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.
Begins to identify specific
5.1 Applying
characteristics of
knowledge of the
assessments that yield
purposes,
different types of
characteristics, and
information about
uses of different
student preparedness,
types of assessments
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. 9.22.17 progress. 3.15.19
5.10.18
Selects assessments 11.18.18 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 ranges of demonstration of
student learning. learning needs to knowledge. 3.15.19
demonstrate what they
know. 9.22.17
5.10.18
11.18.18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
I have developed my
assessments to address
questions about learning
needs and progress for
science. I got into that
habit when we did not
have a curriculum, and it
is something I continue to
do now. My co-teacher
and I develop and adapt a
range of assessments for
math. We will pull from
curriculum assessments,
the internet, and other
resources to adapt
assessments that will
help answer questions
about student learning
needs and progress.
I always integrate a
variety of characteristics
into assessments to allow
students with a range of
learning needs to
demonstrate their
knowledge. I know that
there are certain formats
that suit different
learning types better than
others. I try and am
successful at integrating a
range of characteristics to
help my students
successfully demonstrate
their knowledge.
I, personally, am very
proud of my growth in
this category. If I compare
the beginning of the
Innovating
I demonstrate purposeful
use of a wide range of
assessments to support
differentiated needs and
reflect progress. I have
developed, adapted, and
adopted a wide range of
assessments to meet my
student’s learning needs. I
use these assessments
purposely, to gather data,
there is no point in
assessing just to assess. I
incorporate a wide range
of assessments because
the more ways I can
assess a standard means
that I have more ways to
differentiate and meet my
student’s unique learning
needs. When I develop my
own assessments, I plan
in opportunities for
differentiation so all
students can access the
material. Experience in
the classroom and growth
in my knowledge of
content standards and
language needs has
helped me develop my
wide range of
assessments. 3.15.19
I flexibly from my
repertoire and wide range
of assessment options to
maximize student
demonstration of
knowledge. If I give an
assessment and I notice
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

school year to now, I have
developed a broad range
of appropriate
assessments to address
questions about students
learning needs and
progress. These
assessments include
formative assessments,
digital assessments,
paper assessments,
summative assessments,
authentic assessments,
and progress-monitoring
assessments (like
entrance and exit tickets).
I am proud of my
development in this area,
and I know that in order
to grow I need to
continue to develop and
broaden my range.
5.10.18
that the data shows the
students did not master
the standards, then I
reflect on the data to re-
engage my students and
to re-assess them in a
new way. Because
sometimes it is honestly a
flaw in an assessment
that will confuse students
and mess with the data I
can collect. This is why I
have a wide repertoire of
assessments to draw from
to help maximize my
students’ demonstration
of mastery and
knowledge. 3.15.19

I integrate a variety of
characteristics into
assessments to allow
students with a range of
learning needs
demonstrate what they
know. There are written
portions on assessments,
multiple choice options,
speech-to-text options for
my oral processors, gifs,
pictures, drawing options
and more, all to support
the diversity of learners
in my classroom. 5.10.18

I develop and adapt the

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

range of appropriate
assessments to address
questions about students’
learning needs and
progress. I continue to
build and add to the
repertoire of assessments
that I have
created/adapted and
used to support my
students’ and address
questions about their
learning needs. To move
into the innovating
category, I believe that I
need to develop a few
more differentiated
assessments and then I
will be innovating.
11.18.18

I integrate a variety of
characteristics into
assessments to allow
students with a wide
range of learning needs to
demonstrate what they
know. In my assessments
I include short answer,
multiple choice, fill in the
blank, true/false, and
essay questions to
support my students. I
also include visuals,
definitions of words if
needed, and gifs to
support their learning.
The student’s are also
able to demonstrate what
they know through my
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

use of projects,
performance tasks, and
authentic assessments.
11.18.18

5.2 Collecting and Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
analyzing assessments to assess additional data using formal and informal assessment plan that strategically and
assessment data student learning. supplemental assessment data on provides formal and systematically throughout
from a variety of assessments. student learning. 9.22.17 informal assessment data instruction to collect
sources to inform Follows required 5.10.18 on student learning. ongoing assessment data
instruction. processes for data 11.18.18 appropriate for the range
analysis and draws Uses analysis of a variety 3.15.19 of learner needs.
conclusions about of data to inform planning
student learning and differentiation of Uses data analysis of a Uses results of ongoing
instruction. broad range of data analysis to plan and
assessments to provide differentiate instruction
comprehensive for maximum academic
information to guide success. 3.15.19
planning and
differentiation of
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
The only reason I did not
put myself in the
“integrating” category
here is: I do not have an
assessment plan. I have
short-term assessment
plans, but not a long-term
assessment plan. This is
something I would like to
improve. Otherwise, I
collect a variety of formal
and informal assessment
data every day to help
guide my instruction.
I have consistently been
collecting a variety of
formal and informal
assessment data on
student learning. I have
also begun designing and
integrating assessment
plans more regularly
(especially when I made
my ILP). However, I do
not do this often enough
Integrating Innovating
instruction. 9.22.17
5.10.18
11.18.18
At my school site we are I use the results of
required to submit data ongoing data analysis to
analysis weekly. In plan and differentiate
addition to the data we instruction for maximum
are required to analyze academic success. The
and submit, I also use a data gathered from the
broad range of wide range of
assessment data to help assessments in my
plan and differentiate my repertoire guides my
instruction. teaching. There is no
point in moving on to a
Make adjustments in new concept in science
planning for single (which is integrated so it
lessons or sequence of builds on previous
lessons based on analysis knowledge) if the
of assessment data. knowledge is missing. I
Weekly I am required to analyze my data to plan
submit data I have intervention, plan
collected and reflected differentiation in my
on. In addition to these lessons and to maximize
weekly requirements, I my students’ academic
also use other data I have success in my classroom.
collected and analyzed to 3.15.19
guide my planning and
differentiation of
instruction. I would like
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as I am still learning how to consistently design and
to do it, which is why I integrate assessment
left myself in the plans before I move to the
“applying” category. “innovating” category in
5.10.18 this CSTP element.
5.10.18

I design and integrate an

assessment plan that
provides formal and
informal assessment data
on student learning. I
have designed my
assessment plan to give
my student’s many
different opportunities to
demonstrate their
learning. I include
projects, exit/entrance
tickets, informal/formal
assessments and more
into my assessment plan
to properly collect data
that I can then reflect on
and use to guide my
teaching and my
student’s learning.
11.18.18

I use data analysis of a

broad range of
assessments to provide
comprehensive
information to guide
planning and
differentiation of
instruction. My first year
at my school we were
required to submit formal
data
collection/analysis/plan
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

for supporting learners.
This cultivated a good
habit for me. I now
regularly gather data,
analyze and reflect on it,
and then use it to guide
my planning and
differentiating for my
students. I want my
student’s to enjoy
learning, and I firmly
believe that they enjoy
learning when I plan to
meet their needs in an
intentional way, using
data I have collected
about them. 11.18.18

I design and integrate an

assessment plan that
provides formal and
informal assessment data
on student learning. I
design formal exit and
entrance tickets to gauge
student learning, there
are informal progress
monitoring checks, verbal
check-ins, and more in my
assessment plans. I have
designed and
implemented an
assessment plan that
collects and provides data
on my student’s learning
so that I can use this data
to inform my teaching
and my students learning.
3.15.19
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
available assessment data additional assessment variety of data on student broad range of data work and fosters
as required by site and data individually and learning individually and individually and with colleagues ability to
5.3 Reviewing data, district processes. with colleagues and with colleagues to colleagues to analyze identify and address
both individually and identifies learning needs identify trends and student thinking and causes for achievement
with colleagues, to of individual students. patterns among groups of identify underlying patterns and trends.
monitor student students. 9.22.17 causes for trends.
learning 5.10.18
11.18.18
3.15.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

We have a very strong I review and monitor a
PLC at my school site. broad range of data
This PLC environment individually on a daily
allows me to weekly basis. I am constantly
review and monitor a collecting, reviewing, and
variety of data with my monitoring a broad range
colleagues to identify of data to inform my
trends and patterns. Our teaching and to help me
PLC has already noticed plan to help maximize my
trends with certain students’ learning in the
groups of students and classroom. I analyze a
we have, as a grade level, broad range of data with
started interventions to my colleagues to analyze
help support these student thinking and
learners and close the identify underlying
achievement gap. causes for trends on a bi-
weekly basis. We meet as
an 8th grade team and
then in our PLC groups to
analyze data to support
our students’ learning. I
have not had the
opportunity to facilitate
collaborative work, and
this is what is keeping me
from moving on to
“integrating” in this
category. I think that in
the near future this will
be a personal ILP goal of
mine. 3.15.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. 9.22.17 integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students. 3.15.19
Plans instruction using Plans differentiated 11.18.18
5.4 Using assessment
available curriculum Plans adjustments in lessons and modifications Uses data systematically
data to establish
guidelines. instruction to address to instruction to meet Plans differentiated to refine planning,
learning goals and to
learning needs of students’ diverse learning instruction targeted to differentiate instruction,
plan, differentiate,
individual students. needs. meet individual and and make ongoing
and modify
group learning needs. adjustments to match the
instruction
9.22.17 evolving learning needs of
11.18.18 individuals and groups.
3.15.19
Modifies lessons during
instruction based on
informal assessments.
9.22.17
11.18.18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

The weekly required data I am strong in I reflect on data
analysis has helped me to differentiating continuously to make
form very good habits in instruction. I have to be ongoing refinements to
analyzing data to set strong at this because we learning goals for content
student learning goals for have a full-inclusion SPED and academic language
content and academic program, and we also for the full range of
language. Data is what have some general ed students. If I did not
drives my math and students who are very reflect on the data I
science plans. Data is how low and need extra collect continuously, I
I decide if the students support. I differentiate would be letting down my
need reteaching or if we my lessons so they are students and myself as an
can move on to the next able to be successful in educator. It is crucial to
sequence of instruction. the classroom in science reflect on data and to use
and math. those reflections to make
refinements to learning
I modify and adapt goals to support my
lessons as they are in students. Part of what
progress based on drew me to education is
ongoing monitoring of my the opportunity to
students. There is not constantly reflect on and
point in moving on if they refine my practice to best
are not understanding serve my students and to
what I am talking about. I meet their academic
often will approach a learning needs. 3.15.19
lesson from a different
perspective if I see my I use data systematically
students need the extra to refine planning,
support during a lesson. differentiate instruction,
and make ongoing
I have really refined my adjustments to match the
use and development of evolving learning needs of
assessments and individuals and groups. I
gathering data. This has gather formal and
helped me collect a broad informal data throughout
range of data that I can a lesson and use the data
then use to set learning to inform my teaching.
goals that are content and Sometimes we spend
academic language more time on a concept
specific. I also set goals than I had previously
that are integrated across anticipated because I see I
content standards need to re-engage
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

whenever possible to students with the
support critical thinking. material to help them
meet their learning goals.
I plan differentiated Sometimes I gather data
instruction targeted to and use the results of the
meet individual and analysis to see that I need
group learning needs to better differentiate and
based on my data support my students’
collection and analysis. I learning needs. Data
even target specific analysis informs my
individuals or groups teaching and my students’
based on data in our end learning. 3.15.19
of the day “Advisory” or
Eagle Hours where I pull
specific groups to target
their learning and help
them improve. The way I
decide who needs pulled
is based on my data
analysis. 5.10.18

I modify lessons during

instruction based on
informal assessments. I
assess my students by
asking them to give me
thumbs up/down during
instruction, nodding
heads during instruction,
and walking around the
room and listening to the
conversations I hear
during cooperative
learning. I then use this
informal data I collect to
modify as I instruct, to
better meet my students’
learning needs. 5.10.18

I use a broad range of

data to set learning goals
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

for content and academic
language that are
integrated across content
standards for individuals
and groups. The data I
collect on my
assessments is then used
reflectively to guide my
planning. As I plan, I
create and set learning
goals and academic
language goals to
continue to best serve my
students. 11.18.18

I plan differentiated
instruction that is
targeted to meet
individual and group
learning needs. I work
with a fully inclusive
SPED program and I also
have 4 ELL newcomers
who have a VERY basic
grasp on the language. As
a result, I am forced to
differentiate to best
support these learner’s
unique needs. I will poste
examples of the
differentiated instruction
techniques I use on my
Digital Portfolio page for
CSTP 5. 11.18.18

I modify lessons during

instruction based on
informal assessments.
During my 1st year of
teaching, I learned the
hard way that I need to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

modify during instruction
based on informal
assessments. If I ask my
student’s for feedback
and they are obviously
not understanding the
lesson, they are going to
bomb the assessment I
designed based on the
lesson. This seems like
common sense, but
sometimes, in the
moment of instruction it
seems “easier” to keep
going rather than stop
and modify. In the long
run though, it is better to
modify and achieve
learning. Not modifying
leads to frustration from
students and for myself.
Lesson learned, I am
MUCH better at
modifying in my 2nd year.
11.18.18
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 summative learning goals through and goal setting and set learning goals self-assessment, goal
setting, and progress assessment results. single lessons or processes for learning related to content, setting, and progress
monitoring Recognizes the need for sequence of lessons that content and academic academic language, and monitoring.
individual learning goals. include goal setting language development. individual skills. 11.18.18
exercises. 9.22.17 3.15.19 Develops students’ meta-
Monitors progress using 5.10.18 cognitive skills for
available tools for Provides students with Integrates student self- analyzing progress and
recording. opportunities in single Guides students to assessment, goal setting, refining goals towards
lessons or sequence of monitor and reflect on and progress monitoring high levels of academic
lessons to monitor their progress on a regular across the curriculum. achievement.
own progress toward basis. 9.22.17 11.11.18
class or individual goals. 5.10.18 3.15.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I do a decent job of I implement structures

modeling student self- for students to self-assess
assessment and goal and set learning goals
setting for learning related to content,
content and academic academic language and
language. I would, individual skills. One way
though, like to work on I do this, is by having my
my scaffolding to support attendance question ask:
my students in self- What is a learning goal
assessment and goal you have for this week?
setting. This is a mandatory
question, so this then
I guide my students to becomes a structure to
reflect and monitor their help the student’s set
progress on a regular learning goals for
basis. I know I can themselves. They then
improve in this area self-assess at the end of
though. I think I am going the week and share their
to add a weekly reflective progress with a classmate
piece into my students and myself. Another
math and science journals structure our team
to help continue to guide implements is having the
them in both subjects. student’s create their
own Digital Portfolios. In
I model and scaffold their digital portfolios
student self-assessment they are asked to reflect
and goal setting on their learning, connect
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

processes for content and what they have learned to
academic language our school wide learning
development much better outcomes (SLOs) and set
than when I started the learning goals. 11.18.18
year. I have room to grow,
though. To grow, I will I integrate student self-
intentionally develop and assessment, goal setting,
implement structures for and progress monitoring
students not only to self- across the curriculum. I
assess, but also set their integrate these structures
own goals. This I think in science, I relate them
will increase engagement to other subjects, I
and student participation integrate them in math
overall. and in my Advisory
(homeroom) class. I
I guide my students to firmly believe that
monitor and reflect on student’s must “own”
their progress on a their learning, but they
regular basis, but I would cannot do this without
like to integrate students explicit instruction and
self-assessing and self- practice in my classroom.
progress-monitoring. To 11.18.18
begin to integrate this, I
am going to plan I have worked diligently
opportunities for to continue to build in
students to do this as I opportunities for
look ahead for planning students to self-assess
the upcoming school year. and set learning goals
5.10.18 related to content,
academic language, and
individual skills. I would
like to set a professional
development goal to
provide more
opportunities for
students to systematically
monitor their own
progress in meeting the
goals they set. I would
like to bring this idea to
my next PLC meeting to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

see if I can get support as
I try to implement this
new professional
development goal.
3.15.19

I have integrated student

self-assessment, goal
setting, and progress
monitoring across my
math and science
curriculum. My next goal
is to develop my students’
meta-cognitive skills.
When we begin to talk
about meta-cognitive
skills, my students’ tend
to get a bit confused. I
would like to develop and
adapt content to build my
students’ meta-cognitive
skills for the next school
year. That way I can begin
talking about meta-
cognition and growth
mindset from day one,
and then we can use
those skills to help
students analyze their
own progress toward the
goals the set for
themselves. 3.15.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. 9.22.17 learning to all audiences.
communication of
students. Ensure that 5.10.18 11.18.18
student learning
communications are 3.15.19
received by those who
lack access to technology.

Because we are a 1-to-1 I use a wide range of

tech school, I am able to
integrate a variety of
technology into each step
of the student learning
process for all audiences.
I am not afraid to
innovate and try new
technologies in the
classroom, and I believe
this is one of my
strengths. This is
something that also
supports my students in
their learning and helps
them be successful in
both math and science. I
often will try a new
technology every other
week or so, reflect on it’s
effectiveness and decide
whether to keep it or not
based on my and my
students reflections.
I have become very
strong at integrating
technologies to design,
implement, and analyze
assessments. I will create
a list of the technologies I
use to design and
implement assessments
on my Digital Portfolio. I
analyze my assessments
using a variety of
technologies as well. I
also often adapt
assessments I find online
and tailor them to
address my student’s
unique learning needs. I
provide an in depth and
ongoing communication
regarding student
learning to all audiences. I
am very forthright with
my results and will often
communicate before my
principal or my families
ask me to, because I have
nothing to hide and I
want my student’s to be
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
technologies into the
development,
implementation, and
analysis of assessments. I
would like to work on my
communication of
student learning to
parents before I move to
the “innovating” category.
I am very good and used
to communicating
student learning to the
students, my admin, and
my colleagues, but I have
sort of left my parents out
of the learning loop and I
would like to improve this
next year. To do this, I
think I will begin sending
out bimonthly emails to
parents to keep them
updated and informed of
their students’ progress.
5.10.18
Innovating
as supported as possible
as they move through 8th
grade science with me.
11.18.18
I work at a school with a
emphasis on technology,
which means we have 1-
to-1 Chromebooks. This
allows me to use a wide
range of technologies to
design, implement, and
analyze assessments. This
also means I can use the
data from these
assessments to provide
for an in depth and
ongoing communication
regarding student
learning to all audiences.
We are currently
encouraged to use the
platform “Edulastic” to
assess our students. The
data from the Edulastic
technology provides
ongoing communication
to my principal, parents
and student’s about their
progress. It is very helpful
and I highly recommend
the technologies to all
teachers, it has helped
make my job easier.
3.15.19
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 9.22.17 increased learning. progress and ways to
information to share student proficiencies, understand. 11.18.18 provide and monitor
timely and challenges, and behavior Provides opportunities support. 3.15.19
comprehensible issues through school Communicates with for comprehensible and Communicates regularly
feedback with mandated procedures. families about student timely two-way with families to share a
students and their progress, strengths, and communications with range of assessment
families needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. family support. 9.22.17 11.18.18
5.10.18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I provide my students
with clear information
about their strengths,
needs, and strategies for
improvements. I will
often meet with them in
small groups, and
individually on a weekly
basis to provide this
information to them. I
would like to work on the
time piece of this
element. I often find that
as a new teacher I am
behind on one thing or
another, and most often I
am behind on grading
and providing feedback to
students. I am currently
up-to-date, but I have
been behind the weeks
before this.
I provide many
opportunities for
comprehensible two-way
communications with
families and students. I
call, email, and send
home notes on a regular
basis to communicate.
Again, timely is the piece I
need to improve on. If I
am behind, it is harder to
be on time in my
communications. I am
getting better, but I have
room to grow, so my
parents and families and
students can all be on the
same page as myself.
Integrating Innovating
I have improved when it I facilitate students’
comes to integrating leadership in seeking and
ongoing sharing of using ongoing
comprehensible feedback comprehensible
to students from formal communications about
and informal assessments their progress. The
to increase learning. I students all have access
have figured out a grading to their grades online via
system that allows me to Powerschool, my
share timely feedback colleagues and I have
and this has been the key helped develop their
to help me improve and leadership skills so they
to help me increase are confident using
learning in the classroom. Powerschool. They have
When I am able to the leadership skills
provide timely feedback, necessary to not only
it gives my students the review the data displayed
opportunity to reflect and on Poewerschool, but to
grow.. I always strive to also self-advocate for
make my feedback extra support if needed
comprehensible, and the from individual teachers.
students always approach We also facilitate student
if I have confused them leadership in using
and ask for clarification. communications about
5.10.18 progress when we ask
and require that all 8th
I integrate the ongoing grade students attend
sharing of their own parent-teacher
comprehensible feedback conferences. This allows
to students from formal students to take the lead
and informal assessments in analyzing their
on a daily basis. I always progress and self-
inform the student’s advocate for support from
when I have graded an teachers and guardians.
assessment/assignment 3.15.19
and entered the grades
into the grade book. To
support and increase my
student’s learning, I will
take time out of class to
address common
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

misconceptions with
As I mentioned student’s based on a
previously, I have left my previous assessment. I
parents out of the will also take the time to
assessment result loop meet with student’s
and I would like to work individually to discuss
on incorporating them results from assessments
more consistently. I and to support their
provide comprehensible learning needs. A lot of
and timely two-way times the student’s come
communications to share to me for this individual
student concerns and time/feedback, but
progress by facilitating sometimes I call student’s
parent meetings, phone to come check in with me
calls or emails home, and because I am seeing that
sending notes home with they need extra individual
students; but I am not as attention. These two
good at sharing techniques have been
assessment very effective in
data/progress and this is supporting the range of
where I would like to learners in my classroom.
improve in the coming 11.18.18
year. (I would like to
mention that I have I communicate regularly
improved drastically with families to share a
when it comes to range of assessment
communicating with information that is
parents about student comprehensible and
progress/concerns and it responsive to individual
has built a positive student and family needs.
learning community in I am SO grateful for our
and outside of my new technology “Talking
classroom.)5.10.18 Points” because I am able
to text parents and the
app TRANSLATES for me!
I now have SUCH strong
relationships with my
student’s families
because I communicate
with their families
regularly. I share
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

assessment information
with my student’s
families as needed and I
make the assessments
comprehensible so
parents understand how
to best support their
student’s learning in the
classroom. 11.18.18