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
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying summative assessments. progress. progress.
knowledge of the Begins to identify specific 9/22/2021, 11/22/22
purposes, characteristics of Integrates a variety of Draws flexibility from a
characteristics, and assessments that yield Selects assessments characteristics into repertoire of appropriate
uses of different different types of based on clear assessments to allow assessment options and
types of assessments information about understanding of the students with a ranges of characteristics to
student preparedness, purposes and learning needs to maximize student
progress, and proficiency. characteristics of demonstrate what they demonstration of
assessments to support know. knowledge.
student learning.
9/22/2021, 03/14/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
I chose my pre- I have my students
assessments based on the complete exit slips at the
standards they should be end of a lesson to assess
coming in with. My whether students have
weekly assessments will mastered the content.
be based on the weekly Students draw a picture
unit that was taught for or write a sentence to
the week. 9/22/2021 show what they learned.
2/22/23
I have given pre-
assessments in all subject
areas. I do check ins
throughout my lessons
using exit tickets at the
end of a lesson, essential
question at the beginning
and end of my lessons. I
also do KWL charts to see
what their prior
knowledge was and what
they have grasped by the
end of the lesson.
9/22/2021

I display a KWL
chart in the beginning
of my science lesson to
gather data on my
students background
knowledge. Students
share their knowledge
and add new found
knowledge onto the
chart for deeper
connections from what
they new to what they
learned. 03/14/22

I incorporate the use
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
of iReady, an
assessment application
that determines the
students academic level
in math and ELA based
on a series of questions
and problems. This
application is provided
to the students through
the use of their tablets
and changes the types
of problems based on
the students
responses to the
assessment. 11/22/22

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 9/22/2021 on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in 11/16/22 assessment data
analyzing
analysis and draws planning for single Uses analysis of a variety appropriate for the range
assessment data
conclusions about lessons or sequence of of data to inform Uses data analysis of a of learner needs.
from a variety of
student learning lessons based on analysis planning and broad range of
sources to inform
of assessment data. differentiation of assessments to provide Uses results of ongoing
instruction.
instruction. 9/22/2021, comprehensive data analysis to plan and
03/16/22 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction. 11/16/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
I collect informal and I designed and integrated The data showed that a
formal assessments an assessment plan that majority of my students
throughout my teaching has summative and are struggling with a
to analyze my students’ formative data on how particular concept, so I
level of understanding. the students are adjusted the lesson plans
The formal assessments I progressing in their to include more targeted
use are DIBELS, Eureka, comprehension skills. instruction, practice, and
student work from end of 11/16/22 feedback on that concept.
lessons and Running 4/11/23
Records. The informal I use data to guide my
assessments I give are next lessons and
through obvservation of extensions on
think,pair, share comprehension activities.
discussions, whole group 11/16/22
discussions, whiteboard
responses, exit tickets,
thumbs up or down,
observation during
independent work time.
9/22/2021

I use my assessments to
guide my future
instruction and help
differentiate by noting
what standards my
students are not meeting
and providing mini-
lessons or small group
lessons on these
struggling areas.
9/22/2021

Provide my students
with a student interest
survey that they fill out
before the start of each
unit as a background
knowledge
assessment. 03/16/22
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
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
9/22/2021 students. 03/16/22 causes for trends.
10/19/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
I have collaborated with I use google slides to I review data with my I regularly assess my
my colleague on CELDT jot down students colleagues and compare students' reading levels
responses during grade growth and skills in what students need using a variety of
level planning. My math that still need to additional support or methods, such as running
colleague and I discussed be improved as a way would benefit to be records and
mini-lessons to be taught switched in class for a comprehension
of reviewing my
for these specific areas of small portion of the day questions. 1/10/23
need. 9/22/2021 students work in order to get additional support
to prepare me in in a specific area of need.
planning my next 10/19/22
lessons. 03/16/22

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.9/22/2021, integrated across content and academic language
single lessons or 03/16/22 standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. 11/8/22 students.
data to establish Plans instruction using
learning goals and to available curriculum Plans adjustments in Plans differentiated Plans differentiated Uses data systematically
plan, differentiate, guidelines. instruction to address lessons and modifications instruction targeted to to refine planning,
and modify learning needs of to instruction to meet meet individual and differentiate instruction,
instruction individual students. students’ diverse learning group learning needs. and make ongoing
needs. 9/22/2021 11/8/22 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal assessments.
11/8/22
I use DIBELS, Assesses students’ I administered reading
comprehension, CELDT, progress in a specific assessments at the
and TRC pre-assessments subject area and uses beginning of the school
to guide my instruction. data to set future year to identify students'
The base of where, the learning goals for strengths and areas for
majority of my students improvement. Based on
student as well as to
are leveled is where I the results, I am able to
began my instruction. For guide whole and small continuously group
instance, majority of my group instruction. I students with similar
students are below grade used a math reading levels and
level in letter sound assessment to track provide targeted
recognition, so I practice where my students instruction to meet their
phonemic awareness and were at this point in specific needs.
letter and sounds the year in being able Assessments are given
recognition activities to utilize specific math weekly to update any
before getting into an strategies. 11/8/22 groupings. 1/10/23
ELA and/or phonics
lesson. 9/22/2021

I provide differentiated
instruction by doing
leveled small groups
during literacy centers.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Each group for the week
is seen by me to practice
a specific skill that was
shown as a struggle
within their assessment.
9/22/2021

I use DIBELS as a form
of assessment for
foundational reading
skills to gauge the mini
lessons and activities I
teach to my students in
whole group and small
group instruction. I
also use this form of
assessment to
differentiate my
instruction by placing
similar level students in
the same small group
centers. 3/16/22

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. 9/22/2021 11/10/22 Develops students’ meta-
assessment, goal- Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
recording. lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 03/16/22 11/10/22 achievement.
own progress toward
class or individual
goals.9/22/2021
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
After math fluency I have my students Encourages self- I involve all my students
practice, I have students track their own reflection of student in self-assessment, goal-
check their own work to progress after math work in order to setting, and progress
see how many they get fluency practice and motivate students in monitoring is
right. I then encourage compare it to their tracking their progress implementing student-led
them to look back on conferences. This
previous score. so they and producing
their past score and see involves giving my
how they have grown and can see their growth future learning goals students the opportunity
which problem they seem and what still needs to for the current lesson. to take ownership of their
to be getting wrong, so be worked Students set goals for learning by reflecting on
they can practice that on. 03/16/22 what skills they want to their progress and setting
specific skill a bit more. master and have steps goals for the future.
9/22/2021 I model self-assessing to to ensure they reach 1/10/23
my students to ensure them. 11/10/22
Students read their they understand how to
writing during Writers self-reflect on their work
workshop and have a and the importance of
checklist to assist them in self-reflection. 11/10/22
improving on what they
need to accomplish their
goals. 9/22/2021

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. 9/15/22 student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
9/22/2021, 03/17/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
I display a grading rubric Integrates and I use an online platform
in the classroom for implements technology (Kahoot! and Seesaw) to
students to understand into the analysis of create quizzes and tests
the grading scales. assessments and that are automatically
Students grade each supports student graded, and students can
other’s Spelling and grade receive immediate
communication with
their own fluency work. I feedback on their
also display a DIBELS technology. I use answers. This allows
data bulletin for students padlet.com to have my students to see where
to track their progress. students share their they need improvement
Parents are notified via responses and read and make adjustments to
ClassDojo or in person of them at the same time. their learning strategies
students’ progress when It is differentiated accordingly. 3/20/23
below grades level on because students can
DIBELS and provided share words, phrases,
with a tip to help them images to help them
practice at home.
support their
9/22/2021
idea. 9/15/22

I have a planner with
weekly agendas as a
form of communication
the parents, so they
can track their child's
behavior for the school
day. The planner also
provides parents with
upcoming events,
homework, and tips for
practicing at
home. 03/17/22

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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that 9/22/2021, 03/17/22 increased learning. progress and ways to
information to share
student proficiencies, students understand. 11/23/22 provide and monitor
timely and
challenges, and behavior Provides opportunities support.
comprehensible
issues through school Communicates with for comprehensible and Communicates regularly
feedback with
mandated procedures. families about student timely two-way with families to share a
students and their
progress, strengths, and communications with range of assessment
families
needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. family support. 11/23/22
9/22/2021
I inform my student of Provide parents with I created a digital
their progress through clear feedback on their portfolio for each student
bulletin board data, sight strengths, needs, and on Seesaw, which
word rainbow tracker, resources for includes work samples
where they color in their improvement along and assessments that
rainbow based on ho show the student's
with a visual for
many sight words they progress throughout the
can recognize. reference. 11/23/22 year. I regularly update
9/22/2021 the portfolio and share it
with the student's family,
I inform my parents of Provided parents along with written
their child’s progress in during conferences feedback on the student's
foundational skills when with a packet of strengths and areas for
below grade-level every student samples to growth. 1/10/23
time I do an assessment show tracking of
or progress monitor.
progression in writing,
Notes to parents are also
sent to track progress if math, and ELA. Parents
technology is not also were provided
available. 9/22/2021 with a progression
graph of their child's
Students get to color reading
progression and target
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
in a piece of their sight goal for next grading
word rainbow pinned period. 11/23/22
on the classroom wall
when they have shown
progress in their sight
word recognition. Sight
word cards are sent
home for the next level
when passed. 03/17/22