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. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. 4/2022 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
student learning. 5/2021 know. 11/2021 knowledge.
I am feeling more
confident about
“assessing” assessments
than I did last year in my
first year of teaching. I
hope to do a better job of
formulating the pre- and
post-assessments I need
for understanding my
students preparedness,
progress and proficiency.
9/23/20
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
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
5/2021 planning and differentiate instruction
differentiation of for maximum academic
instruction. 11/2021 success. 4/2022
I am in the process of
I use several assessments
gathering supplemental
assessments that will to help me determine
help me in collecting which students should be
additional data. I have invited to attend my RTI
used assessments in past Small Groups for Math
to inform my decisions on and Reading. For Math, I
what to focus on, use the diagnostic results
especially in supporting from the i-Ready
my RTI students. Diagnostic, and individual
9/23/20 assessment called Math
Running Records, and
curriculum assessment
scores. For Reading, I do
the same swapping out
the Running Records for
the Quick Phonics
Screener. Each type of
assessment gives me
additional information to
see a more complete
picture on how best to
support my students.
11/2021
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. 5/2021 causes for trends. 11/2021 4/2022
I meet at least once a
semester with my
supervisor and the Math
and Reading Specialists to
review my students’ data
to identify learning needs.
I progress-monitor my
RTI students regularly.
9/23/20
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. 4/2022
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. 5/2021 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments. 11/2021
I have made adjustments
in instruction according
to the needs of my
students (especially RTI)
based on the available
assessments. I have
differentiated some but
could do so more
consistently. I focus on
content-based learning
goals when creating
lessons. 9/23/20
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. 5/2021 Develops students’ meta-
assessment, goal-
11/2021 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. 4/2022 across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
I post the learning
objectives in my
PowerPoint lessons and
inform the students of
their summative
assessment results
through email. I progress-
monitor using the data as
requested by my school. I
have not involved my
students in setting
personal learning goals.
9/23/20
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
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. 4/2022 student learning to all
communication of
students. Ensure that audiences.
student learning 5/2021 communications are
received by those who
lack access to technology.
11/2021
I communicate diagnostic
results with families I create Google Slides pre-
through sending the and post-assessments for
reports through email, my RTI students in order
and verbally discussing to inform my instruction
the results over the and gauge their progress.
phone at times. I need to I Progress Monitor my RTI
improve in recording students every two weeks
results using available in their online i-Ready
technology. I also need to instruction. The evidence
improve in using I collect is then recorded
technology to create in their individual online
assessments. 9/23/20 logs. I then adjust their
lessons as needed if they
are struggling or if the
lessons are too easy.
Three times an RTI cycle, I
call my students' parents
to discuss their
assessments and lesson
results. 11/2021
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 increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities 4/2022 provide and monitor
comprehensible challenges, and behavior for comprehensible and support.
feedback with issues through school Communicates with timely two-way Communicates regularly
students and their mandated procedures. families about student communications with with families to share a
families progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. 5/2021 student and family needs.
11/2021
behavior issues.
I make regular phone
I send individualized
calls and send emails as
written feedback to my
needed to support
students and their
students that may be
parents based on their
struggling, speaking with
project-based learning
them and with their
results and on their
parents. We make a plan
assessment essay
together on how to best
responses. My comments
support the student.
acknowledge their
I use rubrics for grading successes as well as give
the special projects and feedback for specific,
give comments to help individual improvement.
support learning. If I know a student is
Students receive ready and capable of
feedback through seeing understanding a more
their grades in the advanced critique, I will
computer and any challenge them to
comments I make on improve more. If a
their written answers are student is struggling, I
automatically sent to will give them basic,
them by the computer simpler corrections with
program. 9/23/20 examples. 11/2021