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. and summative
assessments. 7/15/20
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.
7/15/20
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. 3/2021 progress.
12/4/20
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. 3/2021 knowledge.
student learning.
12/4/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Before lessons begin, I Teacher is provided with Assessments used
like to understand what data collected throughout through a chapter or unit
student know. To do this, the lesson from informal includes informal and
I use something like a assessments given to the formal, summative, and
KWL chart and have a students. One strategy for formative. Students are
discussion about what informal assessment asked a wide range of
students know/want to involves the student use questions during a lesson
learn from a particular of individual white and asked to respond
lesson. Students also boards. Teacher would sometimes verbally, or
engage in various ask students to blend non-verbally. Such as
activities after whole sounds they here from a thumbs up, thumbs down,
group instruction that picture, such as ‘d-i-g’. or white board responses.
provide formal 12/4/20 I utilize a random
assessments of the lesson selector to call on
taught. This also allows students, so they are
for possible future required to pay attention
modification of the the entire time. I will be
lesson. To further made aware should
evaluate student learning, students not be paying
a summative assessment attention through this
is conducted. 7/15/20 random selection. 3/2021

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 7/15/20 on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in 12/4/20 assessment data
analyzing
analysis and draws planning for single Uses analysis of a variety appropriate for the range
assessment data
conclusions about lessons or sequence of of data to inform Uses data analysis of a of learner needs. 3/2021
from a variety of
student learning lessons based on analysis planning and broad range of
sources to inform
of assessment data. differentiation of assessments to provide Uses results of ongoing
instruction.
instruction. 7/15/20 comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success. 3/2021
instruction. 12/4/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
To inform my After each lesson, Assessments used
understanding of student students complete an through a chapter or unit
progress toward meeting informal assessment, includes informal and
learning goals, I collect such as workbook pages, formal, summative, and
various formal and or Seesaw activities formative. Students are
informal assessment data. based on lesson content. asked a wide range of
I utilize student At the end of each unit, questions during a lesson
responses, anecdotal students take a unit and asked to respond
records, observation assessment. 12/4/20 sometimes verbally, or
during lesson and student non-verbally. Such as
work, and interviews thumbs up, thumbs down,
with students. I also or white board responses.
utilize standardized test I utilize a random
and student work after selector to call on
each lesson. 7/15/20 students, so they are
required to pay attention
the entire time. I will be
made aware should
students not be paying
attention through this
random selection. 3/2021

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student 7/15/20 identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
12/4/20 students. 3/2021 causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Formal assessments are Students take an online Based on the data
provided by the diocese early literacy assessment assessed from star testing
which allows teachers to at the beginning of the our school does every
monitor individual school year to identify trimester (3), I place
student progress. individual learning needs. students into level groups
Additionally, every Student also are assessed for group work time. This
semester, students take on their phonemic allows me to work with
the STAR Early Literacy. awareness skills such as the academically lower
These results presented blending, segmenting, students at one time to
to colleagues to allow for initial sounds, and final develop the skills they
further monitoring of student. The results of are struggling with. I also
student learning. Results these assessments are adjust these groups based
also allow for beginning reviews and further used on ongoing assessments.
of the year planning to identify learning needs. 3/2021
based the results 12/4/20
provided. 7/15/20
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. 7/15/20 integrated across content and academic language
single lessons or standards for individuals for the full range of
5.4 Using assessment sequences of lessons. and groups. 12/4/20 students. 3/2021
data to establish Plans instruction using Plans differentiated
learning goals and to available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate, guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction individual students. needs. 7/15/20 group learning needs. and make ongoing
12/4/20 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on 3/2021
informal assessments.
12/4/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Periodic assessment, such Based on informal I use the formal
as tests, worksheets, assessments provided assessments, such as
group activities, and throughout each day, consistent tests and
homework allow me to lessons are modified and formal writings to make
implement and update planned accordingly. If I ongoing refinements to
learning goals frequently. notice majority of learning goals. Should
For example, after a math students are struggling in students understanding
lesson, I observe that a particular area, I will re- of academic content be
students are failing to teach the lesson. If only scored low, I will further
understand the concept certain students are make the appropriate
based on the practice struggling, I will work in adjustments to
sheet provided after the small groups with those instruction to match the
lesson, I can modify my students. 12/4/20 learning needs of
learning goals the next individuals, or groups
day to meet the within the groups I
knowledge and skills of created at the beginning
my students. 7/15/20 of the school year.
3/2021

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. 3/2021
5.5 Involving all
need for individual include goal setting language development. individual skills. 12/4/20
students in self-
learning goals. exercises. 7/15/20 Develops students’ meta-
assessment, goal-
Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
recording. lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 7/15/20 12/4/20 achievement. 3/2021
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
During writing lessons, I like Students check their
to have students self-assess academic progress from
themselves, before I come the instant results of their
around to assess their Seesaw activities and in
writing. I verbally and
visually (write on board)
class work every day.
remind them of what to look 12/4/20
for when self-assessing.
Periodically, I can students
assess each others work.
This provides a form of
exposure they do not always
get. Seeing others work,
reminds them that we are all
learning together. I remind
students to always take their
time and assess their work
regularly. I provide routine
opportunities for students to
examine, reflect on, and
revise their work. I also
begin this by showing and
modeling for students what
it looks like when we
examine and revise our own
work. 7/15/20

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
7/15/20 about student learning. colleagues, families, and audiences. student learning to all
communication of
12/4/20 students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
3/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Student grades are Parents and families are Our class utilizes Seesaw,
recorded in our school made aware of student goals which is a digital
system called FACTS. at back-to-school night portfolio that students
conducted at the beginning
Each student has upload their work to.
of the year. Student work is
individual grades for each assessed daily and students
They can complete
subject matter. All are provided clear feedback activities that I assign
assessments are recorded right away on their daily, and receive verbal
in FACTS. Parents at this individual strengths or or written feedback from
age level do not have needs for improving their teacher instantly.
access to this online academic achievement. Additionally, parents
system for viewing Parent Conferences are have access to their
grades, however progress scheduled towards the end child’s portfolio, so they
of the first trimester where I
reports and report cards can see their child’s
share each child’s strengths
are sent home regularly. and needs for academic
academic progress
Student class work and achievement. Progress throughout the school
tests are consistently Reports and Report Cards year. 3/2021
graded and sent home for are sent home regularly for
student and parents to parents to monitor their
receive continued child’s academic
feedback on student achievement levels. 12/4/20
progress. E-mail or
scheduled conferences
are implemented if
needed. 7/15/20

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 12/4/20 provide and monitor
feedback with challenges, and behavior for comprehensible and support. 3/2021
students and their issues through school Communicates with timely two-way Communicates regularly
families mandated procedures. families about student communications with with families to share a
progress, strengths, and families to share student range of assessment
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
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
struggling students or family support. student and family needs.
behavior issues. 12/4/20

Students academic levels As students develop and

are identified at parent- grow academically, they
teacher conferences. are able to receive and
Results of their child’s comprehend feedback
assessments are given, so provided to them on
parents are made aware various assignments or
of their child’s progress, activities. Students are
or the areas their child held more accountable
needs improvement with. for their academic
Daily work is also sent success. Instant feedback
home. 12/4/20 is provided on their
individual reading
assignments on Seesaw.
They also check their own
work on daily math
activities. 3/2021