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CSTP 5 - Evidence

This document outlines a teacher's development in applying knowledge of different types of assessments over multiple years. It provides evidence of the teacher's use of initial assessments to guide instruction, collecting data from various sources like standardized tests and informal assessments, reviewing data with colleagues, using assessment data to plan differentiated instruction and set learning goals, involving students in self-assessment and goal-setting, using technology to track assessment data and communicate with parents, and providing timely feedback to students and families.

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Nancy Camp
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100 views6 pages

CSTP 5 - Evidence

This document outlines a teacher's development in applying knowledge of different types of assessments over multiple years. It provides evidence of the teacher's use of initial assessments to guide instruction, collecting data from various sources like standardized tests and informal assessments, reviewing data with colleagues, using assessment data to plan differentiated instruction and set learning goals, involving students in self-assessment and goal-setting, using technology to track assessment data and communicate with parents, and providing timely feedback to students and families.

Uploaded by

Nancy Camp
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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5.

1 Applying knowledge of the purposes, characteristics, and uses of


different types of assessments

Level of Development: Emerging Date: 9/25/21


Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/27/22
Level of Development: Integrating Date: 4/3/23

Evidence
• I use initial assessments to guide group work for future lessons/
assignments
• I walk around room to check for understanding
• I get assessment data from previous teachers and administration to
identify levels of development
• STAR Reading/Math assessments are given at least four times
throughout the year. This helps me to group students into groups for
guided reading, literature circles, and math activities.
• I use exit tickets to see if students will need reteaching.
• NBPTS Propostion 1: Teachers are committed to students and their
learning
• Challenge high achievers and have them expand their thinking with
additional activities
• Adjust assessments for students to show their learning in a way that
they feel strong and comfortable

5.2 Collecting and analyzing assessment data from a variety of


sources to inform instruction.

Level of Development: Emerging Date: 9/25/21


Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/27/22
Level of Development: Integrating Date: 4/3/23
Evidence
• I identify what works and what doesn’t work during lessons by
determining levels of student understanding
• I determine how successful a lesson was by looking at levels of
student understanding
• I use a variety of sources to understand student progress moving
toward their learning goals

Sources of assessment data

-student work analysis

-standardized tests

-informal assessments

-teacher made tests

-exit tickets

• I observe the whole class to check for understanding. This is much


easier to do now that I’ve been a teacher for awhile. I keep track of
who’s struggling so that I circle back around to them whether
individually or in small groups.
• I track progress and analyze data from Renaissance testing as well as
an app called IXL. (ISTE 5a)
• Teacher participates in ongoing monitoring of the students who have
IEP’s.

5.3 Reviewing data, both individually and with colleagues, to


monitor student learning

Level of Development: Emerging Date: 9/25/21


Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/27/22
Level of Development: Integrating Date: 4/3/23
Evidence
• I evaluate student work to determine next steps for instruction
• Grade level meetings are held weekly; grade level planning is
discussed as well as discussing individual students who need extra
support
• I don’t have much time to work with colleagues so sometimes
checking in with them means talking to them for 10 minutes at recess.
I still find these conversations beneficial. We will plan a meeting if
more time is needed to discuss individual students.
• I meet at least once per week with the other 3rd grade teacher so that
we can collaborate. (NBPTS Domain 2)

5.4 Using assessment data to establish learning goals and to plan,


differentiate, and modify instruction
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/27/22
Level of Development: Integrating Date: 4/3/23

Evidence
• I select realistic learning goals that are appropriate for all students
based on entry level assessment data provided by previous teachers
and administration
• I plan lessons with differentiation in mind so that all students are
reached within the lesson
• I use student work to analyze what next steps should be
taken for whole group instruction as well as small group
work
• I use IXL a couple of times per week in my class.
Students get 20 minutes on math and 20 minutes for
language arts. I am able to track their progress and then
assign specific lessons to help them with things they need
more practice with.
• I use their tests to help me determine which groups or students to have
them work with.
• Students participate in assigned assessments

5.5 Involving all students in self-assessment, goal-setting, and


progress monitoring
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/27/22
Level of Development: Integrating Date: 4/3/23

Evidence
•I regularly have students assess their own work as well as other
student’s work to gain a better understanding of what is expected
•I use rubrics to help students see exactly what is expected to complete
an assignment
•I discuss goals as a whole group to help students understand the goal of
the lesson
•I discuss IXL results with students during individual meetings and we
figure out together what they think they need to work on more.
•I always provide a rubric for longer projects so that they can see exactly
what is expected of them.
•Teacher facilitates weekly reports where students have to look over
their work from the week and take home to parents. We use this to
help set goals

5.6 Using available technologies to assist in assessment,


analysis, and communication of student learning
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/27/22
Level of Development: Integrating Date: 4/3/23
Evidence
• IXL is used for both Math and Language Arts - Teacher keeps track
of student reports
• I give students a rubric to follow and
explain what is expected for any given
assignment
• Report cards, emails, and the Remind app
are all ways in which the teacher
communicates student progress to
parents. The picture to the right shows
the Remind app being used to show
parents a successful art lesson we had.
• I send out a classroom newsletter every Monday so that parents
can see what we have coming up that week both in the classroom
and in the school in general (ISTE 4d & 6d)
• Parents are able to log into their child’s account to track their
progress on IXL.
• Teacher clearly communicates information to students and their
families whether by newsletter or emails.
• Teacher sends invitation letters home so that parents can see what
students are doing online in the classroom.

5.7 Using assessment information to share timely and


comprehensible feedback with students and their families
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/27/22
Level of Development: Integrating Date: 4/3/23

Evidence
• I communicate regularly with parents both formally and informally.
• I send home progress reports and report cards.
• I also send home a lot of classwork through
the Wednesday folder. Information is given
on the homework packet.
• Emails and the Remind app are used regularly
for communication with parents. Below is a
picture of the Wednesday Folder bucket. I put
student work, report cards, notes, and school
community information inside. Parents pick
up on Wednesdays and return on Thursdays.
• This year I got rid of the Remind app. I
always had at least 2 parents who missed
things because they never signed up. When I use their direct email
addresses, I find that it is impossible to not include every parent.
• I’ve started a Monday newsletter that shares with parents what we are
planning on working on that week. This has helped reduce questions
from parents because they’ve already been sent the information. (ISTE
4d).
• Teacher uses assessment data to guide progress and communicate with
students, parents, and the administration.
• Teacher regularly informs parents of student progress.

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