CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. and summative
assessments.
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.
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
7/10/19
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
7/10/19
I like to use formative
assessments in language
arts and mathematics to
group students in areas
for growth. I also use the
summative assessments
to adjust my teaching.
There have been some
units that clearly showed
that I had failed at
teaching grammar topics
in a manner that the
students would retain it.
Using this data helped me
realize this and I was able
to review and embed it
again in the following
unit. What I would like to
start incorporating are
pre-assessments. I would
like to see how different
my students’ academic
needs are for new topics.
7/10/19
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. 12/13/19 progress. 4/12/20
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to
learning needs to maximize student
demonstrate what they demonstration of
know. 12/13/19 knowledge.
I have several students I have learned to
who struggle with incorporate assessments
expressing themselves in through these online
sentence form (language applications. With the
arts and mathematics). I Xtra Math application,
give them a chance to students' math facts
draw pictures instead of assessment information is
focusing on writing. This emailed to me. I set up
helps them express which skills I want the
themselves and what students to be assessed
they know in a different on with the iStation
manner. I also use application and then I can
manipulatives during my log back in and see what
small group instruction level they scored. Prodigy
and I use a page for math also gives me the ability
that is “On My Own” as a to assign and assess
formative assessment. content standards. Lastly,
12/13/19 SeeSaw gives me the
ability to upload any type
of worksheet or
assessment I want to
check on students'
progress. 4/12/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments. 7/10/19
Follows required
5.2 Collecting and
processes for data Make adjustments in
analyzing
analysis and draws planning for single
assessment data
conclusions about lessons or sequence of
from a variety of
student learning lessons based on analysis
sources to inform
of assessment data.
instruction.
7/10/19
I would like to use more
supplemental
assessments to better
inform my planning for
future lessons. I currently
use formative quizzes and
summative unit/chapter
tests. When it comes to
supplemental
assessments, I use my
students’ responses to
classroom discussion
questions and my
observations of their
interactions with their
peers. 7/10/19
Applying
Collects a variety of
formal and informal
assessment data on
student learning.
12/13/19
Uses analysis of a variety
of data to inform
planning and
differentiation of
instruction. 12/13/19
I started using the fluency
assessments to inform
my small groups for
language arts. I want to
focus on their ability to
read at a faster rate and
fluently so I can start
concentrating on reading
comprehension. The
assessment also shows
me which students need
to focus on sight word
review. For Mathematics,
I use a “Check My
Progress” and “On My
Own” pages as formative
assessments. I also use a
summative assessment to
inform my math small
groups. 12/13/19
Integrating Innovating
Designs and integrates an Infuses assessments
assessment plan that strategically and
provides formal and systematically
informal assessment data throughout instruction to
on student learning. collect ongoing
4/12/20 assessment data
appropriate for the range
Uses data analysis of a of learner needs.
broad range of
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.
instruction.
I am in charge of printing
out the mathematics
assessments for the grade
level team. I am given the
opportunity to
collaborate with
colleagues on questions I
might find challenging for
the students or questions
that might not be worded
in a way that will give the
students the best possible
chance for success during
our grade level meetings.
I enjoy having the
responsibility and the
ability to share my input
on the mathematics
assessments. 4/12/20
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 patterns and trends.
learning
students. 7/10/19 causes for trends.
12/13/19
Besides analyzing Our grade level has
students’ assessment gotten together to review
results inside the student data from the
classroom, I like to BPST Report. The BPST
analyze their MAP testing Report is administered on
scores. We have a reading an iPad on a one-on-one
specialist that conducts basis. We grouped
this test and I like students according to
working with her to skills they need to
identify trends or areas improve based on
for growth among my the BPST results.
students. It helps me Students visit whichever
identify what type of teacher is teaching the
groups I need to work MTSS skill they need to
with or challenge. It also improve. At the end of the
helps me identify the MTSS cycle, students will
students that need to see be assessed again using
our reading specialist for the BPST Report. This
support. 7/10/19 will allow us to monitor
their growth and see if
the students improved.
12/13/19
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. individual students in language. 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. 12/13/19 students.
data to establish Plans instruction using 7/10/19 Plans differentiated
learning goals and to available curriculum lessons and modifications Plans differentiated Uses data systematically
plan, differentiate, guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
and modify instruction to address students’ diverse learning meet individual and differentiate instruction,
instruction learning needs of needs. group learning needs. and make ongoing
individual students. 12/13/19 adjustments to match the
7/10/19 Modifies lessons during evolving learning needs
instruction based on of individuals and
informal assessments. groups.4/12/20
12/13/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I look at student
assessments and student
work to determine
learning goals and it
helps me plan student
groups for targeted
instruction. I try to make
my learning objectives
appropriate for the class
as a whole because of my
diverse group of learners.
As we dive deeper into a
unit, I modify the goals to
make them more
challenging if the
formative assessments
have shown that the class
has understood the
content thus far. 7/10/19
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and learning goals through
summative assessment single lessons or
results. Recognizes the sequence of lessons that
5.5 Involving all need for individual include goal setting
students in self- learning goals. 7/10/19 exercises. 12/13/19
assessment, goal-
setting, and progress Monitors progress using Provides students with
monitoring available tools for opportunities in single
recording. 7/10/19 lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
12/13/19
Applying Integrating
After I input Math and Reading
Assessment student answers
onto our school's student data
and assessment results website
Illuminate Education, I review
and analyze the results. The
Illuminate Assessment Reports
displays a pie chart of students'
skill and standard mastery. The
website also shows me which
questions were answered
correctly the least so I can make
adjustments to my instruction
and review that content before I
move on. The pie chart also
helps me group individuals who
might benefit from morning
intervention. I have really
focused on differentiating my
mathematics centers.
Depending on the group, I am
focusing on the skills they are
lacking and need as a strong
foundation. The students are
really enjoying the game,
"Prodigy" and are enjoying
practicing their skills to
challenge other children playing
the game. 12/13/19
Models and scaffolds Implements structures
student self-assessment for students to self-assess
and goal setting and set learning goals
processes for learning related to content,
content and academic academic language, and
language development. individual skills.
4/12/20
Integrates student self-
Guides students to assessment, goal setting,
monitor and reflect on and progress monitoring
progress on a regular across the curriculum.
basis.
Innovating
I spend a lot of time
reflecting on my students
progress and learning
needs. I have been using
data from a variety of
sources and applications
because it helps me
create new learning
groups. My students have
a positive reaction to
their small learning
groups and appreciate the
skills they are practicing
because they can see their
progress and
improvement. 4/12/20
Provides systematic
opportunities for student
self-assessment, goal
setting, and progress
monitoring.
Develops students’ meta-
cognitive skills for
analyzing progress and
refining goals towards
high levels of academic
achievement.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

This is an area that I Students are becoming I found a great activity to
struggle with. I do not aware of their ability to do with the students after
show the students their set goals for themselves. we came back from
individual summative We started out with being winter break. I modeled
assessment scores for responsible for their how I would set a goal for
long periods of time. The behavioral goals. Now, myself and the students
only assessment they see the students are setting found it very empowering
are their weekly spelling reading goals for to set a learning goal for
tests. They recognize a themselves. They are themselves. We named it
need to have an picking books that are at “New Year, New Goals”
individual goal for that their level and then and the students really
assessment. The only establishing a goal to focused on language arts
other area students read them fluently before and mathematics goals
monitor their progress in they challenge that they were holding
is with their writing. I themselves with a harder themselves accountable
have a writing wall that book. 12/13/19 for. 4/12/20
serves like a portfolio of
their work. It helps the
students see what they
can improve and once
they improve, they end
up feeling proud of their
work. 7/10/19

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 provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. 12/13/19 learning to all audiences.
communication of
students. Ensure that 4/12/20
student learning
communications are
received by those who
lack access to technology.
7/10/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use our school’s I like to use Kahoot! and Now that we are doing
program, Illuminate, to Quizlet as an Exit Ticket. distance learning, I found
enter assessment results. We do not have 1-to-1 that I can provide
It also breaks down how devices, but I display the students with formative
much of the content the question on the board assessments. This
students mastered. and have the students program makes it easier
Administration has write down their answers for me to provide timely
access to seeing how well on their whiteboards. feedback and easier
our students are doing. This gives me a quick communication with the
During grade level assessment of how well students’ parents.
meetings, we can discuss the students are 4/12/20
how well our students understanding the topic
are doing or where there taught. 12/13/19
are challenges. I can then
print progress reports
and report cards when it
comes time to our parent-
teacher conferences. I
make sure to print copies
for all the parents.
Another method I use to
communicate with
parents is through the
use of Class Dojo. I can
provide them with
homework examples or
just with areas for
growth. 7/10/19
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
5.7 Using assessment required summative assessments from single strengths, needs, and to students from formal comprehensible
information to share assessments. 7/10/19 lessons or sequence of strategies for improving and informal assessments communications about
timely and lessons. Seeks to provide academic achievement. in ways that support individual student
comprehensible Notifies families of feedback in ways that increased learning. progress and ways to
feedback with student proficiencies, students understand. Provides opportunities 12/13/19 provide and monitor
students and their challenges, and behavior for comprehensible and support.
families issues through school Communicates with timely two-way Communicates regularly
mandated procedures. families about student communications with with families to share a
progress, strengths, and families to share student range of assessment
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. student and family needs.
behavior issues. 7/10/19 4/12/20
I have to improve the I wish I could provide my I have been increasing
type of feedback I provide students’ families with the amount of
my students. Right now, I student progress more information I share on
provide them with quickly. Right now, I keep our Class Story Dojo page.
feedback on how well having to wait to input For example, I checked
they are doing on our grades into our program for understanding during
computer reading but I feel that I need to a math lesson and found
programs. I also provide find another way to out that it was very
feedback on their weekly record their results so I challenging for the
spelling tests. 7/10/19 can send home the students. Last year,
students’ assessments parents also found the
right away. I do contact homework for this lesson
parents when I notice an challenging. I decided to
area the students are provide parents with
struggling with and I do information to help them
not wait for parent- successfully help their
teacher conference time. I children complete this
make sure to contact homework at home. I also
them as the need arises. created folders
7/10/19 containing the students’
tests that the parents can
review, sign off, and
return. 12/13/19

I have continued to
increase the amount of
information I share on
our Class Story Dojo page.
Now that we have
transitioned from in-
person instruction to
online distance learning, I
have been sharing a lot of
resources and
applications for the
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

parents to use with their
children at home. For
example, I am providing
parents with updates on
our school and with my
powerpoint
presentations that
contain all the
information I am using to
teach that day. Parents
are comfortable
messaging me with any
questions and I have
designated two days a
week as office hours on
the Class Dojo
application. 4/12/20