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 assessment, formative
summative 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.7/18/20
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning.7/18/20
I use running records, sight
word assessments, fact
fluency assessments twice
each trimester. Running
record lessons are given by
each students level and help
me determine their reading
group level. Though, my next
step is to focus on phonemic
awareness assessments to
help me better guide my
phonics lessons.7/18/20
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
progress.12/10/20 reflect progress.
5/7/21
Draws flexibility from a
Integrates a variety of repertoire of appropriate
characteristics into assessment options and
assessments to allow characteristics to
students with a ranges of maximize student
learning needs to demonstration of
demonstrate what they knowledge.
know.12/10/205/7/21
After utilizing running
records for knowledge of
each student's fluency
and accuracy, I utilize the
comprehension questions
to gauge what specific
areas of comprehension
they struggle
with. 12/10/205/7/21
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.7/18/20
5.2 Collecting and Follows required
analyzing processes for data Make adjustments in
assessment data analysis and draws planning for single
from a variety of conclusions about lessons or sequence of
sources to inform student learning lessons based on analysis
instruction. of assessment
data.7/18/20
I used collected data from
biweekly comprehension
quizzes, teacher made
exit tickets and quizzes to
drive additional lessons
or re-teaching. 7/18/20
I make adjustments on
the pacing of curriculum
based on my assessment
results (moving on or
reteaching). 7/18/20
5.3 Reviewing data, Reviews and monitors Reviews and monitors
Applying Integrating Innovating
Collects a variety of formal Designs and integrates an Infuses assessments
and informal assessment assessment plan that strategically and
data on student provides formal and systematically
learning.12/10/20 5/7/21 informal assessment data throughout instruction to
on student learning. collect ongoing
Uses analysis of a variety of assessment data
data to inform planning and Uses data analysis of a appropriate for the range
differentiation of broad range of of learner needs.
instruction.12/10/205/7/21 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. success.
A phonics assessment was
conducted along with
running records, and weekly
listening comprehension
tests. This collection of tests
allows me to see the various
areas students are
struggling, as well as their
strengths.  It also helps me
plan instruction accordingly
for small group guided
reading.12/10/205/7/21
Reviews and monitors a Reviews and monitors a Facilitates collaborative
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

available assessment additional assessment variety of data on student
data as required by site data individually and learning individually and
both individually
and district processes. with colleagues and with colleagues to identify
and with colleagues,
identifies learning needs trends and patterns among
to monitor student
of individual students. groups of students.7/18/20
learning
STAR assessments are
analyzed on an individual
level, small group level, class
level, and whole school level.
I analyze my class’s results
while as a staff we discuss
the school’s results along
with trends we see amongst
grade level scores and SGP
growth. 7/18/20
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 causes patterns and trends.
for trends. 12/10/20
5/7/21
During our level meetings
(TK-2), we discuss
various reading tests
given in our own classes:
fluency, sight word, letter-
sound recognition, STAR
tests. We make goals
based on our own
individual classes and
their struggles. Every 1-2
months we meet to
review our goals, and
adjust as
needed. 12/10/20
5/7/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
class. individual students in
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using 7/18/20
plan, differentiate, available curriculum
and modify guidelines. Plans adjustments in
instruction instruction to address
learning needs of
individual students.
7/18/20
I use STAR assessments
data and running record
data to establish goals for
individual students,
groups and whole
class.7/18/20
I adjust my lessons as
necessary when I see
students struggling with
already taught content,
or if there is a skill a
group of students (or
class) unanimously needs
to work on. 7/18/20
Applying Integrating Innovating
Uses a variety of assessment Uses a broad range of Reflects on data
data to set student learning data to set learning goals continuously to make
goals for content and for content and academic ongoing refinements to
academic language that are learning goals for content
language.12/10/20 5/7/21 integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated lessons
and modifications to Plans differentiated Uses data systematically
instruction to meet students’ instruction targeted to to refine planning,
diverse learning meet individual and differentiate instruction,
needs.12/10/20 5/7/21 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and
informal assessments. groups.
During our level meetings
(TK-2), we discuss various
reading tests given in our
own classes: fluency, sight
word, letter-sound
recognition, STAR tests. We
make goals based on our
own individual classes and
their struggles. Every 1-2
months we meet to review
our goals, and adjust as
needed. 12/10/20 5/7/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about Begins to encourage Models and scaffolds student Implements structures for Provides systematic
learning objectives, students to establish self-assessment and goal students to self-assess opportunities for student
outcomes, and learning goals through setting processes for and set learning goals self-assessment, goal
summative assessment single lessons or learning content and related to content, setting, and progress
results. Recognizes the sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all need for individual include goal setting development.12/10/20 individual skills.
students in self- learning goals. exercises. 7/18/20 5/7/21 Develops students’ meta-
assessment, goal- Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with Guides students to monitor assessment, goal setting, analyzing progress and
monitoring available tools for opportunities in single and reflect on progress on a and progress monitoring refining goals towards
recording. lessons or sequence of regular basis.12/10/20 across the curriculum. high levels of academic
lessons to monitor their 5/7/21 achievement.
own progress toward
class or individual goals.
7/18/20
Individual goals are made Reading lessons are
based on STAR differentiated through
assessments after each providing students with
STAR test (3 tests per varied leveled
year). But I plan to make readers: Approaching
it a goal for me to model Level, On Level, Beyond
and scaffold student self- Level. This allows students
assessment. 7/18/20 to read at a level that
is comfortable for them, but
Students are guided to also supports them in
monitor their own learning new words and
progress during their diving deeper into reading
literacy centers (writing comprehension with teacher
center, word work, and guidance. 12/10/20 5/7/21
listen to reading quizzes
from Epic and STAR AR
quizzes). Students also
monitor their fact fluency
each trimester by timing
themselves for fast facts.
7/18/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement assessments, technologies into the technologies to design,
assessments, determine to implement individual record and analyze results, development, implement, and analyze
proficiency levels, and assessments, record and communicate about implementation, analysis assessments and
5.6 Using available
make required results, and communicate student learning with of assessments, and provides for an in depth
technologies to
communications about with administration, administration, colleagues, communication of student and ongoing
assist in assessment,
student learning. colleagues, and families families, and students. learning to all audiences. communication
analysis, and
about student learning. Ensure that communications regarding student
communication of
7/18/20 are received by those who learning to all audiences.
student learning
lack access to technology.
12/10/20 5/7/21

School Speak is used as a

online source to record
assessments, and to I've continued to
publish/view reports of use ESGI for individual
this data to families. assessments to easily
Administration can also communicate scores to
see these scores on parents during meetings, as
School Speak. Individual well as for my own
assessments will be understanding of student
conducted via Seesaw or knowledge-specifically for
Google slides so that it sight words. For parents
can be appropriate for who cannot
distance learning. utilize technology easily, I
7/18/20 have begun sending home
printed sheets of the
student's score and
unknown words, as well as
emailing a PDF
home. 12/10/20 5/7/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through additional feedback and timely information sharing of leadership in seeking and
assessed work and based on formative about strengths, needs, and comprehensible feedback using ongoing
required summative assessments from single strategies for improving to students from formal comprehensible
assessments. lessons or sequence of academic achievement. and informal assessments communications about
lessons. Seeks to provide in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that Provides opportunities for increased progress and ways to
information to share
student proficiencies, students understand. comprehensible and timely learning.12/10/205/7/21 provide and monitor
timely and
challenges, and behavior 7/18/20 two-way communications support.
comprehensible
issues through school with families to share Communicates regularly
feedback with
mandated procedures. Communicates with student assessments, with families to share a
students and their
families about student progress, raise issues and/or range of assessment
families
progress, strengths, and concerns, and guide family information that is
needs at reporting support.7/18/20 comprehensible and
periods. Contacts families responsive to individual
as needs arise regarding student and family needs.
struggling students or 12/10/20 5/7/21
behavior issues.
Since my students after Families are able to After completing running
young, I have only communicate with me via records, I send home a
notified my students of email or the Remind app to sheet that says "I read
their progress and results discuss with my teacher today."
after formative issues/concerns/questions. The sheet informs parents
assessments such as Families can also see their of the student's reading
tests, quizzes, and child’s assessments and level, and what specific
running records. I have progress via School Speak. If reading skills should be
created a color coded they have questions practiced at
sheet that shows regarding progress or home.12/10/20 5/7/21
students how they are assessments, they can email,
doing (Without the use of or request an in person
scores)- meeting. 7/18/20
Dark green= Beyond
where they need to be!
Keep at it!

Light Green= Right on

grade level, keep doing
what you are doing!

Blue= We need to work

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

on things a little, but we
are almost where we
need to be.

Yellow= We need to work

on some things and put in
extra time to practice!

Red= We need a lot of

practice!
7/18/20