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.
9.22.19
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning. 9.22.19
I look for what it is that I
am hoping the students
know and also have them
give a self assessment for
them to think about how
confident they are.
9.22.19
For math there are speed
drills which tests the
students ability to recall
facts quickly while having
them take more time on
their tests and also giving
them real world problem
solving questions 9.22.19
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. 3.31.21 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. 3.9.20 knowledge.
I started to implement
choice boards for certain
subjects and assignments
but I do think that this
could be expanded upon.
3.9.20
Using Rubric
Maker helps me create
rubrics for different
assignments and also
allows students to know
what they are going to be
graded on. They also fill
out the rubric on their
own about their project
and then we compare
how they scored
themselves versus how I
scored them 10.15.20 
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Use data from required Explores collecting Collects a variety of
assessments to assess additional data using formal and informal
student learning. supplemental assessment data on
assessments. student learning. 9.22.19
5.2 Collecting and Follows required
analyzing processes for data Make adjustments in Uses analysis of a variety
assessment data analysis and draws planning for single of data to inform
from a variety of conclusions about lessons or sequence of planning and
sources to inform student learning lessons based on analysis differentiation of
instruction. of assessment data. instruction. 9.22.19
Using a variety of
different types of
assessment such as
whiteboards, exit tickets
or formal assessments
allows me to see how
they are doing as well as
let me know if I need to
reorganize my groups on
a certain day for who
needs more help. 9.22.19
Students are giving self-
reflections throughout
the lessons and at the
start and end of units so I
can gauge where they are.
3.9.20
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
assessment data
Uses data analysis of a appropriate for the range
broad range of of learner needs.
assessments to provide
comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 10.15.20 success.
Using post-it notes as a
quick exit ticket is
something that I like to
do. My students have so
much fun sticking the
post-it notes onto the
whiteboard or the door as
they leave the class to go
to recess. It is something
that is quick for them to
do but allows me to see if
I need to re-teach a
concept or if they are
doing well. This is also
a non-threading activity
since they do not have to
risk having their neighbor
see their answer. 
10.15.20

I keep student portfolios

for my records as well as a
student/family record. In
the portfolio for my records
it has students writing
samples as well as tests
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

broken down into different
files for subject matter.
This way if a parent or
another teacher wants to
know how that student is
doing I can pull the file out
to show them and can track
their student's growth over
the year. The
student/family portfolio is
actually a memory book
that hangs on my wall.
Students will be given
different writing and craft
projects to do each month
and they will put them up
there. This way at the end
of the year students and
families can see how they
have grown and changed
over the year.  3.31.21

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 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.
9.22.19 students. 10.15.20 causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I am the only person in
my grade so I cannot
compare with colleagues
nor is it something that
my site focuses on so it is
hard to grown in this
area. I do look to see what
topics may need to be re-
taught or if a pattern is
progressing with a
student and my class to
know if additional
support is needed.
9.22.19
This is my first year in
this grade so I do not
have any patterns yet of
what students struggle
with on certain topics as I
do not know if the
struggles are just this
class or something that is
developmentally
appropriate. 3.9.20
Applying Integrating Innovating
Now that I have taught
this grade before I have
data to look back and see
how this class is doing to
the previous years class. I
am the only 2nd grade
teacher at my site so
discussing with
other colleagues is not
really an option for me. I
like to discuss with the
previous years teacher
how a student did and
collaborate with the 3rd
grade teacher as to what
she would do with a
student who was
struggling or excelling
but when it comes to data
in 2nd grade I have to
compare to last years
class.  10.15.20
Looking at students cum
files at the beginning of
the year as well as filling
out pink and blue cards
(pink for girls and boys
for blue) that have some
quick information about
my students as it
pertains to their reading,
writing and math
abilities for the next
years teacher and
reviewing the incoming
classes cards all help
me review data from my
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
colleagues from year to
year.  3.31.21
Uses data from Uses data from available Uses a variety of
assessments provided by assessments to establish assessment data to set
site and district to set content-based learning student learning goals for
learning goals for the goals for class and content and academic
class. individual students in language. 9.22.19
single lessons or
5.4 Using assessment
sequences of lessons.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications
plan, differentiate,
guidelines. instruction to address to instruction to meet
and modify
learning needs of students’ diverse learning
instruction
individual students. needs. 9.22.19
I feel as though since I
know my students
strengths and
weaknesses I can push
certain students to higher
levels while helping
struggling students meet
goals that are appropriate
to them. Especially in
writing, I can give
challenges to students to
incorporate different
things that each student
needs to work on and
differentiate it. 9.22.19
Students are to give a self
reflection of their level of
understanding and
scaffolding takes place
Integrating Innovating
Uses a broad range of Reflects on data
data to set learning goals continuously to make
for content and academic ongoing refinements to
language that are learning goals for content
integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
3.31.21
Plans differentiated Uses data systematically
instruction targeted to to refine planning,
meet individual and differentiate instruction,
group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
10.15.20
Students when writing
and in reading groups are
working on different
things within the same
lesson. For writing all
students are writing a
narrative assignment but
my high group is adding
dialogue, my middle
group is working on
transition words and my
low group is working on
three details. This allows
me to teach to the whole
class but also push
students who need to be
challenged while making
all students have
attainable goals. Through
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

within lessons with use of students self
strategic seating evaluating and by me
arrangements. 3.9.20 checking for
understanding I can
adjust lessons as needed.
10.15.20 

By integrating choice
boards for students as well
as hands on activities when
it comes to learning math
students have goals and
I've differentiated and
modified my mode of
instruction to best serve the
student population. 3.31.21

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.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. 9.22.193.9.20 across the curriculum. high levels of academic
lessons to monitor their 10.15.20 achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Students are asked to do I started having my
several self-reflection students set SMART goals
assessments on their which stands for Specific,
knowledge of a subject. Measurable, Achievable,
Students are given Relevant and Time
rubrics for writing Bound. Students fill out
assignments so that they their goal at the
are aware of what is beginning of the month
being asked of them and which can be for
that they can see how academic or behavior.
they are going to be 10.15.20
graded. We will read
several papers together
and discuss how that
would be graded based
upon the rubric so they
can start to see how I
would grade. 9.22.19
As of now I would say
that I am still in this
section. 3.9.20

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 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. 10.15.20 learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
9.22.19 3.9.20
I create an online review With this distance
that we can do as a class learning I am having to
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
and I use an online
grading book that
parents, myself and my
administrator has access
to. I also send progress
reports for parents to see
if they do not have
technology. Student’s
tests have to be signed by
parents and returned so
that way parents are
made aware of student’s
progress. I can also leave
notes in the online
gradebook about how a
student did and why they
received the score they
did. 9.22.19
Without the distance
learning I am still in this
category. 3.9.20
Integrating Innovating
create daily videos of
myself and upload them
to YouTube and this
allows students to pause
the video. I also give them
time to answer any
questions I pose to them
and then give them the
correct answer so it is
still interactive. If this
does not work for
students they are also
given the daily and
weekly lesson plans via
paper to follow along
with since they may not
have internet. 3.9.20
I have used Quizlet to
review with my students
as a pre-test and a review
activity to see what they
know before starting as
well as to prepare them
before a quiz. I also like
that I can make different
levels or amount of
questions for this website
10.15.20.
Student work is sent home
every Friday for parents to
check over in their folders.
I've already checked the
work before students are
able to turn it in and then
I've recorded it and filed it
for parents to see. Scores
are also recorded in
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

ClassReach for parents to
have quicker access and
this will calculate the
students grades so parents
can quickly see their
overall grade in each
subject. 3.31.21

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
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families 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.
struggling students or family support. 9.22.19 10.15.20
behavior issues. 3.9.20
Students are given tests Parents are able to see
back on the following the student’s grades
Monday so that they can online which I update
see how they did, parents several times a week
are to sign the test and with ClassReach which is
return them to school on an online grading
Tuesday morning. program where students,
Students and parents are parents and teachers can
given a rubric if that is all log in and see the
gong to be how I score students attendance,
things. Parents are able to grades, lesson plans and
see the student’s grades homework. The system
online which I update updates once a day and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
several times a week.
9.22.19
Students are also given an
opportunity to give
feedback and explain
what they liked about
certain lessons or can
choose what they would
like to do on certain days.
3.9.20
Integrating Innovating
parents get a daily
notification. 3.9.20
I also started using
the Remind  app in
addition to ClassReach
since unfortunately
ClassReach does not have
an app based platform
and many of the parents
were saying that they
were missing
notifications since they
went t their email. I'm
still using ClassReach
since we have to but I
also like using Remind
since it sends out a
message more like a text
message which is easy to
use as an educator and
easy for parents. It also
will translate to Spanish
for me.  10.15.20
I share with students and
parents at the start of the
school year my
expectations and what the
students will learn this
year. That way from the
beginning of the year
everyone knows what is
happening and what is
expected of them. 3.31.21