CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. 9/29/17 and summative
assessments. 9/29/17
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different different types of
types of assessments information about
student preparedness,
progress, and proficiency.
9/29/17
Applying Integrating Innovating
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. 4/26/18 progress. 3/25/19
11/10/18
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. 4/26/18 knowledge.
student learning.
11/10/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I spent one whole As a faculty, we spent
semester while earning most of last school year
my credential learning discussing the use of
about the purposes and different types of
characteristics of assessments. I found that
formative and summative there are many types that
assessments. 9/29/17 provide different
information for me about
my students. Some are
great at giving a snapshot
of what students have
learned in a lesson while
others let me know what
my students truly learned
instead of just
remembered. I like to
utilize the later as I feel it
lets me know what I need
to work on teaching if my
students haven’t
converted it to long-term
memory yet. 9/29/17
5.2 Collecting and Use data from required Explores collecting
analyzing assessments to assess additional data using
assessment data student learning. supplemental
from a variety of 9/29/17 assessments.
sources to inform
instruction. Follows required Make adjustments in
processes for data planning for single
analysis and draws lessons or sequence of
conclusions about lessons based on analysis
student learning. of assessment data.
9/29/17 9/29/17
Applying Integrating Innovating
As a faculty, we have all I utilize the app Seesaw I utilize the STAR data,
agreed that our formative as formative assessment. daily formative
assessments should have This allows me to better assessments (Seesaw
a clear purpose. We have understand each app), summative
all agreed to conduct a individual student’s assessments, homework
formative assessment at comprehension of the and classwork, and even
the close of each lesson, subject matter. It also Accelerated Reader
and that questions within allows my students to specifically for reading
the formative assessment submit their answer in and comprehension to get
will not exceed 3. The whichever format can a comprehensive view of
assessments’ answers show their ability the my students’ abilities and
should clearly state best. Students can chose needs. This helps me
whether or not the from a variety including differentiate my teaching
student understand the written, drawn, or depending on each
lesson information. If recorded submission. The student’s learning needs.
they can’t show that in 3 ability to draw or record I’m constantly using all of
questions or less, then their answer greatly these together to adjust
they didn’t understand benefits my students with homework differentiation
and there needs to be a specific learning needs. and reading groups.
reteach. 11/10/18 4/26/18 3/25/19
Collects a variety of Designs and integrates an Infuses assessments
formal and informal assessment plan that strategically and
assessment data on provides formal and systematically throughout
student learning. informal assessment data instruction to collect
9/29/17 on student learning. ongoing assessment data
9/29/17 appropriate for the range
Uses analysis of a variety of learner needs
of data to inform planning Uses data analysis of a 4/26/183/25/19
and differentiation of broad range of
instruction. 9/29/17 assessments to provide Uses results of ongoing
comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success. 4/26/183/25/19
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

11/10/183/25/19

My required assessments If my student’s I like utilize formal tests My principal wants us to I infuse formative
help me see what my assessment was very low, as well as informal have at least one informal assessment in my daily
students have and haven’t then I know I need to assessment like exit assessment per lesson lessons with the use of
learned. If there’s a big reteach the lesson. We tickets to see what my each day. I strive very the iPad app Seesaw. My
gapping hole in their can’t move on to the next students have learned. hard to ensure that this students have learned
knowledge, for example chapter until we’ve truly What I learn from this happens, and for the most how to efficiently log in
they all missed the same learned the previous one. data helps me better plan part I am successful in and submit their answer
question, then I know we 9/29/17 my lessons and prepare informally assessing my in a very timely manner. I
need to review that differentiation. 9/29/17 students. This is quite can have all 30 students
information. If the class helpful as I constantly submit their formative
as a whole did pretty well have a pulse on how my assessment in about 10
on the assessment then I students are doing with minutes depending on
know they’re ready for their lessons. 9/29/17 what the formative
the next lesson. 9/29/17 assessment is.
I use formative 4/26/183/25/19
assessments, summative
assessments, STAR I use the Seesaw results
standardized testing data, to inform my next day’s
classroom participation, instruction especially as
and homework to inform we approach a summative
my understanding of assessment such as a
what my students have chapter test. This data
grasped. This also guides helps me determine if
how I implement there needs to be a
differentiated instruction. reteach to a student or
For example, based on all small handful, or if there
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

these assessments I know was a massive
which students need misconception for most of
below, on, or above level the class in which a class
reading passages. reteach would be needed
11/10/183/25/19 the next day before
continuing on to the next
planned lesson
4/26/183/25/19

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
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
9/29/17 identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
9/29/17 students. 9/29/17 causes for trends. 11/10/183/25/19
4/26/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

My principal wants us to Once a week we get In our PLC meetings we My students answer 5 I like to assist my PLC
review our assessments together with our PLC spend time looking for questions each morning. colleagues when they are
each night. That way we groups. For me this trends either in one These questions assess struggling with their
are prepared for the next includes the 2nd, 4th, and particular class or across their learning from the students’ learning. This
day and can make 5th teachers. We discuss our grade levels. This previous day’s lessons. can be quite helpful
modifications to our how our students are helps us see where we When I view this data it because if it’s the 2nd
lesson plans if needed. doing and we share our need to work on or fix to helps me see which grade teacher I can help
9/29/17 assessment data. ensure each student is students need help or if her figure out what needs
9/29/17 learning at his or her full there are trends. For to be done to ensure her
potential. 9/29/17 example, I can notice if students are ready for me
students seem to do well in third grade, or if it’s the
with Math in general, but 4th grade teacher I can
might need a little more help her better
instruction when it comes understand her individual
to rounding and students as I had then in
estimation. Also, if my class last year. This
students aren’t answering also helps me because if
questions I can see if the 4th grade teacher is
there’s a trend there too. having difficulty, perhaps
Perhaps they never I need to do a better job
answer the science teaching that particular
questions because they subject in third grade so
need more instruction or when they get to her
accommodations in there isn’t this problem.
science class. 4/26/18 11/10/183/25/19
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. 9/29/17 individual students in language. 9/29/17 integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. students. 4/26/18
data to establish Plans instruction using 9/29/17 Plans differentiated 11/10/183/25/19
learning goals and to available curriculum lessons and modifications Plans differentiated
plan, differentiate, guidelines. 9/29/17 Plans adjustments in to instruction to meet instruction targeted to Uses data systematically
and modify instruction to address students’ diverse learning meet individual and to refine planning,
instruction learning needs of needs. 9/29/17 group learning needs. differentiate instruction,
individual students. 11/10/183/25/19 and make ongoing
9/29/17 adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments. 4/26/18
9/29/17 11/10/183/25/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Whenever our school I always have This is common for me to I plan differentiated I reflect on the formative
takes the STAR accommodations and do when lesson planning instruction in reading and assessment data as well
assessment tests we adjustments planned for Math. This is the subject math based on the data I as STAR data throughout
spend at least a two staff each lesson. I sometimes where I have the most have compiled from my the year to continuously
meetings unpacking that don’t have to use them, differentiation ready to students. For example, make adjustments to our
information and using but when I need them I’m go each day thanks to the students who show that learning objectives. This
them to set our learning glad I have them already data I have compiled on they are learning above helps ensure that all my
goals. This data along ready to go. My students my students’ different level, perhaps at a 4th students are reaching
with our curriculum goals appreciate it too because learning abilities. It helps grade reading level, they their full potential.
and standards help me then they don’t have to my below level students, will be given work near 4/26/18
set my objectives for each get overly frustrated. I and even those with low that level. Students may 11/10/183/25/19
lesson. 9/29/17 can easily slip that confidence in their math get a 4th grade reading
adjustment into their ability, not only passage to try. If that
individual learning. understand the work is done successfully,
9/29/17 information in a way they will continue to get
that’s easy for them but that level work. This
also helps them avoid differentiation maintains
once again getting that all students are
frustrated because practicing their skills at
something is too hard. levels appropriate for
9/29/17 their learning – not too
difficult to cause
frustration, but not too
easy to cause boredom or
stagnation.
11/10/183/25/19

When I informally assess

half way through a lesson,
if the results are not what
I’d expect or hope I will
immediately modify the
rest of the lesson. This
helps me meet where my
students are in their
learning. 9/29/17
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives,
outcomes, and summative
assessment results.
Recognizes the need for
5.5 Involving all individual learning goals.
students in self- 9/29/17
assessment, goal-
setting, and progress Monitors progress using
monitoring available tools for
recording. 9/29/17
We discuss as a class each
lesson’s learning
objective and its
relevance to real-life
before we begin. We also
talk about our
assessment results to see
how we’re doing as a
class. I never individually
point out one student in
front of the class. If I need
to talk to an individual I’ll
pull them aside
separately for a one-on-
one conversation. I keep
all the data I amass in a
file folder on my laptop. I
frequently check back to
see the overall
progression during the
year. 9/29/17
Exploring
Begins to encourage
students to establish
learning goals through
single lessons or
sequence of lessons that
include goal setting
exercises. 9/29/17
Provides students with
opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
9/29/17
At the beginning of the
year each student writes
what his or her academic
goal is for the year. After
the first trimester is over
we look back and see how
they did. If they’ve
already achieved it we
establish a new goal. If
not, I help them figure out
what we can to ensure
they obtain it by the end
of the year. 9/29/17
Applying Integrating Innovating
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
4/26/18 11/10/183/25/19 Develops students’ meta-
cognitive skills for
Guides students to Integrates student self- analyzing progress and
monitor and reflect on assessment, goal setting, refining goals towards
progress on a regular and progress monitoring high levels of academic
basis. 4/26/18 across the curriculum. achievement.
11/10/183/25/19
I show them how to set a I have students reflect on
goal because some their goal and their
students don’t really progress through self-
understand how to do assessment. They either
that. I help guide them self-assess as a class with
when they pick a year a thumbs up, sideways, or
goal to make sure it’s down. They can also
obtainable and something individually self-assess by
they definitely can writing a 1, 2, or 3 in the
achieve in one year. corner of their paper
4/26/18 before they turn their
paper in. This helps them
see what they’re doing
that is helping them
toward their goal and
what they might need to
do better/differently in
the future.
11/10/183/25/19
CSTP 5: Assessing Students for Learning
Element Emerging
Uses available
technologies to record
assessments, determine
proficiency levels, and
5.6 Using available
make required
technologies to assist
communications about
in assessment,
student learning.
analysis, and
9/29/17
communication of
student learning
I use the STAR data quite
a bit to check on
proficiency levels. I don’t
rely on it because I know
it’s not the end all be all
for judging a student’s
proficiency. I feel it gives a
pretty accurate picture if
the student takes the test
seriously. 9/29/17
Exploring
Explores use of additional
technologies to
implement individual
assessments, record
results, and communicate
with administration,
colleagues, and families
about student learning.
9/29/17
Recently I found the app
“Plickers” which helps me
with student assessment.
It tracks their answers
and how they did overall.
It’s just another
technology I can use to
track student data, and
the students really love it!
9/29/17
Applying Integrating Innovating
Uses technology to design Integrates a variety of Use a wide range of
and implement technologies into the technologies to design,
assessments, record and development, implement, and analyze
analyze results, and implementation, analysis assessments and provides
communicate about of assessments, and for an in depth and
student learning with communication of ongoing communication
administration, student learning to all regarding student
colleagues, families, and audiences. learning to all audiences.
students. Ensure that 11/10/183/25/19
communications are
received by those who
lack access to technology.
4/26/18
This year I have begun to I integrated a variety of
use Seesaw as a means to technologies in my
use more technology in lessons and assessments.
the classroom and to I use my laptop to project
collect formative onto the board, a
assessment data. This has document camera to
changed how I use project a worksheet onto
formative assessment and the board, iPads for
how effectively I use that students to practice skills
data to inform my own using apps, iPads for
lesson plans. 4/26/18 students to submit
formative assessments
via apps such as Seesaw,
and iPads for students to
access the internet to
research information as
well as take Accelerated
Reading tests. I am
currently working to
install Class Dojo apps on
the student iPads so
students can see instant
feedback from myself on
their behavior.
11/10/183/25/19
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. 9/29/17 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 9/29/17 increased learning. progress and ways to
information to share student proficiencies, understand. 9/29/17 4/26/18 provide and monitor
timely and challenges, and behavior Provides opportunities 11/10/183/25/19 support.
comprehensible issues through school Communicates with for comprehensible and
feedback with mandated procedures. families about student timely two-way Communicates regularly
students and their 9/29/17 progress, strengths, and communications with with families to share a
families needs at reporting families to share student range of assessment
periods. Contacts families assessments, progress, information that is
as needs arise regarding raise issues and/or comprehensible and
struggling students or concerns, and guide responsive to individual
behavior issues. 9/29/17 family support. 9/29/17 student and family needs.
4/26/18
11/10/183/25/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I try to regularly I try to communicate with
communicate both the the students on their
good and the bad to assessments both good
parents. I don’t want and bad. When they’ve
them to be in the dark so struggled with a subject
when they see their and then do a great job on
student has a D in a class an assignment I’ll talk to
they aren’t shocked them one-on-one so they
because we’ve been know that I’ve seen their
communicating. 9/29/17 effort and I’m so proud of
them. I also love to send a
“brag email” where I tell
the parents how amazing
their student did on a
test, an assignment, or
just in general. I feel that
really helps keep the lines
of communication open
with the parents if the
emails they’re receiving
from me aren’t all
negative. 9/29/17
Applying Integrating Innovating
My goal is to always be I work with the student
communicating with the and my colleagues to
student and the parents. increase student learning.
It’s important for We utilize the formal and
everyone that informal data obtained to
progression or need for find supports that would
improvement is best encourage that
mentioned in a timely student’s learning. I
manner. This helps the constantly work in
student stop the behavior conjunction with the
or redirect their studies parents to ensure they
to do better before the know what I’m doing in
grade drops too low or the classroom to facilitate
the behavior gets out of their child’s learning and
hand. The same goes for what they can do at home
parents. I never want a to continue this positive
parent to be shocked progress. 4/26/18
about behavior or a 11/10/183/25/19
grade. That’s why I try to
keep my communications
timely. 9/29/17