CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. 9/16/21 pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency assessments to support demonstrate what they demonstration of
9/16/21. student learning. know. knowledge.
9/16/21: At the
beginning of the school
year students are given
an ELA, math, and writing
diagnostic. Throughout
the school year students
retake those diagnostics
so we can see growth and
areas we need to work on
as a class. When students
are given formative
assignments, it is usually
homework or in class
work where I can check
in on them and assist
them. Most of are
summative assessments
are based on the skills
learned throughout the
week, but having the
formative assignments
help the students lead up
to the summative
assessment.
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
assessments. 9/16/21 student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
9/16/21 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
9/16/21: Our school
focuses a lot of using
assessment data to guide
our instruction in the
classroom. When looking
at the assessment data, I
am able to group students
in ELA and math groups.
Also, after our weekly
Friday tests, I can see
what skills students
might not have mastered
throughout the week and
adjust my lessons for the
following week to touch
on those skills again.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
students. 9/16/21 causes for trends.
9/16/21: When looking
at assessment data, if I
see a student is below
grade level, I monitor
their work and also talk
to their previous teacher.
If a student needs extra
support, I will reach out
to our intervention
specialist who can help
guide me with how to
help the student the best.
If I see a trend with a few
students, I will pull them
into a small group so we
can work on the skill
together.
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. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using 9/16/21 Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. group learning needs. and make ongoing
individual students. adjustments to match the
9/16/21 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
9/16/21: After looking at
the assessment data, I set
my goals for each
individual student and
the class as a whole. For
example, if I see as a
whole that the class did
not understand the idea
of rounding, I make sure
to revisit the lesson and
adjust to a different
strategy of teaching it.
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.
5.5 Involving all need for individual include goal setting language development. individual skills.
students in self- learning goals. exercises. 9/16/21 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. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
9/16/21
9/16/21:I always make
sure the encourage
students while they are
working in the classroom.
I am constantly walking
around and monitoring
their progress in the
classroom. Before we
start a lesson, I always
tell them the goal and
objective of what we are
doing so they understand
why they are doing it. In
order for students to see
their own progress, I
keep their work so that
they can look back at it
and see far they have
progressed.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
9/16/21
9/16/21: Our iReady ELA
and math assessment are
taken online and during
parent teacher
conferences, I am able to
share the results with
parents so they can see
their strengths and areas
of improvement for their
child. We also meet as a
school and grade level
team to learn how to read
the assessment data and
what we need to work on
for the school year. If
students are still scoring
below grade level halfway
through the year, they are
referred to our
intervention specialist to
receive more support.
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 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 9/16/21 increased learning. progress and ways to
timely and student proficiencies, students understand. provide and monitor
comprehensible challenges, and behavior Provides opportunities Communicates regularly support.
feedback with issues through school Communicates with for comprehensible and with families to share a
students and their mandated procedures. families about student timely two-way range of assessment
families progress, strengths, and communications with information that is
needs at reporting families to share student comprehensible and
periods. Contacts families assessments, progress, responsive to individual
as needs arise regarding raise issues and/or student and family needs.
struggling students or concerns, and guide
behavior issues. family support. 9/16/21
9/16/21: I always make
sure that students hear
feedback from me. I
believe it is really
important that students
know what their
strengths are and what
skills they need to work
more on. I am always in
constant communication
with parents. We send
out weekly newsletters to
families so they know
what their child is
learning in class. We use
Aeries for grades and
parents are able to see
weekly progress reports
of their grades.
CSTP 5: Assessing Students for Learning