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. 9/16/23 pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
9/16/23 student learning. know. knowledge.
Evidence I am aware of the
purposes of formative
(was a lesson’s target met
by the student) and
summative (long term
project or assignment to
address one or multiple
standards/skills)
assessments. Throughout
my progress reports, I
explore mostly formative
assessments to determine
how students were able
to meet the targeted skill
per their IEP. However, to
address pre-requisite
standards and skills, I
sometimes utilize
summative assessments
as a long term project to
meet IEP goals and
objectives. 9/16/23

When reviewing over the

assessment data, I focus
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

on a variety of different
factors and
considerations. When
looking through the
factors, I determine if the
student was meet the
learning objective, as well
as the supports and
accommodations
provided. In addition, I
look at the trends or
patterns based on the
student data. For
example, if the student
took an exit ticket about
subtraction with
regrouping, I would look
at patterns such as “did
the student borrow from
the number in the higher
place value” or “did the
student subtract even
though the first number
is smaller than the second
number.” In addition, I
utilize the data to
determine the next steps
within the lesson and
address
misunderstandings
through small groups and
additional supports.
9/16/23
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. 9/16/23 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
9/16/23 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Evidence When assessing students
based on their pull-out
sessions or their progress
monitoring assessment, I
utilize different ways to
collect data. I use i-Ready
scores and lessons to
determine if the student
met the targeted skill
within the lesson. In
addition, I use Easy CBM
and other resources to
collect data on students.
9/16/23

Within my pull-out
sessions, I informally
observe how the student
is reacting when given a
specific assignment and
then adjust the next
assignment. For example,
if I notice the student is
struggling with reading
comprehension, I will
differentiate article to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

support with
comprehension.
However, it I notice that
the article is within their
independent reading
level, I will increase the
reading level to increase
the challenge and rigor.
9/16/23
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 learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. 9/16/23 causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Because I am a special
education teacher who
pushes into a classroom, I
frequently collaborate
with the general
education teacher to
identify trends and
patterns within formative
assessments. From there,
we specifically utilize
small group instruction to
address concerns and
misconceptions within
the given lesson. This is
an area of strength for
Evidence myself. 9/16/23

5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. individual students in language. integrated across content and academic language
instruction single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using 9/16/23 Plans differentiated
available curriculum lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
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
9/16/23 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
At the beginning of the
year, I use data available
to me to assess where
students are within their
IEP goals and determine
any next step for
students. In addition, I
review over their i-Ready
data in relation to their
annual goal to determine
any pre-requisite skills
students may need to
reach their annual goals.
9/16/23

When planning pull-out

Evidence
sessions and progress
monitoring activities, I
informally observe how
students are working
during the activity. If I
notice that the student is
struggling with a given
activity, I will
accommodate and modify
assignments during the
session. I also adjust my
planning to support
students with their goals
so students feel
successful yet challenged.
9/16/23
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. 9/16/23 exercises. 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.
9/16/23
When planning for my Within my lessons, I show
pull-out sessions, I students how they did on
provide students their the formative
annual goals. In addition, assessments and then
students know the accommodate the
learning objective within assignment or increase
the lesson. However, the rigor for students. In
students do not make addition, students receive
their own individualized their score on lessons in
learning goal during pull- i-Ready, so they are able
out sessions. This is an to assess their own
area of growth for me. progress. 9/16/23
Evidence 9/16/23
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
9/16/23 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.

Within the week, I most

utilize the technology and
applications given to me
by the school district.
However, because I will
be receiving an iPad soon,
I plan to utilize the
applications and identify
additional applications to
support with student
learning, assessing where
students are within a
given subject, and
Evidence
communicate further
with parents and other
stakeholders. 9/16/23
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 increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior 9/16/23 for comprehensible and Communicates regularly support.
comprehensible
issues through school timely two-way with families to share a
feedback with
mandated procedures. Communicates with communications with range of assessment
students and their
families about student families to share student information that is
families
progress, strengths, and assessments, progress, comprehensible and
needs at reporting raise issues and/or responsive to individual
periods. Contacts families concerns, and guide student and family needs.
as needs arise regarding family support.
struggling students or
behavior issues. 9/16/23
When I push into classes,
after I see their results
from formative
assessments, I check in
with the students on their
misconceptions about the
given topic. In addition, I
provide students step by
step instructions to
support their
comprehension about the
Evidence topic. 9/16/23

Within every trimester, I

report to parents about
their student’s progress
toward the annual goal. I
also communicate with
them about their students
whenever I continue to
see students struggling. If
parents also saw their
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

child struggling, the
general education teacher
and I have an informal
meeting to further
discuss next steps for the
student. 9/16/23