explored a lot more
my decisions for the is done automatically. ways to use technology to
week. I record this data Families really appreciate support my students. One
not only in a paper have up to date grades on recent assessment I
document that I have a daily basis. Teachers created involved the
created but also in an and families also have students using an online
excel spreadsheet that I access to seeing which weather map system to
created. I graph my objectives a student create a slide show in
student data to see areas might be struggling on, PowerPoint. This
of weakness. I also again this is all calculated involved students being
monitor progress through our program able to communicate
towards our SMART goal which is really great. A scientific information
this way. These big part of my job is through PowerPoint. I
spreadsheets are shared helping families interpret also learned about a lot of
with my supervisor all of this data and other ways to create
during our bi-weekly breaking it down in assessments that use
meetings. 9.21.18 explainable terms. technology.
Additionally, not every 11.5.2019
family is checking their
students’ gradebooks For assessments,
daily, so during my calls students use a variety of
with parents I make sure tech tools including
they are aware of their PowerPoint, Word
students grades Documents, Phet
especially if there are Simulators, and more.
gaps in their learning or if Because we are an online
there are patterns school all work is turned
showing their student is in digitally, this allows me
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

not working consistently. to easily leave feedback
5.7.2019 for students in an
effective and efficient
manner. The feedback is
communicated to the
parents as well since they
help the students as their
learning coach. 4.10.2020
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
Notifies families of feedback in ways that 9.21.18 increased learning. progress and ways to
5.7 Using assessment student proficiencies, students understand. 5.7.2019 provide and monitor
information to share challenges, and behavior Provides opportunities 11.5.2019 support.
timely and issues through school Communicates with for comprehensible and 4.10.2020
comprehensible mandated procedures. families about student timely two-way
feedback with progress, strengths, and communications with Communicates regularly
students and their needs at reporting families to share student with families to share a
families periods. Contacts families assessments, progress, range of assessment
as needs arise regarding raise issues and/or information that is
struggling students or concerns, and guide comprehensible and
behavior issues. family support. 9.21.18 responsive to individual
student and family needs.
5.7.2019
11.5.2019
4.10.2020
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

On unit tests and Again, our assessments
portfolio projects, I are completed online so
always provide students students get immediate
with a rubric with a feedback on their lessons.
breakdown of the points Some classes even have
they received. On this the ability to skip over
feedback I also include lessons if a student excels
comments to help direct on a pre-assessment. This
students in is a great feature because
understanding where it allows for high
they faltered. 9.21.18 achieving students to
progress quickly through
A large part of my job is content they have already
communicating with learned. On portfolio
families about their assignments and tests, I
students’ progress. I leave personalized
make at least 25 family feedback about ways
phone calls a week. I also students can improve or
communicate with ways they can earn points
families and students via back. This feedback is
emails, texts and sent to the student and
LiveLessons. 9.21.18 parent in an e-mail. I also
communicate this
feedback through a
variety of ways including
phone calls and text
messages. 5.7.2019

Our online educational

management platform is
a great way that we
communicate assessment
data to our students and
their parents. A large
portion of my day
involves giving timely
and specific feedback to
students so they
understand where their
strengths and areas of
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

growth are. They get an
email notification
anytime they receive
feedback and I always
encourage students read
and make corrections
based on the feedback
they receive. 11.5.2019

Sharing assessment data

with families is easily
done because everything
is done online through
our LMS, Connexus. When
a student turns in work, I
add timely, specific
feedback and this
feedback is e-mailed to
students and caretakers.
From there, I also call and
work with students who
need to re-do missing
work or those who need
more support in
completing assessments.
4.10.2020