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
3 (Routledge Masters in Public Management) Sandra Van Thiel - Research Methods in Public Administration and Public Management - An Introduction-Routledge (2014)