CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
5.1 Applying 9/20/20 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.
4/2021
As we are 6 weeks into I reassessed and feel that
school, 3 weeks into I’ve shown growth for this
curriculum, I am still standard. I have started to
figuring out intentional use pre, during, and post
assessments. We have assessments to help
administered both guage learning needs and
reading and writing mastery. I have found
assessment through these specifically helpful
iReady. I am slowing for math concepts.
using that data to inform I am still working on
my teaching. I have different types of
noticed an inconsistency assessments - at this
with one student and I am point I am mostly
working with her to working with standards
identify the gaps in based multiple choice but
knowledge. trying to incorporate
9/20/20 constructed responses,
too.
4/8/2021
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 differentiated student
pre-, formative and students’ learning needs learning needs and reflect
summative assessments. and progress. progress.
Selects assessments based Integrates a variety of Draws flexibility from a
on clear understanding of characteristics into repertoire of appropriate
the purposes and assessments to allow assessment options and
characteristics of students with a ranges of characteristics to
assessments to support learning needs to maximize student
student learning. demonstrate what they demonstration of
11/2021 know. knowledge.
I am using pre, during, and
post assessments to gauge
student learning. I use
clear objectives that tie
into the larger goals to
meet benchmarks at the
end of the year. I am also
using exit tickets to check
if I need to reteach a
concept or skill.
11/2021
Learning how to be more
purposeful with
assessments. Working on
using data more
effectively from more than
one source to gather
mastery. Still an area I am
working on.
4/2022
CSTP 5: Assessing Students for Learning
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments.9/20/20
Follows required
5.2 Collecting and
processes for data Make adjustments in
analyzing
analysis and draws planning for single
assessment data
conclusions about student lessons or sequence of
from a variety of
learning lessons based on analysis
sources to inform
of assessment
instruction.
data.9/20/20
I’ve had most kids read to
me during check-in days
to check casually on
foundational skills. I plan
to start a running record
for our check ins to see
how they’re progressing. I
also use exit tickets and
journals to assess after
lessons. I am trying to
take notes during or after
lessons for more data on
student’s comprehension.
9/20/20
Collects a variety of formal
and informal assessment
data on student learning.
Uses analysis of a variety
of data to inform planning
and differentiation of
instruction.
4/30/21
I have strengthened this
standard by being more
purposeful with
assessment. I use
informal assessment
during teaching by taking
notes and checking for
understanding and using
formative assessments
like exit tickets and google
quizzes and pre and post
assessments. I am using
the data to help plan next
steps and or reteaching
lessons.
4/30/21
Designs and integrates an Infuses assessments
assessment plan that strategically and
provides formal and systematically throughout
informal assessment data instruction to collect
on student learning. ongoing assessment data
appropriate for the range
Uses data analysis of a of learner needs.
broad range of
assessments to provide Uses results of ongoing
comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
11/2021
Using the data from
iReady and in class
assessments. I have
created intervention
groups that specifically
target gaps in knowledge.
This intervention group
meets twice a week and
goes over specific skills.
11/2021
Using iReady to really
instruct teaching, looking
at chapter tests for math
as well.
4/2022
CSTP 5: Assessing Students for Learning
Reviews and monitors Reviews and monitors
available assessment data additional assessment
5.3 Reviewing data,
as required by site and data individually and with
both individually and
district processes. colleagues and identifies
with colleagues, to
learning needs of
monitor student
individual students
learning
9/20/20
I would love to have a
grade team partner. I am
the only 2nd grade teacher
at my school. However, I
have adjusted lessons to
accommodate all
students. I am working on
supporting ELL’s more
explicitly. As I have said,
BOUSD are not very
supportive of ELL’s.
9/20/20
Reviews and monitors a
variety of data on student
learning individually and
with colleagues to identify
trends and patterns
among groups of students.
4/30/21
I think I have progressed
on this standard. I do
review data to identify
needs of my students. I
haven't had a grade team
to work with up until one
week ago. My district
hired two new 2nd grader
teachers. I utilize
summative testing, iReady
diagnostic, and informal
assessment to help me
monitor learning. I am
seeking to find
connections and patterns
in my students' learning.
4/30/21
Reviews and monitors a Facilitates collaborative
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 patterns and trends.
causes for trends.
11/2021
Now that I have a grade Meet monthly to discuss
team, I am able to meet data. We decided to slow
with my colleagues and down our math
discuss gaps in instruction to better meet
knowledge. We have the needs of students who
identified these gaps are behind in
across grade levels and foundational skills.
are working towards Looking at ways to
filling in these gaps. I support these learners as
have attached a a grade level.
screenshot from our 4/2022
whole group PLC that
shows the breakdown on
learning concerns.
11/2021
CSTP 5: Assessing Students for Learning
Uses data from
assessments provided by
site and district to set
learning goals for the
class.
5.4 Using assessment 9/20/20
data to establish
learning goals and to Plans instruction using
plan, differentiate, available curriculum
and modify guidelines.
instruction
I am mostly following the
curriculum and using
those lessons to guide my
instruction for learning
goals. I do occasionally
break free and do a lesson
that isn’t Benchmark, but
always make sure it is
connected explicitly to the
standards. 9/20/20
Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments to establish assessment data to set data to set learning goals continuously to make
content-based learning student learning goals for for content and academic ongoing refinements to
goals for class and content and academic language that are learning goals for content
individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans differentiated
Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
9/20/20 12/2021 adjustments to match the
Updated 4/2021 Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
I have adjusted learning Using a variety of tools, Plans lessons that use a
goals for a few students iReady, AR, pre, during, variety of strategies to
who need greater support and post data to help engage learners and
to access content. But support learning that are different ways of
mostly, I stick to the unique for each student. thinking.
curriculum and Adjusts learning (esp in
assessments to drive 12/2021 math) to better support
instructional learning learners who are
goals. struggling.
4/2022
9/20/20
I am working on
providing more individual
goal setting for students.
To do this I use data like
iReady and pre
assessments to identify
learning needs. I also
differentiate and allow
students to apply
real-world problem
solving.
Updated: 4/2021
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to opportunities for student
outcomes, and summative learning goals through and goal setting processes self-assess and set self-assessment, goal
assessment results. single lessons or for learning content and learning goals related to setting, and progress
Recognizes the need for sequence of lessons that academic language content, academic monitoring.
individual learning goals. include goal setting development. language, and individual
exercises. skills. Develops students’
5.5 Involving all
Monitors progress using 9/20/20 Guides students to meta-cognitive skills for
students in
available tools for Updated 4/2021 monitor and reflect on Integrates student analyzing progress and
self-assessment,
recording. progress on a regular self-assessment, goal refining goals towards
goal-setting, and
Provides students with basis. setting, and progress high levels of academic
progress monitoring
opportunities in single 12/2021 monitoring across the achievement.
lessons or sequence of curriculum.
lessons to monitor their 4/2022
own progress toward
class or individual goals
9/20/20.
Updated 4/2021
CSTP 5: Assessing Students for Learning
We are starting with Students are working on Students are working
fluency goals and addition goal for fluency (weekly towards goals of
fluency goals. I have multiplication facts) They mastering multiplication
students self-assess for work at school and home facts. They are working
fluency once a week (we to practice their facts. towards AR goals and
just started). I am They check in with me check in with me every
implementing goals for each week and we discuss few weeks. 4/2022
math this week, too. We their progress.
talked about goals at the 12/2021
start of the year. I would
like students to be a part
of parent/teacher
conferences and
participate in their own
goal setting.
9/20/20

Still working to
strengthen this standard.
Am improving as I am
giving students
opportunities to
self-assess as they work
on individual goals.
Would like to work on
this standard more.
Updated 4/2021

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
9/20/20 students. Ensure that
student learning
Updated 4/2021 communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning
I leave comments on During PLC we do this Uses Google Classroom,
assessments where I am every two weeks or so. Flipgrid, and Padlet to
checking for Gather and analyze info access learning and
understanding. I made from our shared or provide feedback to
my first rubric for writing individual assessments. I students/families.
an informational essay have made sure all 4/2022
today. I want to show students have access to
them before we start our tech at home since we
essay, so they know the have assignments that
requirements. They will need tech to be completed.
also self-assess before 12/2021
they turn the essay in.
I generally communicate
through Dojo once a week
for weekly
need-to-knows. I send
weekly home notes when
kids are awesome, both
for academics and just
being stellar second
graders.
9/20/20
Still working on this
standard. I continue to
share glows and grows
with parents via Dojo and
keep families and
updated with learning
and expectations.
4/2021
CSTP 5: Assessing Students for Learning
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal communications about
Seeks to provide feedback academic achievement. assessments in ways that individual student
5.7 Using assessment
Notifies families of in ways that students support increased progress and ways to
information to share
student proficiencies, understand. Provides opportunities for learning. provide and monitor
timely and
challenges, and behavior 9/20/20 comprehensible and support.
comprehensible
issues through school Communicates with timely two-way Communicates regularly
feedback with
mandated procedures. families about student communications with with families to share a
students and their
progress, strengths, and families to share student range of assessment
families
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide family responsive to individual
struggling students or support. student and family needs.
behavior issues. Updated 4/2021 12/2021
9/20/20 4/2022
I provide feedback for all I offer students strategies Using different tools,
students. Would like to and opportunities to traditional feedback,
improve this so we can improve and strengthen audio feedback, GC, and
have conversations and their work. I also use Dojo weekly communications
set those learning goals to communicate between parents using
for them (individually throughout the week to GC, Dojo, email,
driven). share pertinent newsletters, and phone
I communicate with information regarding calls. I am working with
families for the glows and academic success and families by
grows. struggles. differentiating their
Currently preparing for Updated 4/2021 needs. I am available to
parent/teacher chat and welcome them
conferences. into our space.
9/20/20 12/2021

Still following these same

steps to provide effective
feedback to familikes.
This is an area I need to
work on.
4/2022