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 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. 7/10/19 progress. 12/7/19
4/23/20
Selects assessments Integrates a variety of
based on clear characteristics into Draws flexibility from a
understanding of the assessments to allow repertoire of appropriate
purposes and students with a range of assessment options and
characteristics of learning needs to characteristics to
assessments to support demonstrate what they maximize student
student learning. know. 7/10/19 demonstration of
knowledge. 12/7/19
4/23/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Throughout the lessons, I Students are given
monitor my students’ different
progress and check for opportunities on
their understanding.
Seesaw to demonstrate
Students are assessed
informally through their understanding of
observations, class the concept taught. I
activities, and Seesaw. check their Seesaw
Students are also activities to check for
assessed after the lessons understanding.
to ensure they grasp the Students can audio
content. Seesaw is a great record, sort pictures,
way to see how each
individual student is
draw, and video record
grasping the concept. on Seesaw. Students are
7/10/19 also assessed through
their adaptive programs
i-Ready and Lexia Core
5. 12/7/19 4/23/20

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 to
Follows required on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety 7/10/19 assessment data
analyzing
analysis and draws planning for single of data to inform appropriate for the range
assessment data
conclusions about lessons or sequence of planning and Uses data analysis of a of learner needs. 12/7/19
from a variety of 4/23/20
student learning lessons based on analysis differentiation of broad range of
sources to inform
of assessment data. instruction. assessments to provide
instruction. Uses results of ongoing
comprehensive
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 7/10/19 success. 12/7/19 4/23/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I assess my students I assess my students
before, during and after through observations,
the lessons to check for classroom activities,
student understanding. I
formal assessments,
utilize Seesaw and
classwork as a method of Seesaw, ESGI and
assessing students at the through adaptive
end of the lessons. I programs such as i-
utilize the assessment to Ready Math, i-Ready
plan my next lesson. Reading and Lexia
7/10/19 Core 5. These
programs provide me
with ongoing
assessment data which
helps me plan my
instruction. It provides
me with areas where
students are struggling
and lesson plans to help
them in those
areas. 12/7/19 4/23/20

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. causes for trends.
7/10/19 12/7/19
4/23/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I utilize my assessment
data (teacher made tests,
ESGI, observations,
student work, Seesaw
portfolios and unit
assessments) to help
students meet learning
goals. At our school, we
only have one teacher per
grade level, so I usually
meet with the
Transitional
Kindergarten teacher and
the First-Grade teacher to
discuss lesson plans and
instruction. 7/10/19
12/7/19 4/23/20
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 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. 7/10/19 integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. 12/7/19 students.
5.4 Using assessment
Plans instruction using Plans differentiated 4/23/20
data to establish
available curriculum Plans adjustments in lessons and modifications Uses data systematically
learning goals and to
guidelines. instruction to address to instruction to meet Plans differentiated to refine planning,
plan, differentiate,
learning needs of students’ diverse learning instruction targeted to differentiate instruction,
and modify
individual students. needs. 7/10/19 meet individual and and make ongoing
instruction
group learning needs. adjustments to match the
12/7/19 4/23/20 evolving learning needs
of individuals and groups.
Modifies lessons during
instruction based on
informal assessments.
12/7/19 4/23/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Based on the I use i-Ready Math, i-
assessments, I provide Ready Reading and Lexia
accommodations and which makes
differentiated activities differentiated instruction
for the students during a lot easier. These
small group instruction. programs assess my
Students are met with students and place them
prior to progress reports accordingly. The
to discuss their goals and students are working at
what they need to work their learning path and
on. 7/10/19 the programs provide me
with data. I am able to
place my students in
groups according to
where they are at or what
they need to work on.

I also use ESGI as a form

of assessment where I
check for letter
identification, letter
sounds, numbers, high-
frequency words and
counting. ESGI provides
me with an overall
classroom data which
allows me to see which
areas need more focus. I
use this data to adjust my
lessons. 12/7/19 4/23/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills. 7/10/19
students in self-
learning goals. exercises. 12/7/19 4/23/20 Develops students’ meta-
assessment, goal-
Guides students to cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on Integrates student self- analyzing progress and
monitoring
available tools for opportunities in single progress on a regular assessment, goal setting, refining goals towards
recording. lessons or sequence of basis. and progress monitoring high levels of academic
lessons to monitor their across the curriculum. achievement.
own progress toward 7/10/19 12/7/19
class or individual goals. 4/23/20
I meet with my students
prior to sending out
progress reports or after
assessments to discuss
about their progress and
to set goals. Students
reflect on their report
and discuss what they
need to work on.

We also have student-led

conferences where
students discuss their
strengths and areas they
need to improve on.
7/10/19 12/7/19
4/23/20
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 and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences. 7/10/19
student learning
communications are 12/7/19 4/23/20
received by those who
lack access to technology.

I utilize ClassDojo as a
means of communication
to the families. I post
photos of our classroom
activities daily and send
home weekly memos. I
communicate with the
families when I notice
their students are doing
well in the classroom or if
they need support.

I utilize ESGI as a form of

assessment and progress
report for the parents.
ESGI provides parents
with data on where their
child is at and how much
they have grown. It also
allows parents to see
what areas their child
need to work on.

Parents also have access

to Seesaw to see some of
the students classwork.

Report cards are sent

CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
home each trimester and
we have two parent-
teacher-student
conferences a year to
discuss growth and areas
for improvement.
7/10/19 12/7/19
4/23/20

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
required summative assessments from single strengths, needs, and to students from formal comprehensible
5.7 Using assessment assessments. lessons or sequence of strategies for improving and informal assessments communications about
information to share lessons. Seeks to provide academic achievement. in ways that support individual student
timely and Notifies families of feedback in ways that increased learning. progress and ways to
comprehensible student proficiencies, students understand. Provides opportunities provide and monitor
feedback with challenges, and behavior for comprehensible and Communicates regularly support. 7/10/19
students and their issues through school Communicates with timely two-way with families to share a 12/7/19 4/23/20
families mandated procedures. families about student communications with range of assessment
progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
struggling students or family support.
behavior issues.

I communicate with the

families daily through
ClassDojo. Parents are
always welcomed to
message me with a
concern or a question. I
utilize ESGI throughout
the year to monitor each
individual student’s
progress. These reports
are sent home mid-
trimester, so parents can
see their child’s
progression and what
they can do to help their
child at home.

During conferences, I also

provide parents with tips
and ideas on how to help
their child grow in each
content area. 7/10/19
12/7/19 4/23/20