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 Develops and adapts the Demonstrates
and characteristics of different types of pre- for assessment and skills range of appropriate purposeful use of a wide
formative and summative assessment, formative to be assessed to select assessments to address range of assessments to
assessments. and summative appropriately matches questions about students’ support differentiated
assessments. 7/11/19, pre-, formative and learning needs and student learning needs
5.1 Applying 11/1/19 summative assessments. progress. and reflect progress.
knowledge of the 4/6/20
purposes, Begins to identify specific Integrates a variety of Draws flexibility from a
characteristics, and characteristics of Selects assessments characteristics into repertoire of
uses of different assessments that yield based on clear assessments to allow appropriate assessment
types of assessments different types of understanding of the students with a ranges of options and
information about purposes and learning needs to characteristics to
student preparedness, characteristics of demonstrate what they maximize student
progress, and proficiency. assessments to support know. demonstration of
7/11/19, 11/1/19, student learning. knowledge.
4/6/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
During lessons, I NBPTS Proposition 1:
introduce the standard by Teachers are committed
seeing first what the to students and their
children know. learning. During lessons, I
Throughout the lesson I use many different types
check for understanding of assessments to assess
and adjust accordingly. I what background
am still learning about knowledge students have,
different types of pre- progress monitor, and
assessments, formative formative assessments to
and summative gauge student learning. I
assessments. 7/11/19 give my students
different ways to show
During lessons, I their learning. For
introduce the standard by example, one strategy I
seeing first what the use while checking for
children know. understanding is the
Throughout the lesson I “thumbs up, thumbs
check for understanding down” system where
and adjust accordingly. students show a “thumbs
When checking for up” for “yes, that is
understanding I use correct,” or a “thumbs
different types of down” for “no that is not
responses. Some include: correct”. 4/6/20
verbal responses, using a
thumbs up or thumbs
down, or sharing with a
partner where I circulate
the room to check
student understanding. I
also utilize different types
of assessments where
students can show their
learning different ways.
For example, in a recent
assessment, students
were able to draw or
write their responses.
11/1/19, 4/6/20


CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
As previously stated, I am
still learning about the
different characteristics
of assessments. I want to
grow in this area.
7/11/19

As previously stated, I am
still learning about the
different characteristics
of assessments. Through
the program, I have
learned about various
technology tools
available that utilize
different assessments.
For example, the platform
SeeSaw utilizes a wide
variety of assessments I
can assign students.
11/1/19, 4/6/20







CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction
Follows required 7/11/19, 11/1/19, on student learning. to collect ongoing
5.2 Collecting and
processes for data Make adjustments in 4/6/20 assessment data
analyzing
analysis and draws planning for single Uses data analysis of a appropriate for the
assessment data
conclusions about lessons or sequence of Uses analysis of a variety broad range of range of learner needs.
from a variety of
student learning lessons based on analysis of data to inform assessments to provide
sources to inform
of assessment data. planning and comprehensive Uses results of ongoing
instruction.
7/11/19, 11/1/19 differentiation of information to guide data analysis to plan
instruction. 11/1/19 planning and and differentiate
differentiation of instruction for
instruction. 4/6/20 maximum academic
success.
Based on informal and I use assessments such After a lesson on animal
formal assessments, I as: student responses, behaviors, I noticed
make adjustments to anecdotal notes, students were still
lessons depending upon observations, and student struggling with key
student learning. work to collect data on vocabulary terms and
7/11/19, 11/1/19 students. 7/11/19, concepts. I noticed this
11/1/19, 4/6/20 through different
assessments such a verbal
Based on informal and questioning and answers
formal assessments, I to a writing/ dictation
make adjustments to prompt. This informed my
lessons depending upon future instruction by
student learning. For showing me I needed to

example, I recently did a reteach these concepts and
lesson on animal terms. I retaught key
behaviors. After the first vocabulary and found
assessment, it was clear another activity that
students still needed incorporated different
more experiences to teaching strategies and
deepen student learning, checked for understanding
so I found another more along the way. The
resource to help support formative assessment
them. I then gave them showed students
another assessment understood the concepts
following. 11/1/19 after the second activity.
4/6/20
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
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
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying causes patterns and trends.
learning
7/11/19, 11/1/19, students. for trends.
4/6/20
I do not have colleagues
at my school who teach
the same grade, however,
most of my students
came from other teachers
so I discuss with them
their learning patterns.
My mother is also in
education so I discuss
with her often how to
help support students
and meet their needs.
Data includes: responses
to teacher, anecdotal
records, teacher
observations,
performance tasks, etc.
7/11/19

I do not have colleagues

at my school who teach
the same grade, so I have
utilized my mentor
teacher from this
program. While doing the
POP cycle, we discussed
the assessment given to
students and how to best
support them in meeting
their learning goals. Data
includes: responses to
teacher, anecdotal
records, teacher
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
observations,
performance tasks, etc.
11/1/19, 4/6/20

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 data Reflects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for
class. individual students in language. 7/11/19, integrated across content content and academic
5.4 Using assessment single lessons or 11/1/19, 4/6/20 standards for individuals language for the fill
data to establish sequences of lessons. and groups. range of students.
learning goals and to Plans instruction using
plan, differentiate, available curriculum Plans adjustments in Plans differentiated Plans differentiated Uses data systematically
and modify guidelines. instruction to address lessons and modifications instruction targeted to to refine planning,
instruction learning needs of to instruction to meet meet individual and group differentiate instruction,
individual students. students’ diverse learning learning needs. and make ongoing
7/11/19 needs. 11/1/19, 4/6/20 adjustments to match
Modifies lessons during the evolving learning
instruction based on needs of individuals and
informal assessments. groups.
I plan for differing levels I use a variety of formal
of student skills to ensure and informal assessments
support of all students’ to set learning goals that
learning needs. For are appropriate for each
example, some students child’s abilities. 7/11/19,
during math are given 11/1/19, 4/6/20
manipulatives to solve
addition problems while After analyzing an
others are encouraged to assessment, I realized
show 2 different ways to students were confused
solve the equations. on vocabulary terms used
7/11/19 in a science lesson. To
help deepen their
learning and
understanding, I utilized
the platform, Mystery
Science, to help
differentiate the
instruction and make the
vocabulary accessible to
all children. 11/1/19,
4/6/20

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess and opportunities for
outcomes, and learning goals through and goal setting set learning goals related student self-assessment,
summative assessment single lessons or processes for learning to content, academic goal setting, and
results. Recognizes the sequence of lessons that content and academic language, and individual progress monitoring.
need for individual include goal setting language development. skills.
5.5 Involving all
learning goals. exercises. 7/11/19, Develops students’
students in self-
11/1/19, 4/6/20 Guides students to Integrates student self- meta-cognitive skills for
assessment, goal-
Monitors progress using monitor and reflect on assessment, goal setting, analyzing progress and
setting, and progress
available tools for Provides students with progress on a regular and progress monitoring refining goals towards
monitoring
recording. opportunities in single basis. 4/6/20 across the curriculum. high levels of academic
lessons or sequence of achievement.
lessons to monitor their
own progress toward
class or individual goals.
7/11/19, 11/1/19
Each child is aware of Students are given a
their individual goals and rubric on their writing
I help guide them to journals to be able to
establish more goals or reflect on their own
continue with their own performance. If they
goals. 7/11/19, 11/1/19 express they are done
with their writing, I
During writing, I have demonstrate and model
goals at the bottom their how to use the rubric for
pages to help students them to assess their own
check in with their own writing and reflect on
goals. They color in a star how to strengthen or
if they have met the goal. expand on it. 4/6/20
7/11/19, 11/1/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of student and ongoing
in assessment,
student learning. colleagues, and families administration, learning to all audiences. communication
analysis, and
7/11/19, 11/1/19 about student learning. colleagues, families, and regarding student
communication of
4/6/20 students. Ensure that learning to all
student learning
communications are audiences.
received by those who
lack access to technology.

As stated previously, my TLS Domain 5: Promotes

school does not utilize the Use of Assessments
technology. I use and Data for School and
technology to District Improvement. I
communicate student have been exploring
progress by writing their different assessment
conferences digitally. I technologies such as
would like to explore Prodigy, iReady, and
other options to be able SeeSaw as assessment
to record assessments, tools to help assess
etc. to better analyze student learning and
student achievement and inform instruction. I have
areas of need. 7/11/19, been working on a way to

11/1/19 share these findings with
colleagues and
administrative staff.
4/6/20
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 clear and timely sharing of comprehensible leadership in seeking
assessed work and based on formative information about feedback to students from and using ongoing
required summative assessments from single strengths, needs, and formal and informal comprehensible
assessments. lessons or sequence of strategies for improving assessments in ways that communications about
lessons. Seeks to provide academic achievement. support increased learning. individual student
5.7 Using assessment Notifies families of feedback in ways that 7/11/19, 11/1/19, progress and ways to
information to share student proficiencies, students understand. 4/6/20 Communicates regularly provide and monitor
timely and challenges, and behavior with families to share a support.
comprehensible issues through school Communicates with Provides opportunities range of assessment
feedback with mandated procedures. families about student for comprehensible and information that is
students and their progress, strengths, and timely two-way comprehensible and
families needs at reporting communications with responsive to individual
periods. Contacts families families to share student student and family needs.
as needs arise regarding assessments, progress,
struggling students or raise issues and/or
behavior issues. concerns, and guide
family support. 7/11/19,
11/1/19, 4/6/20
During activities I
consistently provide
student with
individualized feedback
including things they are
doing well and things
they can continue to work
on. This also gives me the
opportunity to
differentiate instruction.
7/11/19, 11/1/19,

4/6/20


I use a variety of ways to
communicate with
students and families.
Some ways include:
parent conferences, notes
to parents, report cards,
homework instructions,
etc. 7/11/19, 11/1/19,
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
4/6/20