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
5.1 Applying assessments. pre-, formative and learning needs and learning needs and re lect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify speci ic
characteristics, and characteristics of Selects assessments based Integrates a variety of Draws lexibility from a
uses of different assessments that yield on clear understanding of characteristics into repertoire of appropriate
types of assessments different types of the purposes and assessments to allow assessment options and
information about student characteristics of students with a ranges of characteristics to
preparedness, progress, assessments to support learning needs to maximize student
and pro iciency. 7/16/22 student learning. 12/6/22 demonstrate what they demonstration of
know. 5/6/23 knowledge.
f
f

f
f

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

During a unit, I like to I match my pre-formative The assessments that I
incorporate entry level, assessments and my give support all students
informal, and formal summative assessments in a way where they can
assessments into my to instruction to re lect best show what they
lessons. I want to improve the skills that are know and are capable of.
on giving entry level expected. For example, 5/6/23
assessments. 7/16/22 when learning shapes I
assign a pre-formative
Seesaw assessment to
gain students’ prior
knowledge. After teaching
the chapter, I have
students participate in a
summative Kahoot
assessment to review the
chapter then a chapter
test to assess their
knowledge of shapes and
their attributes. 12/6/22

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 throughout
assessments. student learning. informal assessment data instruction to collect
Follows required on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analyzing assessment
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
data from a variety of
conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform
learning lessons based on analysis instruction. 12/6/22 assessments to provide Uses results of ongoing
instruction.
of assessment data. comprehensive data analysis to plan and
7/16/22 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction. 5/6/23

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I like to re lect on what In addition to my normal I am knowledge about
went well in a lesson to assessment data, I like to assessments and I collect
support future take data of my lessons of and analyze results to
instructional planning. I who met the learning guide my instruction and
use past assessments and objectives and who didn't. improve student learning.
student understand to I use this data to drive my Here is my spreadsheet
inform lessons and guide instruction and whether I that I use to collect
next steps. 7/16/22 need to instruct a reteach various data on my
or not. 12/6/22 students. 5/6/23

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identi ies with colleagues to identify colleagues to analyze identify and address
monitor student learning needs of trends and patterns student thinking and causes for achievement
learning individual students. among groups of students. identify underlying causes patterns and trends.
7/16/22 for trends. 12/6/22 5/6/23
f
f

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

During weekly PLCs, my During vertical PLCs At our weekly PLCs I
grade level team and I grades TK-3 ind a trend collaborate with my
analyze data and identify in data throughout all colleagues to identify and
trends in order to guide grade levels. After address causes for
our planning of next determining the trend achievement patters and
lessons. We like to track that we are seeing across trends. Once we identify
student progress to the primary grades , we trends, we are able to
determine if we need to come up with a widely create a plan to help
go back, stay where we important goal (WIG) that improve the trends we are
are, or move forward with will help all students seeing. 5/6/23
content. 7/16/22 better achieve their
learning goals. Here is our
of icial form for our WIG
this school year. 12/6/22
f
f

 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 data Re lects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing re inements 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
single lessons or standards for individuals for the ill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modi ications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to re ine planning,
and modify
learning needs of students’ diverse learning meet individual and group differentiate instruction,
instruction
individual students. needs. 12/6/22 learning needs. and make ongoing
7/16/22 adjustments to match the
Modi ies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
5/6/23
f
f
f

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

In order to meet the I use assessment data Every week students
learning goals of each such as iReady diagnostics participate in
individual student, I and Kindergarten differentiated small group
differentiate instruction assessment results to set instruction where I can
through small groups. I student learning goals for individually work on their
often update learning content and academic speci ic learning goals.
goals and adjust the language. I also use the 5/6/23
groups depending on scores from these
student progress. assessments to build
7/16/22 groups for small group
intervention. 12/6/22

Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or sequence for learning content and related to content, setting, and progress
Recognizes the need for of lessons that include academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. goal setting exercises. development. individual skills.
students in self-
Develops students’ meta-
assessment, goal-
Monitors progress using Provides students with Guides students to Integrates student self- cognitive skills for
setting, and progress
available tools for opportunities in single monitor and re lect on assessment, goal setting, analyzing progress and
monitoring
recording. lessons or sequence of progress on a regular and progress monitoring re ining goals towards
lessons to monitor their basis. 12/6/22 across the curriculum. high levels of academic
own progress toward 5/6/23 achievement.
class or individual goals.
7/16/22
f
f

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I strive to practice goal I use these graphs after I I have students set their
setting with my students asses students on their own learning goals and
and something I model letter identi ication, letter display them on their
often. I like to consistently sounds, segmenting, desk to remind them of
use growth mindset blending, and sounding their personal goal that
sayings such as “We can out CVC word skills. After they are working on. This
do hard things.” I also like illing them out with the encourages them to
to use a visual sticker results of their achieve their goal and also
chart to help monitor assessment, I show them establishes ownership of
progress such as with the results which serves their learning. 5/6/23
iReady. 7/16/22 as a visual for students.
We then create a goal
together on what they can
improve on the next time I
assess them. We do this
process regularly, every
time we complete an
assessment. 12/6/22

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,
assessments, determine implement individual assessments, record and development, implement, and analyze
pro iciency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of student ongoing communication
in assessment,
student learning. colleagues, and families administration, learning to all audiences. regarding student
analysis, and
about student learning. colleagues, families, and 12/6/22 learning to all audiences.
communication of
students. Ensure that 5/6/23
student learning
communications are
received by those who
lack access to technology.
7/16/22
f
f
f

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

We use ClassDojo as our I incorporate a variety of I use a wide range of
main form of educational technology technology on our 1:1
communication to tools throughout iPads such as Seesaw,
families at our school. I instruction such as Kahoot, 99Math, iReady,
use the app daily and am Seesaw, Kahoot, Epic, and Epic reading. Using
in constant iReady, and CODE. I these platforms helps
communication with communicate students me design, implement,
parents. If a student’s learning to parents and analyze assessments
parent lacks access to through the use of and provides for an in
technology, I make sure to ClassDojo app. 12/6/22 depth and ongoing
send a note in their communication regarding
communication folder student learning to all
that is brought to and audiences. 5/6/23
from school. 7/16/22

 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 based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment to provide feedback in academic achievement. in ways that support individual student
information to share Noti ies families of ways that students increased learning. progress and ways to
timely and student pro iciencies, understand. Provides opportunities for provide and monitor
comprehensible challenges, and behavior comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support. 12/6/22 5/6/23
behavior issues. 7/16/22
f
f

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

With my students being With my support, To asses students each
so young, I struggle with students create individual semester I use a program
transparency in providing goals for their learning called ESGI which
feedback to them about every trimester when I generates a parent report
their assessments. I want assess them. I share that way I am able to
to improve in this area student progress and share their assessment
and think of a way I can behavior concerns results with their parents
provide feedback that’s through private and keep family
developmentally messaging on ClassDojo communication
appropriate. I weekly. 12/6/22 consistent. 5/6/23
communicate with
families monthly by
sending home report of
progress in their folders.
7/16/22