CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
assessments. 9/25/21
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.
9/25/21
Most assessments are
automatically graded with
some portions requiring
manual grading. Student
progress is known very
quickly and tracked.
However due my
unfamiliarity with the
resources and program
I’m using I know I can
improve my application of
assessments to future
instruction. 9/25/21
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’ da ifferentiated student
pre-, formative, and learning needs and learning needs and reflect
summative assessments. progress. progress.
5/3/22, 10/23/22
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on a 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. 5/3/22,
10/23/22
I select assessments I make modifications
based on skills that we tolessons as needed for
have been focusing on. My students with IEPS. I also
assessments do include make sure to go over
pre/post, formative and explicitly what
summative assessments. expectations are for
My assessments have portfolio.
varied but overall the
content of my I have students do
assessments has i-Ready testing three
improved. 5/3/22 times a year, I do one-on
one testing three times a
I use assessments that I year. 4/8/23
give students in my
nearpod, pre/post,
formative and summative
asssmnests quick reading,
and math screeners.
10/23/22
CSTP 5: Assessing Students for Learning
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. 9/25/21 student learning. 5/3/22 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
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
assessment data
conclusions about student lessons or sequence of and differentiation of broad range of
from a variety of
learning lessons based on analysis instruction. 5/3/22 assessments to provide Uses results of ongoing
sources to inform
of assessment data. comprehensive data analysis to plan and
instruction.
9/25/21 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction. 10/23/22,
4/8/23
I do use data from our I use student work I collect data from iRead, I created new
i-Ready Diagnostic samples, and I keep a file nearpod, portfolios, assessments for math
assements for ELA and of all of my student's pre/post assessments, because I felt that ones
Math and use that portfolios. I do this so I tests and quizzes, etc. that my school was using
information to know can look at my student's were a bit confusing. I
which students may need previous work and I use many different types also have used different
i-Ready intervention and compare it to what they of assessments in order to reading assessments with
who will be attending turned in most recently. help inform my student's students besides just the
twice weekly Learning Some of the feedback I needs. 10/23/22 quick phonics screener.
Labs. 9/25/21 give to students is specific 4/8/23
to them (EX: Reminders
for capitalizing words,
putting a period at the
end of a sentence, adding
more detail to their
artwork, etc.) 5/3/22
CSTP 5: Assessing Students for Learning
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 with learning individually and individually and with colleagues ability to
both individually and district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
with colleagues, to 9/25/21 the learning needs of identify trends and student thinking and causes for achievement
monitor student individual students. patterns among groups of identify underlying patterns and trends.
learning students. 5/3/22 causes for trends.
10/23/22, 4/8/23

I have looked over the I look at i-Ready I am tracking students I worked with my PLC
i-ready results, and I am assessments, test scores, progress with portfolios. I and my supervisor on
in the process of looking quiz scores, portfolios, have a google slide I made ways I can improve my
at their most current and classwork. I do where I uploaded a math lessons. Especially
assessments. 9/25/21 collaborate with my picture of my students for spiral review. Overall
2nd-grade team on how portfolios and compare students at our school
to assess students 5/3/22 them to later portfolios to need to improve there
ensure that they are math scores. 4/8/23
progressing. 10/23/22
CSTP 5: Assessing Students for Learning
Uses data from Uses data from available Uses a variety of assessment Uses a broad range of data to Reflects on data
assessments provided by assessments to establish data to set student learning set learning goals for content continuously to make
site and district to set content-based learning goals for content and and academic language that ongoing refinements to
learning goals for the goals for class and academic language. 5/3/22 are integrated across content learning goals for content
standards for individuals
class. individual students in and groups. 10/23/22
and academic language
5.4 Using assessment single lessons or for the fill range of
data to establish Plans differentiated lessons
sequences of lessons. and modifications to Plans differentiated students.
learning goals and to Plans instruction using 9/25/21 instruction to meet students’ instruction targeted to meet
plan, differentiate, available curriculum diverse learning needs. individual and group Uses data systematically
and modify guidelines. Plans adjustments in 5/3/22, learning needs. 10/23/22 to refine planning,
instruction instruction to address differentiate instruction,
learning needs of Modifies lessons during and make ongoing
individual students. instruction based on adjustments to match the
informal assessments.
9/25/21 10/23/22, 4/8/23
evolving learning needs of
individuals and groups.
I have instruction plans I look at i-Ready I have lots of data on each I use data from i-ready,
set up month to month assessments, test scores, of mys students that help my one on one
based on our grade level quiz scores, portfolios, inform instruction; assessments and pre/post
pacing guide however, I and classwork. I do nearpod ass, pre/pos, t assessments for my
left room for flexibility collaborate with my portfolesta si and quzes. learning lab students.
between lessons as the 2nd-grade team on how
month goes on. 9/25/21 to assess students. I have made different I modified my assessment
slides that I intended to slides for both math and
I create modified lessons be the asssessment slide reading and I hav
for students with IEP’s during anearpod and eimplmented additional
and 504 plans. 5/3/22 changto a differt slide reading assessments
because of how students beside the quick phonics
are progressing. screener that is used
10/23/22 schoolwide 4/8/23
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and summative learning goals through
assessment results. single lessons or
Recognizes the need for sequence of lessons that
individual learning goals. include goal setting
5.5 Involving all
exercises. 9/25/21
students in
Monitors progress using
self-assessment,
available tools for Provides students with
goal-setting, and
recording. opportunities in single
progress monitoring
lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
9/25/21
Students show their
understanding
throughout the lesson;
however, their initial
understanding is not
always covered at the
beginning of the lesson.
However, there is a
review opportunity for
the later lessons.
9/25/21
I do a survey after class
however I have not been
consistent with this
reflefction. I will work on
this. 5/3/22
Models and scaffolds Implements structures for
student self-assessment students to self-assess
and goal setting processes and set learning goals
for learning content and related to content,
academic language academic language, and
development. 5/3/22, individual skills.
10/23/22
Integrates student
Guides students to self-assessment, goal
monitor and reflect on setting, and progress
progress on a regular monitoring across the
basis. 10/23/22 curriculum.4/8/23
I model and scaffold for Students reflect on self
students. I also give assessment my
students opportunities to completing survey’s at
work ahead on more the end of my lessons
challenging problems and where they reflect on how
questions. I have students well they understood the
repeat vocabulary as skill. I do an ongoing
needed and encourage reflection at the end of my
students to use new lessons where students
vocabulary in their share what they
writing. 5/3/22 underwood or did not
understand. 10/23/22
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.
I have students do what is
called a shout out to share
their answers especially
in math. I can gague
approximately how many
students got the correct
answer or the incorrect
answer. I also have
students complete a
survey slide at the end of
the lesson to see how
students felt about the
skill they learned in the
lesson. 4/8/23
CSTP 5: Assessing Students for Learning
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 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 ongoing communication
in assessment, student learning. colleagues, and families administration, student learning to all regarding student
analysis, and about student learning. colleagues, families, and audiences. 5/3/22 learning to all audiences.
communication of students. Ensure that 10/23/22, 4/8/23
student learning communications are
received by those who
lack access to technology.
9/25/21

Our school has multiple I use, Nearpod, Blooket, I use, Nearpod, Blooket,
sources of data that I can kahoot!, and Youtube. Kahoot, Youtube, Google
pull up to look at student Most of my assessments Sites, Teach Your Monster
progress. I have are on Nearpod and I use to Read, Teacher Your
communicated with Kahoot and Blooket as Monster Math, Houda
families about results of review tools. 5/3/22 Math, Playground Math,
some assessments with and Book it! 10/23/22
students and given
feedback for later I use Nearpod, Blooket,
assessments. 9/25/21 Kahoot, Youtube, Google
Sites, Teach Your Monster
to Read, Teach Your
Monster Math, Houda
Math, Playground Math,
Book it!, Imagine Math
and Reading Eggs 4/8/23
CSTP 5: Assessing Students for Learning
Provides students with
feedback through assessed
work and required
summative assessments.
5.7 Using assessment Notifies families of student
information to share proficiencies, challenges, and
timely and behavior issues through
school mandated
comprehensible procedures.
feedback with
students and their
families
Provides students with
additional feedback based
on formative assessments
from single lessons or
sequence of lessons. Seeks to
provide feedback in ways
that students understand.
9/25/21
Communicates with families
about student progress,
strengths, and needs at
reporting periods. Contacts
families as needs arise
regarding struggling
students or behavior issues.
9/25/21
Students who have issues
with lessons will receive a
phone call from me with
suggestions on how to
catch up with their
lessons or do any
troubleshooting with
their online lessons. I am
constantly
communicating with
students and parents
thought the week using,
Remind(app), text, phone
call, and WebMail.
9/25/21
Provides students with clear
and timely information
about strengths, needs, and
strategies for improving
academic achievement.
5/3/22
Provides opportunities for
comprehensible and timely
two-way communications
with families to share
student assessments,
progress, raise issues and/or
concerns, and guide family
support.
I give students feedback
on their work both
positive and constructive.
5/3/22
Integrates the ongoing Facilitates students’
sharing of comprehensible leadership in seeking and
feedback to students from using ongoing
formal and informal comprehensible
assessments in ways that communications about
support increased learning. individual student progress
10/23/22 and ways to provide and
monitor support.
Communicates regularly
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family needs.
5/3/22, 10/23/22
I respond promptly to
families that have
questions and give clear
feedback on my
expectations for
portfolios and other
assignments. 5/3/22,
10/23/22
I respond promptly to
families that have
questions and give clear
feedback on my
expectations for
portfolios and I also send
additional information for
families to reference
though my classroom
website.. 4/8/23