CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative and
assessments. summative assessments.
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different types different types of
of assessments information about student
preparedness, progress, and
proficiency.
Exploring different types of
assessment. For example
writing and reading I know
many students still are
mistaking high frequency
words. We do word work in
the classroom and gave
them a spelling list to take
home to practice. Have a
weekly spelling test now.
9/05/20
Check for understanding
using whiteboards.
Informal assessing the
students during a lesson.
9/15/20
Integrating
Decides on the purpose for
assessment and skills to be
assessed to select
appropriately matches pre-,
formative and summative
assessments.
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning.
Before teaching the Unit on
Simple Machines I made an
assessment to find out
“what are simple
machines?” Students drew
pictures and wrote
sentences about what they
thought. Many thought
simple machines were
robots and tv’s. Later we
had a lesson on how a
wheel is a simple machine.
2/14/21
Innovating
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to maximize
learning needs to student demonstration of
demonstrate what they knowledge.
know.
For their presentation, I
wanted to focus on their
presentation skills along
with what they know from
this long term project.
Volume and speaking in
complete sentences are the
focus of this rubric
11/21
I use assessments before,
during and after lessons to
assess students
understanding. Exit tickets
are regularly given as they
leave class.
3/22/22

CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
Follows required processes
5.2 Collecting and for data analysis and draws
analyzing assessment conclusions about student
data from a variety of learning
sources to inform
instruction.
Exploring
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Applying
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.
Integrating
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide
planning and differentiation
of instruction.
Innovating
Infuses assessments
strategically and
systematically throughout
instruction to collect
ongoing assessment data
appropriate for the range of
learner needs.
Uses results of ongoing
data analysis to plan and
differentiate instruction for
maximum academic
success.

 CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Tracking students in Math
and Literacy skills that go
with the objectives. This is
on an ongoing basis to
check in on them.
9/21/21
fi
Applying
In the lesson on “pull”
students showed evidence
of understanding the
learning goals before,
during and after the lesson.
When I stopped to check
for understanding, three of
my ELL’s were struggling. I
worked with them as a
small group to scaffold
their learning. By the end,
they showed understanding
of what pull means and
how a pulley is a simple
machine.
03/06/21
I take anecdotal notes on
various math standards
recently charted students
who could subtract using
the column method with
exchanging.
3/1/ 2021
Integrating Innovating
As I read with children
individually and in small
groups, I take note of their
strengths and weaknesses.
Make a decision on what
they need to focus on next.
The example above was
with a child who was
mixing up the medial vowel
sounds in words. As I
noticed other children make
the same errors while
reading, I grouped them
and had small group lessons
with them on the topic.
11/21
For Literacy I use HFW
assessments throughout the
year along with one on one
reading to nd out their
accuracy level. I also ask
questions based on the text
to check on understanding.
Spelling tests area also
given on key phonics skills.
Use the data to differentiate
reading instruction.
4/12/22

 CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Reviews and monitors Reviews and monitors
5.3 Reviewing data, available assessment data additional assessment data
both individually and as required by site and individually and with
with colleagues, to district processes. colleagues and identifies
monitor student learning needs of individual
learning students.
Analysed student writing
individually and identified
areas for improvement.
Used that information to
create small groups.
9/5/20
Applying
Reviews and monitors a
variety of data on student
learning individually and
with colleagues to identify
trends and patterns among
groups of students.
My support teacher and I
participate in ongoing
monitoring of the ELL’s
progress on a daily basis.
She takes them for small
private classes everyday
that I prepare. I create plans
based on our conversations
of students progress and
understanding.
02/02/21
Integrating Innovating
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters colleagues
individually and with ability to identify and
colleagues to analyze address causes for
student thinking and achievement patterns and
identify underlying causes trends.
for trends.
This year, in addition to
meeting with parents, I was
able to meet with the
teacher of the previous
class and discuss in depth
the needs of the students.
This helped me prepare the
course of lesson planning
with the class and plan for
upcoming lessons.
11/21
I analyze student thinking
through the assessments
and identify any areas that
students need more support
in and make action plans
for the next steps.
5/1/22

 CSTP 5: Assessing Students for Learning
Element
5.4 Using assessment
data to establish
learning goals and to
plan, differentiate, and
modify instruction
1
Emerging
Uses data from assessments
provided by site and district
to set learning goals for the
class.
Plans instruction using
available curriculum
guidelines.
Exploring Applying
Uses data from available Uses a variety of
assessments to establish assessment data to set
content-based learning student learning goals for
goals for class and content and academic
individual students in single language.
lessons or sequences of
lessons.
Plans differentiated lessons
Plans adjustments in and modifications to
instruction to address instruction to meet students’
learning needs of individual diverse learning needs.
students.
Used my Numeracy data to Try to apply various
guide the goal for learning styles into my
Numeracy. One group made classroom to meet needs of
a word problem and two visual, auditory, kinestheic
other groups solved them learners. Found many
with different numbers students are kinaesthetic
based their level. and engage more during
9/25/20 these lessons.
9/14/20
Began using exit tickets as
a formative assessment to
check for understanding
after lessons.
4/1/21
Integrating Innovating
Uses a broad range of data Reflects on data
to set learning goals for continuously to make
content and academic ongoing refinements to
language that are integrated learning goals for content
across content standards for and academic language for
individuals and groups. the fill range of students.
Plans differentiated Uses data systematically to
instruction targeted to meet refine planning,
individual and group differentiate instruction,
learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
While teaching
multiplication, students
were given a pre-
assessment for their prior
knowledge. Students were
also informally assessed to
see if they had the pre-
requisite skill to
multiplication- skip
counting. Differentiated
groups and worksheets
were given that were suited
to meet children's
individual level.
11/2
Students have differentiated
instruction based on their
personal learning goals and
are placed in groups to
target their goal.
3/21/22

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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

Tell the students our
learning goals for the
lesson. Recognise some
children need different
goals based on their ability.
With Kingsley I don’t give
him the same goal as other
students.
9/15/20
Use school tracking system
to monitor learning
objectives.
9/17/20
Students are provided with
graphic organisers and
specific procedures for
writing a personal
narrative- first, then, next
and finally.
3/21/21
At the beginning of the
school year, I read with
each child individually.
After reading with them,
we conferenced about what
their reading goal would be
for the semester. We
discussed how they could
accomplish that goal and
each child wrote their name
on a post-it to put it on their
reading strategy.
11/21

Students have books bags

with their leveled books
inside, when children have
mastered their books at that
level they can shop for
books at the next level after
a meeting with the teacher.
4/14/22

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available technologies
to record assessments,
determine proficiency
levels, and make required
5.6 Using available communications about
technologies to assist in student learning.
assessment, analysis,
and communication of
student learning
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning.
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about student
learning with
administration, colleagues,
families, and students.
Ensure that
communications are
received by those who lack
access to technology.
Integrates a variety of
technologies into the
development,
implementation, analysis of
assessments, and
communication of student
learning to all audiences.
Use a wide range of
technologies to design,
implement, and analyze
assessments and provides
for an in depth and ongoing
communication regarding
student learning to all
audiences.

 CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Write feedback on students
work. Send messages home
to parents about how their
child is doing in the class.
Write in a communication
book to parents three times
a week. Send a newsletter
to parents every two weeks.
Every six weeks send out
an “IB Net” telling parents
what we will be learning.
Send homework folders
home- message on the
group chat instructions.
Video calls with various
parents already. Daily
photos are sent to the group
chat.
9/20
fl
Applying Integrating Innovating
Communicates progress to Based on the assessments
parents and students by throughout the semester, I
written comments on
individual work, learning analyze and communicate
target progress sheets and student learning through
weekly written writing a detailed,
communication books to individualized report that is
the parents. sent home to each parent
2/07/21
twice a year. This report is
Scheduled parent teacher the culmination of their
conferences with each assessments and progress
family. up to date. The evidence
3/25/21 above is an example of one
out of the twenty-one
reports I write.
11/21
Along with the yearly
reports that are sent out two
times a year, I also send
home “re ection posts”
about students
understanding of different
topics to the parents one to
two times a month.
2/3/22

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
5.7 Using assessment Notifies families of student to provide feedback in ways support increased learning. individual student progress
information to share proficiencies, challenges, that students understand. Provides opportunities for and ways to provide and
timely and and behavior issues through comprehensible and timely Communicates regularly monitor support.
comprehensible school mandated Communicates with two-way communications with families to share a
feedback with students procedures. families about student with families to share range of assessment
and their families progress, strengths, and student assessments, information that is
needs at reporting periods. progress, raise issues and/or comprehensible and
Contacts families as needs concerns, and guide family responsive to individual
arise regarding struggling support. student and family needs.
students or behavior issues.

 CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Written feedback on student
work is given in the
moment. Use positive
comments and starts to
indicate well done. I write
questions on work to extend
thinking.
9/01/20
Have had various facetime
calls with parents. Write
about student progress in
the communication books
three times a week. Send
individual messages based
on the situation.
9/20
fl
fl
Applying
I communicate with parents
about students with
behavioural management
charts. At school, the
students and I chart their
behaviour and at the end of
the day I send a photo home
to their parents. I write a
small note about anything
that happened during the
day I need to share with
them on wechat. We have
two way communication
daily with those students.
2/01/21
Every week I send home
homework instructions to
the parents over wechat.
Every week
Integrating Innovating
I send feedback to parents
once to twice a week about
their child's learning over
the week. This is called
"re ections" on the
ManageBac APP. Each
child has their re ections
posted that all the parents
have access to. Photos are
also sent to parents of their
children's work every single
day.
11/21
While we were online, I set
up a class WeChat group
where I sent lesson plans,
all learning materials, and
class information. I
communicated with
families daily through
WeChat voice message, text
messages and video calls.
Gave feedback on their
work that they sent me.
4/12/22