CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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 different types of
types of assessments information about student
preparedness, progress,
and proficiency.
I provide the students with
multiple ways to showcase
their understanding in my
classroom. Students are
given projects, art
assignments, written
assignments, and multiple-
choice assignments. I make
sure to include a variation
of these overall subject
areas for formal
assessments to ensure that
students can share what
they know with me. I
review students test
scores from beginning of
the year assessments and
end chapter tests. This
allows me to see where
improvements or areas of
reteach may need to take
place.
I engage students in
informal assessments
during our instruction
whether it is through
Applying Integrating Innovating
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. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I provide students with I incorporate lessons and Throughout my teaching I
numerous ways to assessments that utilize incorporate different
showcase their learning various OTR. For methods of informal and
throughout each example, using exit formal assessments.
subject/instructional tickets, self-assessments, These look like weekly
unit. Students are offered group projects, group assessments with
informal and formal quizzes, drawing multiple choice, written
assessments that allow assessments, answers, and drawing. I
me to gauge students’ experiments, exploring, also utilize exit tickets,
own understanding and and technology-based group work, and
growth throughout each applications for technology applications
unit. I do tend to use the assessment like Kahoot. I to monitor the progress
exams provided with the ensure to meet the needs and assess each student.
curriculum for unit of individual students These technology
comprehensive tests. whether that is changing applications are Lalilo,
When I feel as though formats, wording, Freckle, Kahoot, and
they may be too allowing the aide to STAR testing. Students
challenging or not assist, or drawing. are taught to explore and
challenging enough, I Students are supported learn by doing. This helps
alter them by adding, properly with feedback to have a flexible
taking away, or changing welcomed by my team classroom that continues
wording within the lead. to meet the needs of all
questions to meet the learners within the
levels of all my learners. Once tests are taken they classroom.
are input to our online
After tests are taken, I grading system for me to Students continue to
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
asking questions, asking
them to rate themselves,
explain their thinking, or
to draw a picture to
represent what we have
learned about. 9/17/2021
Applying Integrating Innovating
analyze those results to see the progression receive grades on a
inform retakes, reteaches, growth and comments on traditional grading scale
or enrichments. the students that is calculated and
(4/20/2022) performance. This entered into the school’s
compiled with small grading tracker,
group rotation notes, and Gradelink. All of this
STAR Testing; I am able information is then
to assist the student in compiled with
areas that may need trimesterly STAR data
reteaching or enrichment. and small group
Retakes are offered for instruction notes to
students who need it. create the best course of
(12/4/22) action for each child.
(4/18/23)

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 assessments. assessment data on provides formal and systematically
student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required Make adjustments in on student learning. collect ongoing
analyzing processes for data planning for single lessons Uses analysis of a variety assessment data
assessment data analysis and draws or sequence of lessons of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about based on analysis of planning and broad range of of learner needs.
sources to inform student learning assessment data. differentiation of assessments to provide
instruction. 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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I make sure to ask
students check for
understanding questions
in all subject areas. For
instance, in math, I usually
ask students to rate
themselves, as well as to
explain their thinking. This
allows me to check for
understanding and see if a
problem should be
explained once more.
I review students’
homework and have open
communication with
parents to identify if there
are any gaps in any of the
reading or math goals for
the week.
Lastly, I make sure there is
time at the end of the
week, every week to
review skills necessary for
the end of the week
assessments. After chapter
or teacher made
assessments are given, I
review the results and
instruct based on the
results. I will either extent
the lesson, create small-
groups, or move on if
competency is shown.
9/17/2021
Applying
As mentioned above,
students are provided
with numerous kinds of
assessments to
demonstrate their
understanding of the
content. This takes place
through theatre activities,
pictures, group work, exit
tickets, pre/post
assessments, self-
assessments, and much
more.
This data is collected and
analyzed to inform my
small group enrichments
or reteaches that take
place on Fridays. I review
homework, parent letters,
and STAR Testing scores
in addition to the in-class
assessments to ensure
that students are making
progress towards their
whole group and
individual growth goals.
(4/20/2022)
Integrating Innovating
As mentioned above, As mentioned above, I
there are numerous continue to monitor
different types of students understanding
assessments that I use for of the standards through
individual, whole, and various methods where
small group instruction. I that may be exit tickets,
ensure that students are projects, group
properly engaging with work/tests, individual
the material throughout work, drawings, or even
the week and school year conversations. Tests and
so that their assessments assessments come
directly reflect what they traditionally paired with
know and what they can the end of the topics or
do at their various chapters as seen fit.
capability levels in Projects are paired
different media forms. alongside the topics or
Again, as mentioned chapters to create a
above this compiled with deeper/richer learning
small group rotation experience for the child.
notes, and STAR Testing; Again, as previously
I am able to assist the mentioned these are
student in areas that may scored and compiled with
need reteaching or data from other tests and
enrichment. Retakes are small group notations to
offered for students who create the best course of
need it. (12/4/22) action for the given child.
(4/18/23)
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
learning individual students.
I review students
Renaissance testing scores
at each trimester to see
students’ growth.
Additionally, I check in
weekly to see students’
success on Moby Max and
Lalilo to ensure that the
areas needing growth are
attended too. Additionally,
I work alongside my
administrator and parents
to talk about the goals we
have for the student. We
work together to
determine if what I am
implementing is helping
the student or if a change
is needed. 9/17/2021
Applying Integrating Innovating
Reviews and monitors a Reviews and monitors a Facilitates collaborative
variety of data on student broad range of data work and fosters
learning individually and individually and with colleagues ability to
with colleagues to colleagues to analyze identify and address
identify trends and student thinking and causes for achievement
patterns among groups of identify underlying patterns and trends.
students. causes for trends.
Each trimester, students Within each trimester, Again, each trimester,
engage in phonics students are required to students are required to
assessments that take STAR Testing, I give take STAR Testing, I give
determine their growth a phonics assessment, a phonics assessment,
with sight words, fluency, math benchmark, and use math benchmark, and use
and decoding rates. small group instruction. small group instruction.
Additionally, they take These assessments paired These assessments paired
STAR Testing each with unit assessments in with unit assessments in
trimester. These all subject areas provide all subject areas provide
documents and data are me with a lot of data to me with a lot of data to
compiled together for me help inform my help inform my
to analyze. Once instruction for whole instruction for whole
analyzing has taken place, group and small group. group and small group.
I transfer my notes onto a As mentioned from As mentioned from
Google Form that allows previous self-assessment, previous self-assessment,
my team lead, mentor, these scores are uploaded these scores are uploaded
and principal to see and shared with my and shared with my
students’ growth and the principal and team lead. principal and team lead.
things that I am doing in Now they are also shared Now they are also shared
class/at home to support with the new resource with the new resource
the continued growth of teacher. In this way I can teacher. In this way I can
each student. I meet with have a file on each have a file on each
my mentor/team lead student that can easily be student that can easily be
every week to discuss pulled and used to assess pulled and used to assess
lessons and results of the growth and plans of the growth and plans of
lessons to ensure that my action for each student. I action for each student. I
data is being assessed meet with my team lead meet with my team lead
properly and that I am and aide individually to and aide individually to
meeting the demands of discuss their own discuss their own
each child. We often work interests on what they interests on what they
collaboratively to share may see me needing to may see me needing to
new ideas or simply ideas incorporate to help the incorporate to help the
to help support any given students to grow. students to grow.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
child. (4/20/2022) (12/4/22) (4/18/23)
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.
I make sure to use the Students are provided As I have mentioned Previously mentioned, I I
standards to drive my with many ways to throughout this continue throughout my
teaching with the showcase their assessment, there is assessments, in
curriculum to supplement understanding of the numerous ways I collect numerous ways to collect
where needed. Students’ content relating to the data through testing and data through testing and
learning needs are standards. Again, note taking to inform my note taking to inform my
assessed each trimester students are assessed teaching choices. These teaching choices. These
and help me to focus areas each trimester with notes, scores, and notes, scores, and
of growth for individual phonics and STAR. assessments are part of assessments are part of
and whole group settings. student’s individual CUM student’s individual CUM
SMART goals are made by Based off of these results files. This is used by me, files. This is used by me,
me to ensure that students and the ones gather from instructional aides, instructional aides,
have achievable goals that unit/chapter exams and resource teachers, and resource teachers, and
are not too high and not informal assessments, I my team lead to help me my team lead to help me
too low. can adjust my instruction set my learning goals. set my learning goals.
I make necessary for whole group and Learning goals are also Learning goals are also
adjustments/modifications small group for my pulled from the set pulled from the set
/accommodations as they students with IEPs, ELLs, standards and curriculum standards and curriculum
are needed for all my and accelerated learners. set by the school. set by the school.
students based on their With these in mind
engagement levels, ELLs, students can draw, write, Individual goals are Individual goals are
and students with other or act out certain subject modeled around students modeled around students
needs. These make look concepts to demonstrate accommodations and accommodations and
like modified assignments their understanding. needs within certain needs within certain
that allow drawing of Additionally, they are subject areas. These subject areas. These
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
pictures and shorter
sentences, a multiple-
choice test, using different
methods of writing such as
a white board and marker,
extra time, or working
with the instructional aide.
9/17/2021
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and learning goals through
summative assessment single lessons or sequence
5.5 Involving all results. Recognizes the of lessons that include goal
students in self- need for individual setting exercises.
assessment, goal- learning goals.
setting, and progress Provides students with
monitoring Monitors progress using opportunities in single
available tools for lessons or sequence of
recording. lessons to monitor their
own progress toward class
or individual goals.
Applying Integrating
provided with materials learning goals are set by
such as color coded pens, me and communicated
modified with the parents in order
exams/worksheets, to make sure the child is
whiteboards, extra time, being supported in all
sentence scaffolds, areas. Lessons are
manipulatives, and so modified and
much more to allow them accommodated as needed
to meet the learning goals per parent conversation,
set. (4/20/2022) data, aide instruction, or
technology resources that
are made available.
(12/4/22)
Models and scaffolds Implements structures
student self-assessment for students to self-assess
and goal setting and set learning goals
processes for learning related to content,
content and academic academic language, and
language development. individual skills.
Guides students to Integrates student self-
monitor and reflect on assessment, goal setting,
progress on a regular and progress monitoring
basis. across the curriculum.
Innovating
learning goals are set by
me and communicated
with the parents in order
to make sure the child is
being supported in all
areas. Lessons are
modified and
accommodated as needed
per parent conversation,
data, aide instruction, or
technology resources that
are made
available.(4/18/23)
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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Students are rewarded for
finishing their work with
stickers or smiley faces on
their work. I teach them to
self-assess as we move
through our first couple of
weeks of school.
Sometimes these check for
understandings are a
“thumbs-up” or “thumbs-
down” other times they
may look like a “rate
yourself out of 5 fingers
please” or I will ask them
to explain their thinking.
Students are provided
checklists in their weekly
writing packets that allow
them to see their progress
and understanding as we
write different kinds of
essays. This also allows
them to see their growth in
understanding from the
brainstorm to the rough
draft to the final product.
Students are given weekly
oral presentations with
feedback from me. We talk
together about areas of
improvement, and they
watch their weekly
assessment scores either
increase of fluctuate based
off of what we had
identified for areas of
growth together.
9/17/2021
Applying Integrating Innovating
Students continue to be Students are internally Students are continued to
awarded for completing motivated through self- be internally motivated
their work with a stamp assessments that are through self-assessments
now instead of a sticker. done at the beginning, that are done at the
Within mathematics, middle and end of units. beginning, middle and
students know to self rate Students also receive end of units. Students
themselves after whole group incentives also receive whole group
completing independent based on completion and incentives based on
practice before we teamwork throughout the completion and
correct our work. lessons. Students are teamwork throughout the
Students continue to give taught how to be lessons. Students are
check for understandings reflective on their own taught how to be
are a “thumbs-up” or understanding and work reflective on their own
“thumbs-down” other in teams to learn/teach understanding and work
times they may look like a one another through their in teams to learn/teach
“rate yourself out of 5 discovery units. I walk one another through their
fingers please” or I will around, prompt discovery units. I walk
ask them to explain their questions, answer around, prompt
thinking. questions, and model questions, answer
how to be an active questions, and model
Students receive and student within the how to be an active
meet with me to talk classroom. In addition to student within the
about rubrics and scores this, students meet with classroom. In addition to
on their writing and oral me to discuss individual this, students meet with
presentations. Students progress, scores, and me to discuss individual
set goals and work to see goals. These progress, scores, and
their individual growth conversations are goals. These
over time. documented and shared conversations are
with those supporting documented and shared
Students set their their learning with those supporting
individual growth goals (12/4/2022) their learning (4/18/23)
in math with fast facts
and receive an award
each time they increase
their score. (4/20/2022)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Uses available Explores use of additional
technologies to record technologies to implement
assessments, determine individual assessments,
proficiency levels, and record results, and
5.6 Using available
make required communicate with
technologies to assist
communications about administration, colleagues,
in assessment,
student learning. and families about student
analysis, and
learning.
communication of
student learning
I am always working
alongside my
administrator to find and
incorporate new
technology into the
classroom to support my
students. I currently utilize
Moby Max, Lalilo, and
Kahoot to further my
student’s growth in
academic areas.
Additionally, student use
Renaissance testing to
inform the school, me, and
their parents of their
achievement levels.
Students can access
support materials through
their Renaissance account
that I can assign to help
their skills to grow.
Lastly, I take advantage of
using an interactive smart
board to keep all students
engaged and eager to
participate in the learning
that takes place.
Applying Integrating Innovating
Uses technology to design Integrates a variety of Use a wide range of
and implement technologies into the technologies to design,
assessments, record and development, implement, and analyze
analyze results, and implementation, analysis assessments and
communicate about of assessments, and provides for an in depth
student learning with communication of and ongoing
administration, student learning to all communication regarding
colleagues, families, and audiences. student learning to all
students. Ensure that audiences.
communications are
received by those who
lack access to technology.
I continue to search and As the teacher, I search As the teacher, I have
look for ways to and look for new taken on more
incorporate technology additional ways to opportunities to receive
into my students incorporate technology technology to use in my
assessments and into my students classroom via the new
everyday assignments. I assessments and STEM and SMART lab
utilize Kahoot, Jamboard, everyday assignments. I training. I have a full time
Moby Max, and Lalilo to utilize Kahoot, Jamboard, smart board in my room.
work alongside the Moby Max, Nearpod, Additionally, students are
Renaissance Star testing Blooket, Zearn and Lalilo on a one-to-one ratio
to allow my students to alongside the with their devices which
showcase their academic Renaissance Star Testing allows them to engage in
growth and knowledge of to allow my students to individualized learning
the standards. showcase their academic experiences through
growth and knowledge of using technology paired
Students can access their the standards at their with small group
growth via Renaissance given ability levels. instruction. All of this
and Gradelink with their data from the use of new
parents. I keep an open Students can access their technologies and new
line of communication growth via Renaissance, applications (and the
and regularly update parent technology logins, ones mentioned in the
grades weekly on Fridays. and Gradelink with their assessments passed) help
I provide student parents. I keep an open to provide that
feedback, growth, and line of communication differentiated instruction
concerns on writing, and regularly update that allows all students to
math, and other grades weekly on Fridays. safely engage and enter
assignments via writing Newly added is the into the learning
myself and inputting portfolio feature on experience. (4/18/23)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
For communication, I
primarily use email and
zoom meetings with
parents. Additionally, we
use Gradelink to
communicate student’s
growth, grades, and
interests.
Student feedback is
written on papers and
done through verbal
check-in conversations
that we have based on
assessments, progress, and
as needed. 9/17/2021
Provides students with Provides students with
feedback through additional feedback based
assessed work and on formative assessments
required summative from single lessons or
5.7 Using assessment assessments. sequence of lessons. Seeks
information to share to provide feedback in
timely and Notifies families of ways that students
comprehensible student proficiencies, understand.
feedback with challenges, and behavior
students and their issues through school Communicates with
families mandated procedures. families about student
progress, strengths, and
needs at reporting periods.
Contacts families as needs
arise regarding struggling
Applying Integrating Innovating
comments on Gradelink. ClassDojo where I can
(4/20/2022) upload work that
students themselves
deem as good work to
share with their parents. I
provide student feedback,
growth, and concerns on
writing, math, and other
assignments via writing
myself and inputting
comments on Gradelink
and ClassDojo.
(12/4/2022)
Provides students with Integrates the ongoing Facilitates students’
clear and timely sharing of leadership in seeking and
information about comprehensible feedback using ongoing
strengths, needs, and to students from formal comprehensible
strategies for improving and informal assessments communications about
academic achievement. in ways that support individual student
increased learning. progress and ways to
Provides opportunities provide and monitor
for comprehensible and Communicates regularly support.
timely two-way with families to share a
communications with range of assessment
families to share student information that is
assessments, progress, comprehensible and
raise issues and/or responsive to individual
concerns, and guide student and family needs.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
students or behavior
issues.
I provide feedback to
students on their writing
through writing
encouraging words and
drawing attention to areas
that may need
improvement. I utilize
‘smiley sentences’ as a
rubric that students
understand when grading
their writing. If they have
followed all necessary
rules for creating a great
sentence, they receive a
full and complete smiley
face. If not, they will be
missing some parts and be
able to identify what is
missing.
Students and parents
receive communication
from me weekly through
Gradelink, newsletters,
homework schedules, and
via email. In these weekly
communications, parents
are made aware of the
learning goals for the week
Applying Integrating Innovating
family support.
As mentioned above with As the teacher, I use As a key technology
standard 5.6, I Gradelink, email, and utilizer at my school
communicate regularly ClassDojo as my main location. I provide new
with students and forms of communication. ways for teachers to
parents about growth, I am required to meet assess their students
expectations, concerns, with the parents once a whether that is informal
etc. This takes place year to go over testing or formal. I did so with
through emails, scores, first trimester Nearpod and other
newsletters, Gradelink grade, and next steps to technology applications
when inputting grades support the yearly this year. I use Class Dojo,
and comments, rubrics, growth of the student. Gradelink, email, and
weekly assessment Additionally, I still use a phone calls as my major
packets, and conferences. weekly newsletter, forms of communication.
comments on grades, I have shared with others
Students have been weekly assessment the best ways in which to
taught how to set positive packets, and conferences do so to support their
and achievable SMART as scheduled. own students.
goals and parents have an
open line of Students have been I use these forms of
communication with me taught about self- communication paired
to help their students reflection, assessing with paper trail
achieve these goals. themselves, and how to communication to show
Parents can access set SMART goals. student’s progress and
newsletters, grades, mastery.
homework, and practice Students, parents, and
worksheets/websites via guardians all have virtual Students utilize self-
Gradelink links and and physical access to all assessments and
emails to me. Students necessary documents in conferences to help them
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
as well as the assignments and parents have order to know what is set attainable goals that
that will be taking place. numerous opportunities going on and how to we can all envision the
Over the course of the to communicate with me easily reach out to me for student reaching.
trimester report cards and in person or virtually. communication.
conferences are used to (4/20/2022) (12/4/22) Parents, resource
communicate grades and teachers, and students
behavior within the continue to have access to
classroom. 9/17/2021 see student’s work,
progress, and scores in
order to provide a fluid
call to action plan for the
academic success.
(4/18/23)