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 re>lect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify speci>ic
characteristics, and characteristics of Selects assessments based Integrates a variety of Draws >lexibility from a
uses of different assessments that yield on clear understanding of characteristics into repertoire of appropriate
types of assessments different types of the purposes and assessments to allow assessment options and
information about student characteristics of students with a ranges of characteristics to
preparedness, progress, assessments to support learning needs to maximize student
and pro>iciency. student learning. demonstrate what they demonstration of
know. knowledge.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am aware of formative Lesson planning - Teacher
and summative uses initial assessments to
assessments. I am trying guide group work for
to learn ways in which I future lessons/
can take that information assignments. Classroom
a step further and put the Observations - Teacher
information I’ve learned walks around room to
from those assessments check for understanding.
into practice in our Class Pro>ile - Teacher
classroom. 9/25/21 gets assessment data from
previous teachers and
administration to identify
levels of development
3/2022

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 throughout
assessments. student learning. informal assessment data instruction to collect
Follows required on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analyzing assessment
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
data from a variety of
conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform
learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction.
of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use information from Student Work Analysis -
assessments to guide me Teacher identi>ies what
toward what the students works and what doesn’t
have not learned and work during lessons by
what should probably be determining levels of
gone over again. student understanding.
Sometimes I will add Classroom Observation -
extra practice to Teacher determines how
homework or I will add a successful a lesson was by
worksheet I know will looking at levels of
help them to their WIP student understanding.
folder so that they can Assessment Data/Data
have extra practice during Analysis - Teacher uses a
the week. 9/25/21 variety of sources to
understand student
progress moving toward
their learning goals

Sources of assessment
data

-student work analysis

-standardized tests

-informal assessments

-teacher made tests

-exit tickets 3/2022

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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identi>ies with colleagues to identify colleagues to analyze identify and address
monitor student learning needs of trends and patterns student thinking and causes for achievement
learning individual students. among groups of students. identify underlying causes patterns and trends.
for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

We do STAR testing in our Student Work Analysis -
class using the classroom Teacher evaluates student
iPads. I use the work to determine next
information from the steps for instruction.
results to >igure out my Grade level meetings -
small literature circles. Grade level meetings are
Although I have not been held weekly; grade level
able to start those yet this planning is discussed as
year, I’m hoping that by well as discussing
the end of next month I individual students who
will have enough need extra support.
information to be able to 3/2022
>igure out who belongs in
what group. 9/25/21
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 data Re>lects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing re>inements 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 >ill 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 modi>ications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to re>ine planning,
instruction learning needs of students’ diverse learning meet individual and group differentiate instruction,
individual students. needs. learning needs. and make ongoing
adjustments to match the
Modi>ies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use a variety of
assessments in my class.
From the formal math and
reading tests to the
informal walking around
in the class during work
time. I am able to where
students might need extra
help and I adjust lessons
accordingly. 9/25/21

Assessments - Teacher
selects realistic learning
goals that are appropriate
for all students based on
entry level assessment
data provided by previous
teachers and
administration. Lesson
Planning - Teacher plans
lessons with
differentiation in mind so
that all students are
reached within the lesson.
Student Work - Teacher
uses student work to
analyze what next steps
should be taken for whole
group instruction as well
as small group work
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 opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or sequence for learning content and related to content, setting, and progress
5.5 Involving all Recognizes the need for of lessons that include academic language academic language, and monitoring.
students in self- individual learning goals. goal setting exercises. development. individual skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to Integrates student self- cognitive skills for
monitoring available tools for opportunities in single monitor and re>lect on assessment, goal setting, analyzing progress and
recording. lessons or sequence of progress on a regular and progress monitoring re>ining goals towards
lessons to monitor their basis. across the curriculum. high levels of academic
own progress toward achievement.
class or individual goals.

I would like to work Assessments -Teacher

toward students setting regularly has students
their own goals. In the assess their own work as
“Getting to Know You” well as other student’s
worksheet I pass out at work to gain a better
the beginning of the understanding of what is
school year, there is a expected. Class
question about goals, but I Assignments/Rubrics -
would like to take it a step Teacher uses rubrics to
further and have them help students see exactly
perhaps write down goals what is expected to
and update every month. complete an assignment.
I’m thinking about how Collaboration - Teacher
best to implement this discusses goals as a whole
idea. I will bring up at my group to help students
mentor meeting next understand the goal of the
Wednesday. 9/25/21 lesson
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
5.6 Using available pro>iciency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of student ongoing communication
analysis, and student learning. colleagues, and families administration, learning to all audiences. regarding student
communication of about student learning. colleagues, families, and learning to all audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology.

I am working on this. I Technology - IXL is used

have a handwritten grade for both Math and
book. The only technology Language Arts - Teacher
I use for testing is the keeps track of student
STAR test and practicing reports. Classroom
Math and ELA with the observation or Lesson
IXL app. I would like to be Plan - Teacher gives
able to move everything rubrics to students and
online so that I have all explains what is expected
information about every for any given assignment.
student right on my Communication
computer. 9/25/21 Documents - Report cards,
emails, and the Remind
app are all ways in which
the teacher communicates
student progress to
parents.
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 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. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment to provide feedback in academic achievement. in ways that support individual student
information to share Noti>ies families of ways that students increased learning. progress and ways to
timely and student pro>iciencies, understand. Provides opportunities for provide and monitor
comprehensible challenges, and behavior 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.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I need to work on Parent and Family
providing feedback to Communications -
individual students about Teacher communicates
the different assessments regularly with parents
that they take. As a class both formally and
we do go over the whole informally. Teacher sends
math test that they’ve home progress reports
taken. Any written and report cards. Teacher
reading comprehension also sends home a lot of
test, I usually go over the classwork through the
ones that most people Wednesday folder.
missed. Information is given on
the homework packet.
I do notify families about Emails and the Remind
undesirable behaviors in app are used regularly for
the class and about communication with
subjects where I feel like parents
they need to improve.
9/25/21