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
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
I use pre-assessment in
the form of various
introduction worksheets,
formative assessment in
the form of observation,
classwork, and
homework, and
summative assessment in
the forms of end of
chapter tests, written
work, and projects.
7/16/21
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. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I use appropriate
assessments to check for
student progress and
understanding. I utilize
exit tickets to assess
learning for each lesson,
including IXL Jam Board
to reinforce concepts and
get an overview of class
performance. 4/6/22
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. 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
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.

I use both formal and I have extended my use of

informal data to assess formal and informal
student learning. Using assessment this year to
that data I make plans to include more projects
review or move forward and reports to
in future lessons. For supplement assessments
example, formal in addition to tests,
assessment in math has classwork, and
guided me to create homework assignments.
review packets, Through the use of this
completing a few data I have designed
questions from these instruction to include
packets daily at the start more student choice and
of lessons, allowing for differentiation in the
review of challenging form of presentation of
material while still knowledge used. I have
moving forward through used assessment data to
the curriculum. 7/16/21 inform my instructional
planning. 11/18/21
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. causes for trends.

In this past year I have I work with my grade

worked most closely with level partner teacher to
my grade level partner review student data
teacher to review data. across formal and
Due to the covid informal assessments.
pandemic, I was not able Using trends in data we
to meet frequently with work to plan and
other colleagues to implement instruction
discuss data. Moving that best supports the
forward, I would like to needs of our students. In
seek more opportunities addition to specifically
to work with colleagues working with teachers at
to assess and monitor our grade level, the
student progress through elementary teaching team
data. 7/16/21 meets to discuss data and
teaching strategies to
address student needs.
11/18/21
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 Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. 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.

I use the data from STAR I modify lesson and

testing to set learning
goals and plan
differentiated instruction
to meet student needs. I
most frequently utilize
the Student Planning
Report and Class
Planning Report to look
for focus skills to
integrate into our
learning plan. In addition
to this formal assessment,
I also use informal
assessment, such as
student self-reflection, to
help guide instructional
planning. 7/16/21
instruction during lesson
to meet student needs
based on informal
assessments. Some
informal assessment I
utilize include IXL Data,
student self-reflection,
independent practice
problems/questions, and
student participation. I
plan group rotations and
small group lessons
based on student needs
as reflected in informal
assessments listed above
as well as formal
assessments such as tests
and quizzes.  I utilize
resources, such as our
learning specialist aide to
assist in individual and
small group lessons as
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

needed. 
4/6/22
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. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.

When asking students to I use multiple formal and

self reflect, I use a variety informal means for
of reflection tools. One students to self-assess
way is to ask students to including in lesson
use thumbs up/ thumbs evaluations such as rating
down, or rate their 1-5 using their fingers
understanding using their and reflection questions.
fingers to show a 1-5 Goal setting occurs at the
scale. When using either start and end of each
of these methods, I trimester as well as being
inform students what integrated into projects
each rating looks like (e.g. throughout the trimester.
a 5 means I understand 11/23/21
the material and can
explain it to a friend,
while a 1 means I still
have a lot of questions
and want to explore the
content again). Students
also reflect and set goals
each trimester using a
worksheet and
generating 3 “glows” or
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

strengths and 3 “grows”
or goals for the next
trimester. These glows
and grows are shared
with parents at
conferences. 7/16/21
CSTP 5: Assessing Students for Learning

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
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

I use the online

standardized test
Renaissance STAR. In
addition I also use
technology such as
Quizizz and Accelerated
Reader for formal and
informal assessments.
With technology being
especially crucial in this
last year due to Covid, I
also utilized Google
Forms for formal
assessment. Parents have
access to student
progress through FACTs
and are communicated
with primarily through
email for an concerns or
questions. Each Thursday
folders are sent home
containing graded
student work and all
necessary paper
communications,
including newsletters and
CSTP 5: Assessing Students for Learning

information on student
progress. 7/16/21
CSTP 5: Assessing Students for Learning

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.
behavior issues.

Students receive
feedback on formative
assessments through the
correction of work in
class, reviewing
questions on Quizizz, and
the use of rubrics to edit
writing assignments.
Families are informed of
student progress through
progress reports, report
cards, and parent-teacher
conferences at reporting
periods. Communication
is made primarily via
email regarding struggles
or behavior issues. I also
use goal sheets to
communicate daily with
parents whose students
have consistently
recurring behavioral
CSTP 5: Assessing Students for Learning

issues and these goals are

set in collaboration with
parents and students.
7/16/21