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 and
assessments. summative assessments.
9/27/19
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. 9/27/19
For formal assessment I
utilize curriculum
provided assessments to
determine student
understanding. In
addition, I also use exit
tickets and informal
observations. 9/27/19
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. 5/7/2021 progress.
5/8/2012/13/20
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 range of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. 5/7/2021 knowledge.
student learning.
5/8/2012/13/20
Looking more at long I am creating short
term goals, I specifically informal assessments to
use lesson closures (exit gather data about
tickets) to review student’s learning needs
learned data and pre- before the beginning of
assess for subsequent learning units. Various
lessons. 5/8/20 assessment questions
address different areas of
concern. 5/7/2021
I need to integrate a
variety of assessments
to accommodate for all
student’s learning needs.
These assessments need
to be developed from
questions about student
progress. 12/13/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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
9/27/19 assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and 5/8/2012/13/20 on student learning. collect ongoing
analyzing Follows required Make adjustments in assessment data
assessment data processes for data planning for single lessons Uses data analysis of a appropriate for the range
from a variety of analysis and draws or sequence of lessons Uses analysis of a variety broad range of of learner needs.
sources to inform conclusions about based on analysis of of data to inform assessments to provide
instruction. student learning 9/27/19 assessment data. planning and comprehensive Uses results of ongoing
differentiation of information to guide data analysis to plan and
instruction. planning and differentiate instruction
5/8/2012/13/20 differentiation of for maximum academic
instruction. success.
To understand student I have started using a Weekly formal
learning, I analyze notebook to track assessments are being
student work, look at student understanding implemented along with
performance tasks and after each lesson. I use daily informal
reflect on student this data in tandem with assessment to inform
understanding at the end formal assessment data instruction. In addition to
of each lesson. 9/27/19 to inform future this information, data
instruction. 5/8/20 logs, daily notes, and
progress monitoring
questions are used to
I am using data logs to guide students to
track formal assessment maximum academic
data and a notebook to success. 5/7/2021
track informal
observations of student
progress. 12/13/20

5.3 Reviewing data, Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
both individually and available assessment additional assessment variety of data on broad range of data work and fosters
with colleagues, to data as required by site data individually and with student learning individually and with colleague’s ability to
monitor student and district processes. colleagues and identifies individually and with colleagues to analyze identify and address
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
learning needs of
individual students.
learning
9/27/19
Initial assessments are
done to determine student
achievement across the
grade level. I reviewed the
assessment results with
colleagues to identify
learning needs of
individual students.
9/27/19
Applying Integrating Innovating
colleagues to identify student thinking and causes for achievement
trends and patterns identify underlying causes patterns and trends.
among groups of for trends. 12/13/20
students. 5/8/20
I am now using data logs I am looking at online I am initiating colleague
to determine my own grades per subject to conversations about
class’ achievement and determine patterns among causes of student
to observe performance groups of students. I now achievement, resources,
patterns. In weekly PLC regularly meet with and strategies to improve
meetings, we discuss colleagues to discuss these instruction, and how to
rotating subject areas patterns and student better monitor learning
per month and share progress12/13/20 5/7/2021
data on student
performance. 5/8/20
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
single lessons or
sequences of lessons.
5.4 Using assessment
Plans instruction using 9/27/19
data to establish
available curriculum
learning goals and to
guidelines. Plans adjustments in
plan, differentiate,
instruction to address
and modify
learning needs of
instruction
individual students.
9/27/19
I use data to differentiate
instruction for students
who need more support
based on entry level
assessments. If necessary,
I can pull out a few
students for additional
support while others are
working individually.
9/27/19
Applying Integrating Innovating
Uses a variety of Uses a broad range of data Reflects on data
assessment data to set to set learning goals for continuously to make
student learning goals content and academic ongoing refinements to
for content and language that are learning goals for content
academic language. integrated across content and academic language
5/8/20 standards for individuals for the full range of
and groups. 12/13/20 students.
5/7/2021
Plans differentiated Uses data systematically
lessons and Plans differentiated to refine planning,
modifications to instruction targeted to differentiate instruction,
instruction to meet meet individual and group and make ongoing
students’ diverse learning needs. adjustments to match the
learning needs. 5/8/20 12/13/205/7/2021 evolving learning needs
of individuals and groups.
Modifies lessons during
instruction based on
informal assessments.
12/13/205/7/2021
Since I have been I am analyzing
collecting more data, I assessments, looking at
am using it more often to student's entry level work
create learning goals for and using daily informal
content. I am adjusting assessments to determine
instruction considering the next steps for
the needs of my whole instruction. Student entry
class instead of by level assessment data is
individual students. organized and analyzed in
5/8/20 online applications to
easily determine
accommodations or
modifications to
instruction. 12/13/20
I am working to maintain
this level of achievement
consistent and striving to
reach innovating soon!
5/7/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess and opportunities for student
outcomes, and learning goals through and goal setting set learning goals related self-assessment, goal
summative assessment single lessons or sequence processes for learning to content, academic setting, and progress
results. Recognizes the of lessons that include content and academic language, and individual monitoring.
5.5 Involving all need for individual goal setting exercises. language development. skills. 5/7/2021
students in self- learning goals. 9/27/19 5/8/20 12/13/20 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. 9/27/19 lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 12/13/20 achievement.
own progress toward 5/7/2021
class or individual goals.
5/8/20
I do not explicitly state I am beginning to ask I am teaching students We set whole group
learning goals to students if what they are how to self-correct and learning goals related to
students. I know that this doing is their best work reflect on their own academic language. Some
is necessary and guides on each assignment to get progress. I give students students are encouraged
the students to set them thinking about their guidelines for how to to set individual goals to
learning goals for performance. Students are monitor their progress increase their skills.
themselves. I use also provided with self- on a regular basis by 5/7/2021
available formal assessments of their own taking self-assessments
assessment tools like performance unit and give them the
completion of assessments. 5/8/20 opportunity to correct
worksheets and online their own work.
classwork. Students do 12/13/20
not often have the chance
to self-correct their own In the subjects of ELA
papers or asses their own and now math, students
learning 9/27/19 have consistent
opportunities for self-
reflection. 5/7/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of additional Uses technology to Integrates a variety of Use a wide range of
technologies to record technologies to implement design and implement technologies into the technologies to design,
assessments, determine individual assessments, assessments, record and development, implement, and analyze
proficiency levels, and record results, and analyze results, and implementation, analysis assessments and
5.6 Using available
make required communicate with communicate about of assessments, and provides for an in depth
technologies to assist
communications about administration, student learning with communication of student and ongoing
in assessment,
student learning. colleagues, and families administration, learning to all audiences. communication regarding
analysis, and
9/27/19 about student learning. colleagues, families, and student learning to all
communication of
5/8/20 students. Ensure that audiences.
student learning
communications are
received by those who
lack access to
technology. 12/13/20
I discuss student I am exploring different I am using Canvas to I use multiple technology
progress with each ways to track student data design and give resources and programs
student when I see including using online assessments to students. to communicate student
improvements in specific district assessments, ST This Learning assessment data to
content areas. To Math progress reports, Management System parents, students, other
communicate student Reading Wonders activity collects and categorizes teachers, administration,
progress to parents, I use scores. These scores are data to help inform and the district.
report cards, online shared with parents at instruction and 5/7/2021
grades, and comments on conferences and are communicate results to
student work. 9/27/19 accessible to families and educators.
administration. 5/8/20 12/13/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of comprehensible leadership in seeking and
assessed work and on formative assessments information about feedback to students from using ongoing
required summative from single lessons or strengths, needs, and formal and informal comprehensible
assessments. 9/27/19 sequence of lessons. Seeks strategies for improving assessments in ways that communications about
to provide feedback in academic achievement. support increased learning. individual student
5.7 Using assessment
Notifies families of ways that students 12/13/20 progress and ways to
information to share
student proficiencies, understand. 5/8/20 Communicates regularly provide and monitor
timely and
challenges, and behavior Provides opportunities with families to share a support.
comprehensible
issues through school Communicates with families for comprehensible and range of assessment
feedback with
mandated procedures. about student progress, timely two-way information that is
students and their
strengths, and needs at communications with comprehensible and
families
reporting periods. Contacts families to share student responsive to individual
families as needs arise assessments, progress, student and family needs.
regarding struggling raise issues and/or
students or behavior issues. concerns, and guide
9/27/195/8/20 family support.
12/13/20
I use written comments At parent teacher I am using multiple I work to give students
on daily worksheet pages conference time and on resources to provide immediate feedback and
that students can not report cards, I discuss timely feedback to make sure students
necessarily read or each student’s strengths students and practice concepts that
understand themselves. and areas for communicate progress they are struggling with
Parents would have to improvement. If with parents including a in future lessons.
read to the student. necessary, I will contact daily conduct card. ST When communicating
9/27/19 parents to discuss Math Progress reports, with parents, I provide
academic or behavioral Seesaw activities, concrete ways to provide
issues. 9/27/19 fluency checks, and Class support to their students
Dojo announcements. as well as resources to
I am working on 12/13/20 scaffold parent’s learning.
commenting using simpler 5/7/2021
language and teaching
students phrases
commonly used in my
feedback. I can also record
comments on technology
like Seesaw and Class
Dojo, so it is more
accessible to students. I
am available by email for
parents to contact me
with concerns and still
reach out to contact the
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
parents of struggling
students.
5/8/20