CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. and summative
assessments.
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different different types of
types of assessments information about
student preparedness,
progress, and proficiency.
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 students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. 4/8/23 progress.
7/16/22 and 12/4/22
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. 4/8/23 knowledge.
student learning. 7.16.22
and 12/4/22
I use formative Teacher uses exit tickets
assessments for at the end of each lesson
immediate feedback to determine if students
which in turn dictates have understood the
what I will teach next. I main takeaway. 4/8/23
use frequent formative
assessments such as Exit tickets can be given
homework, asking in the form of a verbal
questions in class, and answer or a drawing to
spelling tests to monitor support all learners
progress daily and ability to show what they
weekly. These allow me know. 4/8/23
to see how students
perform independently
on a task. I also use
summative assessments
in the form of a
standardized test at the
end of each learning
period which is 4 times a
year. I also have a
portfolio of work for each
child that we display at
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

open house. This really
shows their progress and
mastery of concepts
throughout the year.
7.16.22 and 12/4/22
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
Follows required on student learning. collect ongoing
processes for data Make adjustments in Uses analysis of a variety 7.16.22 and assessment data
5.2 Collecting and
analysis and draws planning for single of data to inform 12/4/224/8/23 appropriate for the range
analyzing
conclusions about lessons or sequence of planning and of learner needs.
assessment data
student learning lessons based on analysis differentiation of Uses data analysis of a
from a variety of
of assessment data. instruction. broad range of Uses results of ongoing
sources to inform
assessments to provide data analysis to plan and
instruction.
comprehensive differentiate instruction
information to guide for maximum academic
planning and success.
differentiation of
instruction. 7.16.22 and
12/4/224/8/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I create a lot of my own
assessments and I tailor
them to the specific time
of the year and the things
I am evaluating. 7.16.22
and 12/4/22 and 4/8/23

I do not just depend on

the assessments that are
provided in the text book
or the summative
assessments like
standardized testing.
7.16.22 and 12/4/22and
4/8/23

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 7.16.22 and causes for trends.
12/4/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I go over our Star Data Teacher meets with other
and analyze the results. teachers to view growth
We have a series of patterns of sample
questions that we answer students students over
where teachers are asked time. Underlying causes
to self-reflect on why of the growth trends are
students are at the level documented and
they are in and how they reflected upon. 4/8/23
got there (good or bad).
We go over this data in
cohorts of Kindergarten -
second grade. We share
strategies and successes
as well as difficulties.
7.16.22 and 12/4/22

5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. 7.16.22 individual students in language. 4/8/23 integrated across content and academic language
instruction single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using 12/4/22 Plans differentiated
available curriculum lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. 7.16.22 and group learning needs. and make ongoing
individual students. 12/4/22 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
4/8/23
Students in kindergarten Teacher uses My lessons are tailored to Teacher creates small
are not yet old enough to assessments from iPad students’ needs and I will group of similarly skilled
formulate their own activities as well. have different lessons students to work on the
student goals. Usually we 12/4/22 and activities for each same goals. These goals
have a set of classroom one of my reading groups. are targeted to these
goals or standards that Each group is working on particular students.
we want to be able to a different thing based on 4/8/23
reach by a certain point their level and progress.
in time. 7.16.22 7.16.22 and 12/4/22 Teacher will do an
informal assessment
Teacher uses a variety of check for understanding
assessment data from during the lesson such as
formative, summative, a turn and talk to a
and standardized partner. 4/8/23
assessments. 4/8/23

5.5 Involving all Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
students in self- learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
assessment, goal- outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
setting, and progress summative assessment single lessons or processes for learning related to content, setting, and progress
monitoring results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
need for individual include goal setting language development. individual skills.
learning goals. 7.16.22 exercises. 4/8/23 Develops students’ meta-
and 12/4/22 Guides students to Integrates student self- cognitive skills for
Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Monitors progress using opportunities in single progress on a regular and progress monitoring refining goals towards
available tools for lessons or sequence of basis. 4/8/23 across the curriculum. high levels of academic
recording. lessons to monitor their achievement.
own progress toward
class or individual goals.
7.16.22 and 12/4/22
Before I teach a lesson, I Students do have a Teacher meets one on
go over learning compilation of work one with students to
objectives. I do recognize throughout the year review their progress
the need for individual where they can view their while looking through
learning goals but I progressions in each their portfolio of work.
believe that Kindergarten subject. Students display Teacher gives students
is too early to make these folders at open feedback on how they
children aware of their house and take a lot of have grown and also
specific learning goals. I pride in how much they things that they can work
am not really sure how have changed. 7.16.22 on in the future. 4/8/23
you would set an and 12/4/22
academic goal for a child
as young as 5. I don’t The kindergarteners in
want to put too much my class are now learning
pressure on them. what it means to make
Maturity plays a role in goals and to strive for
their ability to learn and something. 4/8/23
some are very immature
when they begin
kindergarten and just
need time to adjust and
acclimate to a rigorous
academic environment.
7.16.22 and 12/4/22

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,
5.6 Using available assessments, determine implement individual assessments, record and development, implement, and analyze
technologies to assist proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
in assessment, make required results, and communicate communicate about of assessments, and provides for an in depth
analysis, and communications about with administration, student learning with communication of and ongoing
communication of student learning. 7.16.22 colleagues, and families administration, student learning to all communication regarding
student learning about student learning. colleagues, families, and audiences. student learning to all
12/4/22 students. Ensure that audiences.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

communications are
received by those who
lack access to technology.
4/8/23
I usually record my Teacher records Star Teacher has designed a
assessments by hands Tests results on form to record students
and compile the data in a spreadsheet and shares assessments throughout
binder. I do use their with admin and families. the year. This can be
iPads to administer the 12/4/22 viewed by the principal
standardized test. 7.16.22 and administration as
well. Students also have a
portfolio of work on their
Seesaw account. 4/8/23

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
5.7 Using assessment assessed work and based on formative information about comprehensible feedback using ongoing
information to share required summative assessments from single strengths, needs, and to students from formal comprehensible
timely and assessments. lessons or sequence of strategies for improving and informal assessments communications about
comprehensible lessons. Seeks to provide academic achievement. in ways that support individual student
feedback with Notifies families of feedback in ways that 7.16.22 and 12/4/22 increased learning. progress and ways to
students and their student proficiencies, students understand. 4/8/23 provide and monitor
families challenges, and behavior Provides opportunities support.
issues through school Communicates with for comprehensible and Communicates regularly
mandated procedures. families about student timely two-way with families to share a
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
progress, strengths, and communications with
needs at reporting families to share student
periods. Contacts families assessments, progress,
as needs arise regarding raise issues and/or
struggling students or concerns, and guide
behavior issues. family support.
If I notice a student’s
work in not up to par, I
will ask him or her to
correct it right away. For
example, in our writing
practice, if a letter is not
formed correctly, I will
ask the student to try it
again. 7.16.22 and
12/4/22
Teacher leaves audio
feedback and
commentary on students’
Seesaw worksheets.
12/4/22
Integrating Innovating
range of assessment
information that is
comprehensible and
responsive to individual
student and family needs.
7.16.22 and 12/4/22
and4/8/23
I have a folder that goes
home with the students
every day. It logs their
behavior in class, and I
send home their graded
class work via the folder.
Parents can see what
their child is working on
and any corrections I
have made. They can also
see if I have had a child
redo an assignment and I
will include both the
before and after
assignment. 7.16.22 and
12/4/22 and 4/8/23
Families also have access
to log in info for iPad
apps and are able to track
students work and
progress as well as work
on activities at home.
12/4/22 and 4/8/23
Teacher will contact
student’s parents to
involve them in the
students learning. For
example, teacher will ask
students to redo
assignments at home or
to review an assignment
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

with their child if I have
already helped the
student redo it. Parents
will be asked to share
input and make
suggestions for the
students goals as well.
4/8/23