CSTP 5: Assessing Students for Learning
5.1 Apply knowledge of the purposes, characteristics, and uses of different types of assessments
Level of Development: Exploring
Date: April 2021
Evidence: Checking for Understanding - During every lesson: I check for student understanding through open-ended questioning or think-pair share. For example, during our subtraction lesson, students were asked to explain their thinking. This allowed for students to show their understanding because they were asked to put their thumbs up or down if they agreed with other students.
Updated Level of Development: Applying
Date: November 2021
Evidence: Grade Level Benchmark Assessment: To assess students, we utilize the same text from Fountas and Pinnell assessment kit. We utilize the comprehension level scores to determine students' individual independent and instructional reading levels. We record our data and write specific and concise notes to utilize for our next steps of instruction. This form is found on the district website, allowing the same access to all teachers to utilize with their students.
Documents: Benchmark Assessment Form
ISTE Standard 6b: I manage use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
Level of Development: Exploring
Date: November 2021
Evidence: To more concisely identify students' individual needs for each portion of a guided reading lesson, we utilize a digitally created tool to record notes. These notes are then utilized during an intervention meeting to discuss students' individual learning needs. The goals for skill focus resemble the notes that we take on the benchmark assessment forms for formative assessments. The tool can be accessed here Skill Focus Tracker Document.
5.2 Collect and analyze assessment data from variety of sources to inform instruction
Level of Development: Emerging and Exploring
Date: April 2021
Evidence: Math Lesson - Classroom Observation: After our math lesson, students were asked to complete two word problems for addition. I observed the strategies that students were utilizing and they completed the problem on their whiteboards. When they were finished with the problem, they held up their whiteboards, which allowed me to further assess their work.
Updated Level of Development: Applying
Date: November 2021
Evidence: Anecdotal Notes: During each guided reading lesson, I record detailed notes for each student. While they are reading, I listen to each student and record notes or running record type errors in order to determine my next steps for instruction.
5.3 Review data, both individually and with colleagues, to monitor student learning
Level of Development: Exploring
Date: April 2021
Evidence: Grade Level Team Meeting Minutes: During our Professional Learning Community meetings, we analyze student work and progress in order to determine our next steps for instruction. We discuss supports for our English Language learners and we share resources we have made or discuss ideas for additional supports we can create.
Updated Level of Development: Applying
Date: November 2021
Evidence: Data Analysis Documents: Fountas and Pinnell Instructional Level Expectations for Reading - During Intervention and Grade Level Team Meetings, we utilize the assessment document to discuss students progress in terms of their reading levels. We set goals based on students' performance and their current reading level. This document is utilized throughout the school and individually to determine if students are approaching grade level expectations and how we can support them or alter instruction to meet their individual needs. The form can be found on the district site to access online or you can print. During our PLC meetings, we bring up our forms on our district computers to discuss student data.
Documents: Fountas and Pinnell Instructional Level Expectations for Reading
Updated: Level of Development: Integrating
Date: 4/6/22
Standards:
- TLMS Domain II: Accessing and using research to improve practice and student learning
- NBPTS: Proposition 1: Teachers are committed to their students and their learning.
Documents: Jan Richardson The Next Steps Forward into Guided Reading Text and Website
5.4 Use assessment data to establish learning goals and to plan, differentiate, and modify instruction
Level of Development: Exploring
Date: April 2021
Evidence: Reading Assessment - Anecdotal Record / Notes Prior to students going on break, I did an assessment of each child in order to identify students individual learning needs and to regroup students. Students were asked to read a book at their current level to determine if they should move to the next reading level or if they needed additional practice. Additionally, I analyzed the mistakes they were making while reading in order to determine what areas students needed reteaching or additional practice in their small group reading lessons.
Documents: Reading Assessment - Anecdotal Record / Notes
Updated Level of Development: Applying
Date: November 2021
Evidence: Student Work: During day 2 of our guided reading lesson, students are required to complete the guided writing portion of the lesson. During this time, students write a sentence or more (depending on their level), which I analyze to determine next steps for each student's individual writing goals. I give each student a post it note with their individual goal. I record students' goals in my notes to utilize for the next lesson.
5.5 Involve all students in self-assessment, goal setting, and monitoring progress
Level of Development: Exploring
Date: April 2021
Evidence: Student Math Problem - Assessment for Estimating Students are provided with the specific procedures for completing a math problem. I read the math problem, which includes visuals and introduction. Students are practicing with a new strategy, estimating, they are supported with understanding the steps for completion and the expectations, and they independently complete the assignment in their math notebooks. They must show their thinking. After students complete it, I analyze it in order to determine next steps of instruction. After students complete the problem, I discuss with them how they completed the problem and they must explain their thinking to further evaluate their progress.
Documents: Student Math Problem - Assessment for Estimating
Updated Level of Development: Applying
Date: November 2021
Evidence: Class Assignments: Word Study Procedure - In order to involve students in monitoring their progress they are required to learn and know the word study procedures. To support their learning, we access the steps on a digital form. We practice each step during the guided reading lesson to support their understanding of expectations. This allows students to monitor their progress and identify what they need to focus on. The Word Study Procedure form allows teachers to repeat expectations for students to guide them through the learning process.
Documents: Word Study Procedures Guide
5.6 Use available technologies to assist in assessment, analysis, and communication of student learning
Level of Development: Emerging
Date: April 2021
Evidence: Parent / Family Communications - Progress Report Form: I utilize the progress report form I created for my team to communicate with parents and more provide more detailed information to parents regarding their child’s progress and areas of need. This form allows parents to provide a clear and concise way of communicating their needs of support to me. In addition, I include this form in a private parent email in order for parents to discuss the form with me after completion. After parents complete the form, I respond with a detailed form that provides concise information about their child’s individual needs and progress.
Documents: Progress Report Form
Updated Level of Development: Exploring
Date: November 2021
Evidence: Communication Documents - Telephone Call Recording Sheet - When needing to discuss with a students’ parents their progress or needs for support, I utilize a call log. I take notes about what the parents and I discussed. Prior to speaking with the parent, I also take detailed notes about students' progress to give parents the most detailed information about their child.
5.7 Use assessment information to share timely and comprehensible feedback with students and their families
Level of Development: Exploring
Date: April 2021
Evidence: Progress Report Detailed Information Sheet I utilize this form that was created by the kindergarten team to provide detailed and concise feedback to parents regarding their child’s progress. When we have a parent conference, I review each portion of the document with the parent and discuss future goals for their child. The kindergarten team updates the form as the goals change throughout the year.
Documents: Progress Report Detailed Information Sheet
Updated: Level of Development: Applying
Date: November 2021
Evidence: Beginning of the School Year Letter - At the beginning of the school year the intervention team sends students’ parents an introduction email that contains a letter. In the letter we provide students with concise information about intervention and our learning goals for their child.
ISTE Standard 7b: I use technology to design and implement a variety of formative and summative assessments to accommodate learner needs, provide timely feedback to students and inform instruction.
Level of Development: Applying
Date: November 2021
Evidence: To support students based on their individual reading level assessments, we utilize a digital assessment form which can be accessed here Leveled Assessment. This form allows us to communicate feedback with students and their parents to identify focused areas of need.