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.
Begins to identify specific
5.1 Applying characteristics of
knowledge of the assessments that yield
purposes, different types of
characteristics, and information about
uses of different student preparedness,
types of assessments progress, and proficiency.
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
(7/21/19) ) (12/14/19)
(4/12/2020)
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
(7/21/19) ) (12/14/19)
(4/12/2020)
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. progress.
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. knowledge.

Teacher creates lessons

that build on each other,
therefore often uses prior
exit slips to identify
current student learning
level for the next lesson.
Teacher uses quick pre-
assessments to locate
which students are
struggling, and students
use exit slips to give time
in between lessons where
students can get
supplement instruction.
Teacher also uses weekly
and monthly summative
assessments, providing a
designated time within
the week/month to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

review and solidify their
understanding.
(7/21/19) ) (12/14/19)
Teacher uses white
boards for all students to
use during whole group
instruction which allows
teacher to quickly
identify how students are
grasping the concept.
Teacher more regularly
uses exit slips and keeps
them more neatly in file
by putting dates on them
with its objective.
(12/14/19) (4/12/2020)

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 (7/21/19) (12/14/19) on student learning. collect ongoing
processes for data Make adjustments in (4/12/2020) assessment data
5.2 Collecting and
analysis and draws planning for single Uses analysis of a variety appropriate for the range
analyzing
conclusions about lessons or sequence of of data to inform of learner needs.
assessment data
student learning lessons based on analysis planning and Uses data analysis of a
from a variety of
of assessment data. differentiation of broad range of Uses results of ongoing
sources to inform
instruction. (7/21/19) assessments to provide data analysis to plan and
instruction.
(12/14/19) comprehensive differentiate instruction
information to guide for maximum academic
planning and success.
differentiation of
instruction. (4/12/2020)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Teacher collects data
from both written work,
exit slips, journals, end of
the student-student
sharing. Teacher grades
and uses the data to plan
further instruction
individually and with
grade level teacher.
(7/21/19) (12/14/19)
Teacher also collects data
from intervention teacher
as well as Direct Ed
services. Teacher also
uses informal assessment
through observation
during classwork as
students use their
whiteboards. (12/14/19)
Reviews and monitors Reviews and monitors Reviews and monitors a
5.3 Reviewing data, available assessment data additional assessment variety of data on student
both individually and as required by site and data individually and learning individually and
with colleagues, to district processes. with colleagues and with colleagues to
monitor student identifies learning needs identify trends and
learning of individual students. patterns among groups of
(7/21/19) students. (12/14/19)
Integrating Innovating
I began to let students do
independent work after
they have passed the exit
slip portion from the
direct instruction. I also
made students show all
their work during direct
instruction on
individualized
whiteboards. This
allowed me to do a better
job checking for
understanding. It also
allowed me to
differentiate since I could
do small groups with
students that needed
extra support.
(4/12/2020)
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleagues ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Teacher reviews data
after school to plan for
next instruction.
Identifies
misunderstandings and
creates minilessons to
target and correct
misconceptions.
(7/21/19) (12/14/19)
Teacher meets with
intervention teacher and
the whole staff once a
week on Tuesdays to go
over student data and
identify trends and
patterns. Teachers review
summative assessments
such as the NWEA and
the CASSPP to identify
areas to focus on and
improve. (12/14/19)
(4/12/2020)

5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. individual students in language. integrated across content and academic language
instruction single lessons or (7/21/19) (12/14/19) standards for individuals for the fill range of
sequences of lessons. and groups. (4/12/2020) students.
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. instruction to address to instruction to meet Plans differentiated to refine planning,
learning needs of students’ diverse learning instruction targeted to differentiate instruction,
individual students. needs. (7/21/19) meet individual and and make ongoing
(12/14/19) group learning needs. adjustments to match the
(4/12/2020) evolving learning needs
of individuals and groups.

Modifies lessons during

instruction based on
informal assessments.
(4/12/2020)

Used assessment data to I used formative data

create minilessons to from NWEA test reports
target misconceptions, to as well as unit tests. I also
create more rigorous and test students one by one
advanced work for GATE two times a week and
students, and made record all data on the
modifications for the excel sheet, which has
student that is Autistic. really helped locate what
Used data to modify long students need extra help
term curriculum on. I use my data and
schedule, by either modify my next lesson to
extending, relocating, or either reteach or to
expediting lessons. reinforce what students
(7/21/19) (12/14/19) are weak on.
Teacher uses assessment (4/12/2020)
data to plan how many
more days to continue to
teach the lesson so that
students really get the
material. Teacher uses
data to see which
students are meeting the
objective, then uses the
report to adjust teaching
to small groups.
(12/14/19)
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.
need for individual include goal setting language development. individual skills.
5.5 Involving all
learning goals. exercises. (7/21/19) (4/12/2020) Develops students’ meta-
students in self-
(12/14/19) Integrates student self- cognitive skills for
assessment, goal-
Monitors progress using Guides students to assessment, goal setting, analyzing progress and
setting, and progress
available tools for Provides students with monitor and reflect on and progress monitoring refining goals towards
monitoring
recording. opportunities in single progress on a regular across the curriculum. high levels of academic
lessons or sequence of basis. (4/12/2020) achievement.
lessons to monitor their
own progress toward
class or individual goals.
(7/21/19) (12/14/19)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Encourages students to I made sure we set aside
self-assess their work, by time to review and go
giving them strategies to over the work we have
check their math and done in the class.
writing assignments. Students then are able to
Students are given a fix the mistake with help
check list and are of friends. For writers’
required to visually show workshop students
they have met steps. regularly check their
Student are encouraged work to see if they have
through setting long term met the learning goals.
goals. (7/21/19) (4/12/2020)
(12/14/19)
Through semester 1 and
the modules it presented,
I was able to look at and
tinker with creating
several self assessments
for students. However I
was not yet able to
implement it to the
classroom which is the
reason why I remain as
exploring. (12/14/19)

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. (12/14/19) learning to all audiences.
communication of
students. Ensure that (4/12/2020)
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

We use NWEA MAP
Growth tests, which are
individualized tests
administered online
tailored to each student’s
learning level, three times
a year. We also use other
assessment tools such as
illuminate, and other
learning programs such
as lexia, STmath. Upper
grades use Achieve 3000.
We also use other online
programs such as studies
weekly which is a social
studies program, which
also asks questions that
check for understanding.
(7/21/19)
Teacher sends out bi-
weekly assessment
reports to parents
through ClassDojo.
Teacher uses Microsoft
Excel to organize and
locate areas of student
need. Teacher uses the
reporting tools available
through NWEA MAP site
as well as the programs
Lexia and STmath to
identify student needs.
(12/14/19) (4/12/2020)

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that (7/21/19) increased learning. progress and ways to
student proficiencies, students understand. (12/14/19) (4/12/2020) provide and monitor
challenges, and behavior Provides opportunities support.
issues through school Communicates with for comprehensible and Communicates regularly
mandated procedures. families about student timely two-way with families to share a
progress, strengths, and communications with range of assessment
needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. family support. (12/14/19) (4/12/2020)
(7/21/19)
Teacher uses parent- Teacher shares student
teacher conferences held growth and assessments
twice a week to share biweekly to parents
timely and through classroom dojo.
comprehensive feedback, Teacher gives timely
as well as feedback feedback regarding
whenever requested and classroom behavior to
necessary through parents regularly.
ClassDojo, in which so far Teacher also
annually had an average communicates their
of 90%+ subscription student behavior and
rate. (7/21/19) other additional
comments daily through
a daily behavior
homework sheet that
needs to be signed and
returned. (12/14/19)
(4/12/2020)