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. 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. know. knowledge.
9/20/21 I utilize my 3-6-21 11/5/21 4/29/22 I utilize guided
formative and summative I have been exploring To identify students questions to check for
assessments to gauge my new math assessments, I learning needs, I utilize a students understanding
instruction and identify have utilized various rubric from the Jan during a guided reading
where reteaching must formative assessments to Richardson’s textbook. I lesson. I utilize their
take place. assess student’s progress. utilize the rubric to responses to identify my
determine next steps in next steps of instruction.
my lesson plan.

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.
9/20/21 I utilize the 4-6-21 11/15/21 4/29/22 Students each
guided reading I utilize the assessments I utilize technology to get a post it note at the
assessments provided provided by the district in record students’ data and start of the writing
by our district to assess order to create my own analyze this data during a portion of the lesson.
student reading through excel. PLC meeting. We discuss Students focus on that
progress. Additionally, I created a students’ progress and goal until they are ready
standards based way of determine next steps of to move on to the next
tracking data and if instruction. goal. I add notes and
students are meeting the information to best
standards. support these goals and
means for next steps.

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.
9/20/21 When 4-6-21 11/15/21 4/29/22 I utilize the
completing an essential During PLC the other We utilize google sheets districts website to locate
assessment, I bring it to kindergarten teacher and to identify students F&P information on current
my PLC meeting to I review our data and reading levels and take strategies and research
discuss with collogues. student progress to anecdotal notes of they provide on the
We identify if we see any determine next steps of reading development. We website. I print out the
similar patterns and instruction. We create discuss during our lunch information and put it in
where we should re-teach graphs and data to students’ progress. my guided reading folder
or where students present to others. and refer to it while
strengths are. planning my lessons.

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.
9/20/21 I utilize the data 4-6-21 11/15/21 4/29/22 When planning
from exit slips after a I utilized various To check for my guided reading lesson,
math lesson to determine assessments to determine understanding I ask I plan two teaching points
my next steps of what content needs re- students to use 1-3 and determine which is
instruction. teaching when returning fingers. This allows me to most important after
from spring break. gauge students observing students
independent learning of during their read aloud. I
the focused goal. also will do two teaching
points if I need to.

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. 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.
9/20/21 I create 3-6-21 11/15/21 4/29/22 Students use a
checklists and rubrics for Students have learned I give students a post it writing journal and look
students to support their what a goal is and have notes with their back on their previous
understanding of begun to create their own individual writing goals sentence writing in order
expectations. I also break writing goals. during guided reading. to identify their areas of
down steps of directions They tell me what goal growth.
into clear and concise they want to focus on
steps. next and I put it into the
computer to track their
next goal digitally.

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

9/20/21 11/15/21 4/29/22 To give students

I utilize our district and I utilize google sheets to feedback of their
school data collection analyze student data. I progress we discuss their
(e.g. powerschool) to create percentage of goals and how they have
communicate progress to students that have met achieved them. I share
the district and parents. I grade level versus not my assessment data,
utilize a progress report met grade level. when needed, with
created by kindergarten parents in order to
team to further describe communicate growth.
progress and areas of
need to family. 4-6-21 I
believe I am still in the
emerging area as I

continue to utilize these
same resources during
distance learning.

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 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.
9/20/21 I utilize the 4-6-21 11/15/21 4/29/22 I have office
district progress report I utilize assessments to I create a google hours where parents can
system to communicate communicate student document to be shared contact me to discuss
students’ progress to feedback. When with other teachers and their child’s progress and
parents. I also utilize the completing a subtraction parents regarding how they can help their
achievement reports to math assessment, I student data and what child. They can also share
communicate student’s guided students to assess areas of needs they need any concerns they have.
areas of needs and their own completion of additional supports with.
strengths. the problem in order to
build understanding of
areas of needs.
I communicate with
struggling student’s
parents by calling them
or email.