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. 9/19/22 and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
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
student learning 4/23 know. knowledge.
During my lessons I use Throughout the lesson In my lessons I integrate In my class and lessons I
various forms of students are given open a variety of assessments provide students a wide
formative assessment ended questions, polls, using near pod activity range of assessments.
and checks for and multiple choice such as open-ended Students are provided
understanding. An area of questions. Before the questions, poles, quiz, alternative assessments
improvement would be start of the lesson time to climb, matching when need to support
using the gathered students are asked what games, fill in the blank. students differentiated
information/data to they know about the student learning needs
inform planning. topic of the lesson. At the I monitor students 4/24
9/24/22 end of the lesson students progress; I use results
are given an exit ticket from this assessment to
quiz where they answer questions about
Evidence demonstrate students learning needs
understanding of what and progress in art.
they have learned.
Student responses are 12/23
monitored. 4/23
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
9/19/22 assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and on student learning. collect ongoing
analyzing Follows required Make adjustments in Uses analysis of a variety assessment data
assessment data processes for data planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of analysis and draws lessons or sequence of planning and broad range of of learner needs.
sources to inform conclusions about lessons based on analysis differentiation of assessments to provide
instruction. student learning of assessment data. instruction. 4/23 comprehensive Uses results of ongoing
9/19/22 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 12/23 success.
Evidence I currently trying to In my LiveLessons I use I use the Nearpod reports I use various forms of
assess student Nearpod. Through which provide formative assessments through
understanding at the end Nearpod I am able to assessment data. This instruction to collect
of each lesson through a export an assessment provides a ongoing assessment data.
short quiz or open-ended report based on the comprehensive report for Assessments are
questions on Nearpod. As questions students individual students and provided through
well as review the answer in real time class progress. I used the Nearpod and google
information learned in during the lesson. 4/23 data to plan future forms. 4/24
the last and before instruction and provide
students are dismissed. differentiation.12/23
Near pod will show
percentages of missed
questions this
information than allows
me to know what I should
cover or clarify in my
next lesson. Often these
topics will become my
daily question at the
beginning of a lesson or a
quick review.

Before conducting a CBA

call, I will often look at
the gradebook and check
assignments submitted
by the student. This
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

allows me to guide my
call and I support the
student in their
understanding of the
course content 9/24/22
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 students. patterns among groups of identify underlying patterns and trends.
9/19/22 students. 4/23 causes for trends. 12/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

The Art team developed a The Art team meets every As PLC Lead I Facilitate a
The art PLC team will smart goal during our two weeks. During our collaborate work. As a
often establish smart PLC meetings. These PLC meetings, we team we work together to
goals. For example our Smart Goals are created monitor our progress on identify and address
last goal was to have at to promote student meeting the SMART Goal. causes for achievement
least 80% of our students learning, motivation, and We share new data and patterns and trends
to receive a passing grade make sure students are trends that have been through our SMART
of 70% or higher on the on track. We set dates to identified. We develop Goals. 4/24
current unit portfolio. review our student data ideas on how we can help
as a team and develop students reach the goal.
Data gathered included next steps. 12/23
the percentage of
students that I have I have been able to
completed the portfolio establish a goal and
and received a 70% or gather data through my
Evidence higher. We also provided ILP. 4/23
the number of students
who have not taken the
portfolio.

We often establish how

we are going to help
students reach the school.
If we did not reach the
goal, then as a team we
would discuss what we
could do differently.
9/24/22

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
5.4 Using assessment site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to class. individual students in language. integrated across content and academic language
plan, differentiate, single lessons or standards for individuals for the fill range of
and modify sequences of lessons. and groups. students.
instruction Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
guidelines. 9/24/22 instruction to address to instruction to meet instruction targeted to to refine planning,
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning and make ongoing
needs.12/23 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal assessments.
Currently I will establish I use data gathered on I plan support live I utilize the data provided
a learning objective for student portfolio work to lessons in which I provide on my teacher dashboard
each lesson. An area of inform my instruction for differentiated instruction daily to identify students
improvement would be the next steps in two specific students to in need of support. I make
developing learning instructions. Through the meet individual and ongoing refinements to
goals, more specifically data gathered based on group learning needs. The learning goals for our
long-term learning goals. student work I am then students are invited class content. As well as
9/24/22 able to provide students individually through web individual goals with
targeted support in whole mail invitations. 12/23 students during one-on-
class instruction, small one appointments. 4/24
group, or one-on-one
Evidence support.4/23

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
5.5 Involving all summative assessment single lessons or processes for learning related to content, setting, and progress
students in self- results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
assessment, goal- need for individual include goal setting language development. individual skills.
setting, and progress learning goals. exercises. Develops students’ meta-
monitoring Guides students to Integrates student self- cognitive skills for
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. 9/24/22 lessons or sequence of basis. across the curriculum. high levels of academic
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

lessons to monitor their achievement.
own progress toward
class or individual goals.
4/23
Rubrics are often each Students are encouraged During support live During CBA calls and
tool I use for assessment. to review and self assess lessons, I scaffold the self progress monitoring
This helps establish a their work before assessment process to meetings, I help students
clear of understanding of submitting their work. I students. I model my own to self, assess and sat
what is expected for each provide students and self assessment of learning goals to help
assignment as well as families timely feedback assignment artwork support them, especially
help students understand based on their progress. using the assignment struggling students. 4/24
what they did well and Portfolio rubrics are rubric.12/23
what they need to provided to students on
improve. 9/24/22 the Art 6 message board
to review and download.
4/23
Evidence

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
5.6 Using available proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
technologies to assist make required results, and communicate communicate about of assessments, and provides for an in depth
in assessment, communications about with administration, student learning with communication of and ongoing
analysis, and student learning. colleagues, and families administration, student learning to all communication regarding
communication of 9/24/22 about student learning. colleagues, families, and audiences.12/23 student learning to all
student learning students. Ensure that audiences. 4/24
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

4/23
I currently use the I use Nearpod to conduct I integrate variety of I use a wide range of
gradebook in the Pearson formative assessments technology, which technologies to design,
online classroom to during LiveLessons. I includes google slides to implement, and analyze
record assessments, included different provide students an assessments. As well as
provide feedback on interactive slides and interactive message for ongoing
portfolios. As well as use formative assessment board that holds all our communication regarding
the recorded data to activities. With Nearpod I course resources, student learning. Some of
inform students/families am able to download Nearpod to conduct my this technology includes
of the student’s current formative assessment lessons and engage the use of the Google
progress. data based on the students in various suites, our interactive
questions students learning activities. message board, Padlet,
Families are often answered in real time Kahoot for quiz reviews. and web mail. 4/24
informed during CBA during the lesson. 4/23 Google Docs for guided
Evidence
calls, webmail, or worksheets, study guides.
progress monitoring Google forms for quiz
meetings. Report cards corrections.12/23
are sent at the end of
each semester.

Parents and students also

have access to the
gradebook and the live
grading system. 9/24/22

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that increased learning. 4/24 progress and ways to
student proficiencies, students understand. Provides opportunities provide and monitor
challenges, and behavior for comprehensible and Communicates regularly support.
issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment
progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

struggling students or family support. 4/23 needs.12/23
behavior issues. 9/24/22
I communicate with I use our schools online Students and caretakers
families at the beginning school platform to are highly encouraged to
of the school year by student progress data. I book appointments with
providing them a contact students and me using my
WebMail that contains families who are at risk of youcanbookme link that
information about our falling behind through is provided on the
course and the welcome call, text, and webmail. I message board as well as
video explaining our meet with these students POC. During these
course content, grading, one-on-one for targeted appointments we speak
classroom policies, and support on a call or Zoom. over the phone or meet in
portfolios. Students are highly class to discuss student
encouraged to book an progress, provide
Every week I appointment for one-on- students guidance/
communicate to students one support when support. I also review
via WebMail. In this needed. 4/23 feedback that has been
correspondence I will provided to students on
Evidence
inform them of the assignments.4/24
lessons to complete or
indicate if they will be
completing a portfolio
and where to find
directions and resources.

Feedback to students will

usually be provided in the
grading book. I will send
a WebMail for additional
support. I will often ask
students to make an
appointment or give them
a call right away if
needed. 9/24/22