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 for Develops and adapts the Demonstrates purposeful use
and characteristics of different types of pre- assessment and skills to be range of appropriate of a wide range of
formative and summative assessment, formative assessed to select assessments to address assessments to support
assessments. and summative appropriately matches pre-, questions about students’ differentiated student
5.1 Applying formative and summative learning needs and progress. learning needs and re lect
assessments.
knowledge of the assessments. 07/17/21 progress.
purposes, Integrates a variety of
Begins to identify speci ic Selects assessments based characteristics into Draws lexibility from a
characteristics, and
characteristics of on clear understanding of assessments to allow repertoire of appropriate
uses of different
assessments that yield the purposes and students with a ranges of assessment options and
types of assessments
different types of characteristics of learning needs to characteristics to maximize
information about student assessments to support demonstrate what they student demonstration of
preparedness, progress, student learning. 07/17/21 know. knowledge.
and pro iciency.

I can identify what data In considering the factors Teacher uses curriculum
will be used from various that can affect provided assessments, digital
assessments; I assessments, students are diagnostic data, self-created
assessed in a variety of assessments, and student
understand how to use ways to ensure a rounded observations to determine
data to determine understanding. Examples what differentiated instruction
baselines, track progress, of assessments may be; is needed. 04/25/2022
modify instruction, and verbal assessments,
determine grading. formative and summative, In addition to ensuring that
07/17/21 digital assessments. test items are valid and
12/9/21 reliable, teacher ensures that
students can demonstrate
I can determine which skills in a sufficient number
assessments need to be I am able to make sure of ways to accurately assess
used to provide a whole that test questions are understanding. 04/25/2022
view of a students’ valid in assessing the
taught skills and standards
understanding; different and will yield reliable
assessments provide data. 12/9/21
different insight (ex.
multiple choice vs written
response) 07/17/21
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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 throughout
assessments. student learning. informal assessment data instruction to collect
Follows required 07/17/21 on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in appropriate for the range
analyzing assessment
analysis and draws planning for single Uses analysis of a variety Uses data analysis of a of learner needs.
data from a variety of
conclusions about student lessons or sequence of of data to inform planning broad range of
sources to inform
learning lessons based on analysis and differentiation of assessments to provide Uses results of ongoing
instruction.
of assessment data. instruction. 07/17/21 comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.

Through the use of Students are formatively Teacher implements daily

formative assessments, assessed throughout assessment to monitor
student discussions, and lessons and units via students’ progress. Teacher
whiteboard work, practice observes digital progress via
observation of students’ work, and homework. support programs as well as
work, I use data to assess Students are formatively performance throughout
student learning. assessed via hand-written lessons and on exit tickets.
07/17/21 and digital assessments 04/25/2022
following units’
I use this data to instruction. 12/9/21 Data collected is used to
differentiate instruction,
determine if reteach is reteach, or provide support
Data from formative
needed (using or not prior to moving on from a
assessments are used to
using different strategies), determine if unit. 04/25/2022
and modify future modifications or
instruction. 07/17/21 reteaching is needed from
lesson to lesson, while
summative assessments
help me determine if
students are prepared to
move to the next
sequential unit of
instruction. 12/9/21

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 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.
07/17/21 for trends.

Formative and summative Formative and summative Teacher meets routinely with
assessment is gathered grade-level team to review
assessment data is
and examined to data and identify areas of
documented and success and struggle. Team
determine future
compared, diagnostics are instruction and observe shares ideas to best support
routinely given to both class-wide and students. 04/25/2022
establish baseline and grade-level patterns.
track progress. 07/17/21 12/9/21
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 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 to Re lects on data
assessments provided by assessments to establish assessment data to set set learning goals for content continuously to make
site and district to set content-based learning student learning goals for and academic language that ongoing re inements to
learning goals for the goals for class and content and academic are integrated across content learning goals for content
standards for individuals and
class. individual students in language. 07/17/21 and academic language
5.4 Using assessment groups.
single lessons or for the ill range of
data to establish
sequences of lessons. Plans differentiated students.
learning goals and to
Plans instruction using Plans differentiated instruction targeted to meet
plan, differentiate,
available curriculum Plans adjustments in lessons and modi ications individual and group Uses data systematically
and modify
guidelines. instruction to address to instruction to meet learning needs. to re ine planning,
instruction
learning needs of students’ diverse learning differentiate instruction,
individual students. needs. 07/17/21 Modi ies lessons during and make ongoing
instruction based on adjustments to match the
informal assessments. evolving learning needs of
individuals and groups.

Via formative Via daily observation

assessments, observation Via formative and
diagnostic assessments, I throughout instruction and on
of students, class am able to determine exit tickets and homework,
discussion, and baseline data and set teacher remains flexible in
diagnostics, I am able to learning goals for implementing future
instruction to best support
identify areas of weakness students. 12/9/21
students. 04/25/2022
and set growth goals for
Teacher uses data to refine
whole class and individual
Students are placed in small groups as needed. Small
students. 07/17/21 groups are fluid and students
leveled groups, specific to
subject area, and receive move between groups based
Modi ications and additional small group on performance with current
scaffolding are integrated instruction differentiated skills. 04/25/2022
into whole class lessons to meet each groups’
as needed; small group needs. 12/9/21
instruction is
differentiated for leveled
groups. 07/17/21
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about Begins to encourage students Models and scaffolds Implements structures for Provides systematic
learning objectives, to establish learning goals student self-assessment students to self-assess opportunities for student
outcomes, and summative through single lessons or and goal setting processes and set learning goals self-assessment, goal
assessment results. sequence of lessons that for learning content and related to content, setting, and progress
5.5 Involving all include goal setting
Recognizes the need for academic language academic language, and monitoring.
students in self- exercises. 07/17/21
individual learning goals. development. individual skills.
assessment, goal-
Provides students with Develops students’ meta-
setting, and progress
Monitors progress using opportunities in single Guides students to Integrates student self- cognitive skills for
monitoring
available tools for lessons or sequence of monitor and re lect on assessment, goal setting, analyzing progress and
recording. lessons to monitor their own progress on a regular and progress monitoring re ining goals towards
progress toward class or basis. across the curriculum. high levels of academic
individual goals. 07/17/21 achievement.

I encourage students to Students observe their Students use trackers to set

track progress by discuss assessment data with me, goals and monitor their
individual data with them and set SMART goals to progress. For example,
motivate and track future students track their iReady
and setting goals for progress. 12/9/21
future progress. diagnostic scores, set goals
for their next diagnostic, and
07/17/21 track their performance on
Students track their lessons between testing
Students are provided reading growth weekly periods. 04/25/2022
with reading trackers to and monitor that they are
track reading level growth making consistent
progress toward their Students use various trackers
and acquisition of points goal. Students are aware across content areas to
via AR. 07/17/21 of how to track their monitor their own progress.
progress via our online Students also track
program. 12/9/21 Accelerated Reader points
and progress toward their
goal, as well as performance
on digital ThinkCentral
lessons that align with the
math curriculum. 04/25/2022
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 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 07/17/21 students. Ensure that
communications are
received by those who
lack access to technology.

I implement diagnostics Digital diagnostics are Teacher and students use

and supplemental implemented online. Data iReady, Accelerated Reader,
assessments via online is used to identify trends ThinkCentral, KahootIt,
learning platforms, using and track progress. XtraMath, and Padlet, among
the data to identify and Student data is other digital programs, to
communicated with practice and assess content
examine trends. I use
students and families via being taught. 04/25/2022
online platforms to both online and handouts.
communicate with 12/9/21
students and families.
07/17/21
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 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 on clear and timely sharing of leadership in seeking and
assessed work and formative assessments from information about comprehensible feedback using ongoing
required summative single lessons or sequence of strengths, needs, and to students from formal comprehensible
lessons. Seeks to provide
assessments. strategies for improving and informal assessments communications about
5.7 Using assessment feedback in ways that
academic achievement. in ways that support individual student
information to share students understand.
Noti ies families of 07/17/21 increased learning. progress and ways to
timely and
student pro iciencies, Provides opportunities for provide and monitor
comprehensible
challenges, and behavior Communicates with families comprehensible and Communicates regularly support.
feedback with
issues through school about student progress, timely two-way with families to share a
students and their
mandated procedures. strengths, and needs at communications with range of assessment
families
reporting periods. Contacts families to share student information that is
families as needs arise assessments, progress, comprehensible and
regarding struggling raise issues and/or responsive to individual
students or behavior issues. concerns, and guide student and family needs.
family support. 07/17/21

I meet with students I use online platforms and Parents are communicated Students are met with
during small group time written communication to with via online platforms independently during TLC
and independent practice communicate praise or and written time to discuss progress and/
communication. Parents or provide support. Parents
to review work and areas of concern with
are informed of weekly are communicated with via
answer clarifying students. 07/17/21 curriculum and news via a
questions as needed. ClassDojo and student-
Weekly Bulletin. Graded completed progress trackers
07/17/21 Students are met with work is sent home weekly to relay progress. Students
routinely to discuss for parents to review. collaborate together to
individual work. 12/9/21 support each other’s
Feedback is not limited to
understanding of new content.
a score but rather
04/25/2022
discussed with students to
convey areas of needed
improvement and steps to
take to show progress.
12/9/21
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CSTP 5: Assessing Students for Learning