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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 for Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- assessment and skills to be range of appropriate use of a wide range of
formative and summative assessment, formative and assessed to select assessments to address assessments to support
assessments. summative assessments. appropriately matches pre-, questions about students’ differentiated student
5.1 Applying 9/25/17, 5/7/18, 11/2/18 formative and summative learning needs and learning needs and reflect
knowledge of the assessments. 4/22/19 progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments based Integrates a variety of Draws flexibility from a
uses of different types assessments that yield on clear understanding of characteristics into repertoire of appropriate
of assessments different types of the purposes and assessments to allow assessment options and
information about student characteristics of students with a ranges of characteristics to maximize
preparedness, progress, and assessments to support learning needs to student demonstration of
proficiency. 9/25/17, student learning. 4/22/19 demonstrate what they knowledge.
5/7/18, 11/2/18 know.
Throughout lessons, Making pre-formative and
monitor and check for summative assessments a
understanding. Assess key part of lesson planning.
student understanding at the Targeting informal
end of a lesson or unit. assessments and utilizing
Uses the data to further questioning to determine
inform instruction. Uses students’ knowledge base.
both formative and
summative assessments. Also utilizing questioning
9/25/17 as informal assessment on a
daily basis to monitor
Researching other progress and adapt lessons
assessment tools and to student needs.
strategies geared towards
math and science with Consistently reviewing
grade level colleagues. summative assessments and
5/7/18, 11/2/18 offering a variety of
assessment types to gauge
student growth toward
mastery, knowing that
students need multiple
attempts to show growth
and mastery. 4/22/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Use data from required Explores collecting Collects a variety of formal Designs and integrates an Infuses assessments
assessments to assess additional data using and informal assessment assessment plan that strategically and
student learning. supplemental assessments. data on student learning. provides formal and systematically throughout
9/25/17 5/7/18, 11/2/18,4/22/19 informal assessment data instruction to collect
Follows required processes on student learning. ongoing assessment data
5.2 Collecting and for data analysis and draws Make adjustments in Uses analysis of a variety appropriate for the range of
analyzing assessment conclusions about student planning for single lessons of data to inform planning Uses data analysis of a learner needs.
data from a variety of learning or sequence of lessons and differentiation of broad range of assessments
sources to inform based on analysis of instruction. 5/7/18, 11/2/18, to provide comprehensive Uses results of ongoing
instruction. assessment data. 9/25/17 4/22/19 information to guide data analysis to plan and
planning and differentiation differentiate instruction for
of instruction. maximum academic
success.

Collects and analyzes Researching assessment


information from tools and strategies geared
standardized tests, TRC, towards math and science.
formative and summative Using snap assessments
assessments, and informal such as white board math
observation to inform competitions, exit tickets,
planning and differentiation checking for understanding
of instruction. 9/25/17 with “thumbs up/down.”
Incorporating the use of
anecdotal records into
writing conferencing and
leveled reading groups.
5/8/18

Utilizing assessment tools


to help inform instruction
(pre assessments,
kahoot.com, SBAC data,
TRC, IEP’s and 504 Plans,
informal observation, one
on one conferencing).
11/2/18,4/22/19
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
5.3 Reviewing data, available assessment data additional assessment data variety of data on student broad range of data work and fosters colleagues
both individually and as required by site and individually and with learning individually and individually and with ability to identify and
with colleagues, to district processes. colleagues and identifies with colleagues to identify colleagues to analyze address causes for
monitor student learning needs of individual trends and patterns among student thinking and achievement patterns and
learning students. 9/25/17, 5/8/18 groups of students. 11/2/18, identify underlying causes trends.
4/22/19 for trends.

Review student Review student


performance after lessons performance on assessment
and projects independently and class projects to
and with colleagues at same monitor student learning.
grade level. Review and Beginning to utilize
analyze school wide Schoology as a grading tool
(SBAC) results with entire to archive and analyze
staff during professional student learning trends.
development and staff Analyze data and grade
meetings to help guide our work from student SBAC
planning and instruction. tests with grade level
9/25/17, 5/8/18 colleagues to identify
learning trends and
misconceptions. 11/2/18,
Deepen analysis of SBAC
data via hand scoring
interim assessments to
identify learning trends,
misconceptions across
grade level 4/22/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Uses data from assessments Uses data from available Uses a variety of Uses a broad range of data Reflects on data
provided by site and district assessments to establish assessment data to set to set learning goals for continuously to make
to set learning goals for the content-based learning student learning goals for content and academic ongoing refinements to
class. goals for class and content and academic language that are integrated learning goals for content
individual students in single language. 5/8/18, 11/2/18 across content standards for and academic language for
lessons or sequences of individuals and groups. the fill range of students.
5.4 Using assessment Plans instruction using lessons. 9/25/17
data to establish available curriculum Plans differentiated lessons Plans differentiated Uses data systematically to
learning goals and to guidelines. Plans adjustments in and modifications to instruction targeted to meet refine planning,
plan, differentiate, and instruction to address instruction to meet individual and group differentiate instruction,
modify instruction learning needs of individual students’ diverse learning learning needs. and make ongoing
students. 9/25/17 needs. 5/8/18, 11/2/18 adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
4/22/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Uses entry level assessment Beginning to differentiate Will modify instruction
data to help plan lessons learning goals based upon during a lesson based on
and instruction, and create analysis of assessment data, informal assessment of
whole class and individual anecdotal records, informal student understanding
learning goals. This observation. Differentiated (thumbs up, down,
information is also used to goals include; writing tone, sideways, conversation,
figure out which students text structure, and observation of conversation
require additional time for convention, and reading with partners and in
testing and additional level, vocabulary, and groups). Modifications
support in instruction. fluency. Modifications to include reteaching,
9/25/17 instruction include front incorporating visuals,
loading vocabulary for EL’s realia, manipulatives,
and lower reading level (especially in math and
students, leveled guided science), relating ideas and
reading groups, small group topics to students’ past
instruction in math. 5/8/18 experiences. Make cross
curricular connections with
Actively differentiating students to deepen their
learning goals based upon understanding of content.
analysis of assessment data, Informal conferencing in
anecdotal records, and writing, science, and social
informal observation. In studies with individuals and
addition to the above groups to assess needs and
mentioned, differentiation support accordingly.
also includes; use of word 4/22/19
processing, testing in
resource center, word walls,
sentence frames and
starters, visual trackers for
reading. 11/2/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Informs students about Begins to encourage Beginning to differentiate Implements structures for Provides systematic
learning objectives, students to establish learning goals based upon students to self-assess and opportunities for student
outcomes, and summative learning goals through analysis of assessment data set learning goals related to self-assessment, goal
assessment results. single lessons or sequence and what students’ content, academic setting, and progress
Recognizes the need for of lessons that include goal individual learning needs language, and individual monitoring.
5.5 Involving all individual learning goals. setting exercises. 9/25/17, are. Differentiated goals skills.
students in self- 5/8/18 include; writing tone, text Develops students’ meta-
assessment, goal- Monitors progress using structure, and convention, Integrates student self- cognitive skills for
setting, and progress available tools for Provides students with and reading level and assessment, goal setting, analyzing progress and
monitoring recording. opportunities in single fluency. 5/8/18, and progress monitoring refining goals towards high
lessons or sequence of 11/2/18,4/22/19 across the curriculum. levels of academic
lessons to monitor their achievement.
own progress toward class
or individual goals.
9/25/17, 5/8/18, 11/2/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Student work is analyzed to Students are now becoming
determine next steps for actively engaged in goal
instruction. In the case of setting in relation to their
writer’s workshop, student writing. I guide them
work is analyzed with the through this process during
student during conferencing initial one on one
so that goals can be conferencing for Writer’s
established together. Workshop. Goals are
Rubrics and criteria provide differentiated based on
students with a clear student interests (topics,
understanding of themes, characters, etc.),
expectations, what they did and are also ability based
well and what needs (length of writing, number
improvement. 9/25/17 of characters/text
structures. 11/2/18,
In addition to the above Introduce student to the
mentioned, students begin concept of S.M.A.R.T.
to analyze and give Goals at the beginning of
feedback on eachother’s the second semester, and
work. Researching goal guide them through the
setting plans to implement process of setting
next school year with measurable and realistic
students. 5/8/18 goals, and making an action
plan to attain them. 4/22/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Uses available technologies Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
to record assessments, technologies to implement and implement technologies into the technologies to design,
determine proficiency individual assessments, assessments, record and development, implement, and analyze
levels, and make required record results, and analyze results, and implementation, analysis of assessments and provides
5.6 Using available communications about communicate with communicate about student assessments, and for an in depth and ongoing
technologies to assist in student learning. administration, colleagues, learning with communication of student communication regarding
assessment, analysis, and families about student administration, colleagues, learning to all audiences. student learning to all
and communication of learning. 9/25/17, 5/8/18 families, and students. audiences.
student learning Ensure that
communications are
received by those who lack
access to technology.
11/2/18, 4/22/19

Uses technology to Data analysis through


administer and record data SBAC online platform,
from assessments such as with administration and
Dibels and TRC. Students grade level colleagues. Data
utilize computer lab on a mailed home and reviewed
weekly basis, and perform with families during parent
test prep for SBAC teacher conferences.
standardized testing. Use 11/2/18, Meet with grade
school email to level to discuss trends
communicate with observed in testing data,
administration, colleagues, and modify instruction
and parents. Use classroom accordingly. 4/22/19
application “Class Dojo” to
communicate with families,
post pictures and video of
our class activities, and for
behavior management.
9/25/17

Exploring new sources of


educational technology
such as Quizlet, BrainPop,
Google Docs, Animoto,
Boulevard, and Prezi to
incorporate into the
instructional day. 5/8/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
Notifies families of student to provide feedback in ways support increased learning. individual student progress
5.7 Using assessment proficiencies, challenges, that students understand. Provides opportunities for and ways to provide and
information to share and behavior issues through 9/25/17 comprehensible and timely Communicates regularly monitor support.
timely and school mandated two-way communications with families to share a
comprehensible procedures. Communicates with with families to share range of assessment
feedback with students families about student student assessments, information that is
and their families progress, strengths, and progress, raise issues and/or comprehensible and
needs at reporting periods. concerns, and guide family responsive to individual
Contacts families as needs support. 5/8/18, 11/2/18, student and family needs.
arise regarding struggling 4/22/19
students or behavior issues.
9/25/17
Forms of communications Communication with families
with students and families and students is on-going
are as follows: Beginning throughout the school year.
of the year forms home on Regular communication via
phone calls, conference calls,
classroom and school and voice messages with
policy, homework policy, families regarding student
behavior expectations. performance, behavior, and
Back to school night, emotional well-being
progress reports and report becoming more consistent.
cards, Class Dojo, email, Plans of action developed with
phone calls, IEP and 504 families regarding student
Plans, parent teacher academic achievement based
conferences. Assessments on formal assessments such as
are promptly graded and math tests and TRC testing,
resulting in strategic grouping,
returned to students with student conferencing, and
individualized written modifications to instruction
feedback. Many including the implementation
assessments require a of 504 plans as needed. 5/8/18
parent signature to verify SBAC data shared and
receipt. 9/25/17 discussed with families and
students, as well. 11/2/18,
Communicate with families to
implement SST process and at
IEP meetings. 4/22/19

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