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
assessments. and summative
5.1 Applying assessments. 9/16/21
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency
9/16/21.
9/16/21: At the
beginning of the school
year students are given
an ELA, math, and writing
diagnostic. Throughout
the school year students
retake those diagnostics
so we can see growth and
areas we need to work on
as a class. When students
are given formative
assignments, it is usually
homework or in class
work where I can check
in on them and assist
them. Most of are
summative assessments
are based on the skills
learned throughout the
week, but having the
formative assignments
help the students lead up
to the summative
assessment.
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.
August 2021-May 2022: December 2022: April 2023:
Throughout the school We have multiple I use a variety of
year we do 3 formal assessments throughout formative and summative
assessments. The formal the year to help us track assessments to track if
assessments are the the progress that students are
math, ELA, and writing. students are making. understanding the skills
We use these scores to While we have that are being taught in
inform families where assessments, we also the classroom. We have
their student is at and to have weekly tests that I weekly summative
also guide our instruction also use to monitor assessment, and during
in the classroom. I students understanding the week we do formative
currently only have about of the standards that assessments. The
2 students on our formal were taught throughout formative assessment are
assessment of math and the week. just check ins to see
ELA performing below where the student is at,
grade level. and at the end of the
week they take a
summative assessment.
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. 9/16/21 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
9/16/21 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
9/16/21: Our school August 2021-May 2022: December 2022: April 2023:
focuses a lot of using Since the beginning of In order to prepare for an Each week students take
assessment data to guide this school year, I have upcoming unit math test, their tests home to get
our instruction in the incorporated a lot more we spend the whole week signed by their families.
classroom. When looking informal assessment doing a lot of informal After they get it signed
at the assessment data, I throughout the week assessments. Students they bring the tests back
am able to group students before our formal complete a study guide and I file it in their file, so
in ELA and math groups. assessments on Friday. independently, while I that I have all of their
Also, after our weekly During the week, I will walk around and monitor data for the entire
Friday tests, I can see assign a couple questions and assist students who trimester. Once the
what skills students to students as an exit need extra support. We trimester ends, I send
might not have mastered ticket before they can go also play a review them home with all of
throughout the week and to recess/lunch. This has Jeopardy game, where their old tests.
adjust my lessons for the helped motivate students students get to work in
following week to touch to do their work, but also groups to help each other
on those skills again. allows me to check in on out. Students are also
how they are doing. assigned review
homework. Students are
able to review everything
they have been taught
from a variety of ways.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Reviews and monitors Reviews and monitors Reviews and monitors a
5.3 Reviewing data, available assessment data additional assessment variety of data on student
both individually and as required by site and data individually and learning individually and
with colleagues, to district processes. with colleagues and with colleagues to
monitor student identifies learning needs identify trends and
learning of individual students. patterns among groups of
students. 9/16/21
9/16/21: When looking
at assessment data, if I
see a student is below
grade level, I monitor
their work and also talk
to their previous teacher.
If a student needs extra
support, I will reach out
to our intervention
specialist who can help
guide me with how to
help the student the best.
If I see a trend with a few
students, I will pull them
into a small group so we
can work on the skill
together.
Integrating
Reviews and monitors a
broad range of data
individually and with
colleagues to analyze
student thinking and
identify underlying
causes for trends.
May 2022: Our 4th grade
team has might quite
frequently from both
campuses to compare the
data we have for all of our
4th grade students. It is
interesting because we do
have a lot of similarities,
even with two different
schools. We use this data
to help us guide what we
should try to teach our
students next year. We
also have a running
Google Spreadsheet
where we enter all of our
formal assessment data
into, so we are constantly
tracking data.
Innovating
Facilitates collaborative
work and fosters
colleagues ability to
identify and address
causes for achievement
patterns and trends.
December 2022:
Families receive weekly
emails from Aeries
(grading system) on
how their student is
doing. Also, I send home
their weekly tests to get
signed, so families are
aware of their grades. As
mentioned above, we
also have a Google Sheet
that has all of our
assessment data entered
into, so education
stakeholders can look at
it.
April 2023:
We review data as a
team on a weekly basis
with our campus and
the other campus. We
are able to see trends
and areas of
improvement for both.
We also keep track of all
of our data in Aeries and
in a Google Spreadsheet.
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 9/16/21 Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. group learning needs. and make ongoing
individual students. adjustments to match the
9/16/21 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
9/16/21: After looking at May 2022: For my December 2022: April 2023:
the assessment data, I set students that need extra When I plan ELA or math When we meet with the
my goals for each help, some of those centers, I take into other campus 4th grade
individual student and students are on IEPs, so account the different team, we go over what we
the class as a whole. For they get additional needs my students are noticed that are areas for
example, if I see as a support in and outside of going to need. Some improvement and what
whole that the class did the classroom to help groups can work we can do as teachers to
not understand the idea them. I always make sure independently and will help improve those areas.
of rounding, I make sure to teach lessons in a not need to meet with me, Each years those have
to revisit the lesson and variety of ways, so that it while other groups will changed, so we have to
adjust to a different meets the needs of all of need more one-on-one change what we do in the
strategy of teaching it. my students. For attention. I make sure to classroom to best help
example, in science, we provide as much our students. We always
have been reading about additional support as provide each other with
rock formation, so I found possible to those students helpful resources.
an informational video that need the extra help.
students watched.
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. 9/16/21 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.
9/16/21
9/16/21:I always make May 2022: I am always up December 2022: April 2023: Students self
sure the encourage in the front of the room Just as mentioned above assess their own writing
students while they are modeling my with the writing checklist, and they also work with a
working in the classroom. expectations for students, before students write peer to help each other
I am constantly walking and they are always very their answer to a out with assessing their
around and monitoring aware of them. Since we question, I always ask writing. This has shown
their progress in the are at the end of the students what I am students how to help
classroom. Before we school year, I have done a looking for in their each other and how to
start a lesson, I always lot less scaffolding responses. I clearly state make corrections on their
tell them the goal and because I really want my out my expectations for own. Students really
objective of what we are students to start students on the board so enjoy being able to help
doing so they understand becoming more they know how to each other out. When I
why they are doing it. In independent and not rely respond. Students are provide students with a
order for students to see so much on me doing able to self-assess their checklist, it removes a lot
their own progress, I everything for them. I work by referring back to of questions and they can
keep their work so that always check in with the expectations we all clearly see my
they can look back at it students on Friday while set together. expectations.
and see far they have I am grading their tests.
progressed.
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.
9/16/21
9/16/21: Our iReady ELA May 2022: I have used a December 2022:
and math assessment are variety of technology Not only have I continued to
taken online and during tools in the classroom to update grade in Aeries on a
weekly basis, I also send all
parent teacher help support my students
of the tests students have
conferences, I am able to learning of the content. taken home so that way
share the results with We use iReady for ELA their families are able to
parents so they can see and Math on a daily basis. look at their scores. If
their strengths and areas I can assign students families have questions
of improvement for their specific lessons to work about their scores, they are
child. We also meet as a on and students can work able to email me. If at any
school and grade level on lessons assigned to time a family wants to have
team to learn how to read them based off of their a conference with me about
their students academic
the assessment data and assessment score. I also
progress, we are able to
what we need to work on make sure I am on top of schedule that. I always make
for the school year. If my grading and inputting sure to keep open
students are still scoring scores into our grading communication and grades
below grade level halfway system, Aeries, on a updated!
through the year, they are weekly basis. I send home
referred to our our Friday tests usually April 2023:
intervention specialist to on Monday or Tuesday of I use Aeries and Parent
receive more support. the following week, so Square to communicate with
families the assessment data
families can check in on
that I gather from their
their student’s grades. student. They are able to
check daily on their grades
and contact me if they want
to discuss things further.
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 9/16/21 increased learning. progress and ways to
timely and student proficiencies, students understand. provide and monitor
comprehensible challenges, and behavior Provides opportunities Communicates regularly support.
feedback with issues through school Communicates with for comprehensible and with families to share a
students and their mandated procedures. families about student timely two-way range of assessment
families progress, strengths, and communications with information that is
needs at reporting families to share student comprehensible and
periods. Contacts families assessments, progress, responsive to individual
as needs arise regarding raise issues and/or student and family needs.
struggling students or concerns, and guide
behavior issues. family support. 9/16/21
9/16/21: I always make sure August 2021-May 2022: Since December 2022:
that students hear feedback the beginning of the school year, This year I have really tried to
from me. I believe it is really I always communicate home get students to self-advocate for
important that students know what our upcoming tests are themselves. I always ask if
what their strengths are and going to be for the week and anyone has any questions
what skills they need to work what we are going to be before we move on to
more on. I am always in learning in class. For example, something else, or allow
constant communication with students get vocab words on students the opportunity to
parents. We send out weekly Monday and study them all come talk to me at recess/lunch
newsletters to families so they week for our test on Friday. time. If I notice a student
know what their child is Students also receive a study struggling who might not be
learning in class. We use Aeries guide for math on Thursday for comfortable coming up to ask
for grades and parents are able our upcoming Friday test. If for help, I always make sure to
to see weekly progress reports families have any questions or check on them during
of their grades. concerns about grades, they are lessons/tests to see if they need
always able to email me to extra support.
discuss anything further.
April 2023: The following
Monday or Tuesday of every
week, I send home the weeks
previous tests for families to
sign. Students are accountable
for bringing this home and
having an adult look at it. If
families have questions, they
are able to reach out to me.
CSTP 5: Assessing Students for Learning