CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integra ng Innova ng

Is aware of the Explores the use of Decides on the Develops and adapts Demonstrates
purposes and di erent types of pre- purpose for the range of purposeful use of a
characteris cs of assessment, forma ve assessment and skills appropriate wide range of
forma ve and and summa ve to be assessed to assessments to assessments to
summa ve assessments. select appropriately address ques ons support di eren ated
assessments. matches pre-, about students’ student learning needs
5.1 Applying
Begins to iden fy forma ve and learning needs and and re ect progress.
knowledge of the
speci c characteris cs summa ve progress.
purposes,
of assessments that assessments. Draws exibility from a
characteris cs,
yield di erent types of Integrates a variety of repertoire of
and uses of
informa on about Selects assessments characteris cs into appropriate
di erent types of
student preparedness,based on clear assessments to allow assessment op ons
assessments
progress, and understanding of the students with a rangesand characteris cs to
pro ciency. purposes and of learning needs to maximize student
characteris cs of demonstrate what demonstra on of
assessments to they know. knowledge.
support student
learning.
ff
ff
fi
fi
ti
ti
fl
ti
fl
ti
ff
ti
ti
ti
ff
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
 Element Emerging Exploring Applying Integra ng Innova ng
9/22/22 5/5/23
In past experiences, I I use formal
have u lized our and informal
districts STAR assessments regularly
assessment program and create summative
to iden ed ELA and assessments for my
Math pro ciencies. TK units to ensure that
does not have a districtstudents are
wide standard understanding the
content.
assessment.
Utilize DRDP as a
formal pre and post
assessment

Evidence 11/18/23
I use pre-assessment
Data at the beginning
of the year to create
lesson plans to meet
the needs of my
students. During
lessons I regularly
check for
understanding by
doing Q&As, and
thumbs up/down
surveys. I also use
post assessments on
seesaw.
ti
ti
ti
ti
fi
fi
 Element Emerging Exploring Applying Integra ng Innova ng
Use data from requiredExplores collec ng Collects a variety of Designs and integratesInfuses assessments
assessments to assess addi onal data using formal and informal an assessment plan strategically and
student learning. supplemental assessment data on that provides formal systema cally
assessments. student learning. and informal throughout instruc on
Follows required assessment data on to collect ongoing
5.2 Collec ng and processes for data Make adjustments in Uses analysis of a student learning. assessment data
analyzing analysis and draws planning for single variety of data to appropriate for the
assessment data conclusions about lessons or sequence ofinform planning and Uses data analysis of a range of learner needs.
from a variety of student learning lessons based on di eren a on of broad range of
sources to inform analysis of assessmentinstruc on. assessments to Uses results of ongoing
instruc on. data. provide data analysis to plan
comprehensive and di eren ate
informa on to guide instruc on for
planning and maximum academic
di eren a on of success.
instruc on.
ff
ff
ti
ff
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
 Element Emerging Exploring Applying Integra ng Innova ng
9/22/22 5/5/23 I collect work
I used the Heggarty samples of students to
Form 1 A for my show progress and
phonemic awareness monitor small group
assessment. I also havework to assess
used a colleagues individuals on content
created assessment standards.
which incorporates
por ons of the DRDP 11/18/23
assessment por olio. Based on my students
assessments I am able
to create small groups
based on their needs.
Based on these
assessments I inform
Evidence
my small group
instruc on. For
example I have four
small groups each with
a unique set of needs
for ELA and Math. One
group is for ne motor
development in wri ng
skills , one group works
on le er sound
iden ca on, one
group works on le er
recogni on, and one
group works on onset
rimes.
ti
ti
tt
fi
ti
ti
ti
ti
ti
fi
tf
tt
ti
 Element Emerging Exploring Applying Integra ng Innova ng
Reviews and monitors Reviews and monitors Reviews and monitors Reviews and monitors Facilitates
5.3 Reviewing available assessment addi onal assessment a variety of data on a broad range of data collabora ve work and
data, both data as required by data individually and student learning individually and with fosters colleagues
individually and site and district with colleagues and individually and with colleagues to analyze ability to iden fy and
with colleagues, processes. iden es learning colleagues to iden fy student thinking and address causes for
to monitor needs of individual trends and pa erns iden fy underlying achievement pa erns
student learning students. among groups of causes for trends. and trends.
students.
ti
ti
ti
fi
ti
ti
ti
ti
tt
tt
ti
 Element Emerging Exploring Applying Integra ng Innova ng
9/22/22 5/5/23 11/18/23
During our last TK PLC During PLC mee ngs During my mentor
we reviewed the EDI and School Wide PLC mee ngs, and PLC’s
informa on from the we rou nely discuss we discuss ELD goals
district. We also IReady data for Math Heggerty data (our
discussed individual and Reading. Discuss Wildly important
students learning students to watch withGoal) and discuss
needs and resources toReading Specialist and trends we are seeing
help them as well as iden fy students for in the classroom.
our SST procedures. SST or ILPs.

Evidence
ti
ti
ti
ti
ti
ti
ti
 Element Emerging Exploring Applying Integra ng Innova ng
Uses data from Uses data from Uses a variety of Uses a broad range of Re ects on data
assessments provided available assessments assessment data to setdata to set learning con nuously to make
by site and district to to establish content- student learning goals goals for content and ongoing re nements
set learning goals for based learning goals for content and academic language to learning goals for
the class. for class and individualacademic language. that are integrated content and academic
5.4 Using students in single across content language for the ll
assessment data lessons or sequences standards for range of students.
to establish Plans instruc on usingof lessons. Plans di eren ated individuals and groups.
learning goals available curriculum lessons and Uses data
and to plan, guidelines. Plans adjustments in modi ca ons to Plans di eren ated systema cally to re ne
di eren ate, and instruc on to address instruc on to meet instruc on targeted toplanning, di eren ate
modify learning needs of I students’ diverse meet individual and instruc on, and make
instruc on ndividual students. learning needs. group learning needs. ongoing adjustments
to match the evolving
Modi es lessons learning needs of
during instruc on individuals and groups.
based on informal
assessments.
ff
fl
ti
fi
fi
ti
ti
ti
ti
ti
ti
ti
ff
ff
ti
ti
ti
fi
ff
ti
ti
ti
ti
fi
ti
fi
 Element Emerging Exploring Applying Integra ng Innova ng
9/22/22 11/18/23
During my recent TK I use data from EL
PLC we used the groups, Heggerty,
districts EDI reports to small group
discover student assessments, pre-
learning trends in all assessment data to
developmental areas. inform instruc on and
This will help us to create small groups.
create and strengthen
our curriculum for the
year.

My recent assessments
informed how I create
my learning groups.
Based on my
assessments my
Evidence
students need more
opportuni es to
prac ce 1-1
correspondence and
modeling when
coun ng objects.

5/5/23 create
di eren ated lessons
and centers based on
student formal
assessments and
needs of students.
ff
ti
ti
ti
ti
ti
ti
ti
 Element Emerging Exploring Applying Integra ng Innova ng
Informs students Begins to encourage Models and sca olds Implements structuresProvides systema c
about learning students to establish student self- for students to self- opportuni es for
objec ves, outcomes, learning goals through assessment and goal assess and set learningstudent self-
and summa ve single lessons or se ng processes for goals related to assessment, goal
assessment results. sequence of lessons learning content and content, academic se ng, and progress
5.5 Involving all
Recognizes the need that include goal academic language language, and monitoring.
students in self-
for individual learning se ng exercises. development. individual skills.
assessment, goal-
goals. Develops students’
se ng, and
Provides students withGuides students to Integrates student self-meta-cogni ve skills
progress
Monitors progress opportuni es in single monitor and re ect onassessment, goal for analyzing progress
monitoring
using available tools lessons or sequence ofprogress on a regular se ng, and progress and re ning goals
for recording. lessons to monitor basis. monitoring across the towards high levels of
their own progress curriculum. academic
toward class or achievement.
individual goals.
tti
tti
tti
tti
tti
ti
fi
ti
ti
ti
ti
ti
ti
fl
ff
ti
 Element Emerging Exploring Applying Integra ng Innova ng
9/22/22 5/5/23 I have
Recently I have created a rubric for
assessed my students my students to use
on their phonemic daily and as a self
awareness. We are assessment checklist
working on for when they do
establishing personal coloring or
goals for each child worksheets.
with their families for
11/18/23
our upcoming parent
teacher conferences. I have been working
Evidence
on creating personal
and academic goals
with students.
Students each have a
portfolio of their
work to pick which
pieces they believe
are their best work.
Students must use a
revision check list
before leaving the
table.
ti
ti
 Element Emerging Exploring Applying Integra ng Innova ng
Uses available Explores use of Uses technology to Integrates a variety of Use a wide range of
technologies to record addi onal design and implement technologies into the technologies to design,
5.6 Using assessments, technologies to assessments, record development, implement, and
available determine pro ciency implement individual and analyze results, implementa on, analyze assessments
technologies to levels, and make assessments, record and communicate analysis of and provides for an in
assist in required results, and about student learningassessments, and depth and ongoing
assessment, communica ons aboutcommunicate with with administra on, communica on of communica on
analysis, and student learning. administra on, colleagues, families, student learning to all regarding student
communica on colleagues, and and students. Ensure audiences. learning to all
of student families about student that communica ons audiences.
learning learning. are received by those
who lack access to
technology.
ti
ti
ti
ti
ti
ti
ti
ti
ti
fi
ti
ti
 Element Emerging Exploring Applying Integra ng Innova ng
9/22/22 5/5/23 11/23/18 U lize pre
Since I don’t have Report cards and post
standardized student are completed on assessments on
assessments. I have illuminate and are Seesaw. I can use
incorporated distributed to their recording
developmental families. This applica on to
assessments into my assessment is based accurately assess
curriculum from on progress during whether students
programs such as the semester and can iden fy their
informed by regular
DRDP, and Ages and le ers, shapes, and
assessments in class
Evidence Stages ques onnaires. numbers.
DRDP app to help me
DRDP does have a collect data ef iciently
technology
applica on, but it is
not provided by my
school. I created my
own records for parent
conferences to
communicate
informa on on student
learning .
tt
ti
ti
ti
ti
ti
ti
ti
ti
f
 Element Emerging Exploring Applying Integra ng Innova ng
Provides students withProvides students withProvides students withIntegrates the ongoingFacilitates students’
feedback through addi onal feedback clear and mely sharing of leadership in seeking
assessed work and based on forma ve informa on about comprehensible and using ongoing
required summa ve assessments from strengths, needs, and feedback to students comprehensible
assessments. single lessons or strategies for from formal and communica ons about
sequence of lessons. improving academic informal assessments individual student
5.7 Using
No es families of Seeks to provide achievement. in ways that support progress and ways to
assessment
student pro ciencies, feedback in ways that increased learning. provide and monitor
informa on to
challenges, and students understand. Provides opportuni es support.
share mely and
behavior issues for comprehensible Communicates
comprehensible
through school Communicates with and mely two-way regularly with families
feedback with
mandated procedures.families about student communica ons with to share a range of
students and
progress, strengths, families to share assessment
their families
and needs at repor ngstudent assessments, informa on that is
periods. Contacts progress, raise issues comprehensible and
families as needs arise and/or concerns, and responsive to
regarding struggling guide family support. individual student and
students or behavior family needs.
issues.
ti
fi
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
fi
ti
ti
ti
ti
 Element Emerging Exploring Applying Integra ng Innova ng
9/22/22 5/5/23 Provide
I contact parents on ELPAC and SST
classroom dojo app assessment results
regarding struggling with families
behaviors or promptly. Use
developmental Classdojo to schedule
concerns. I also conferences for
document all incidentsprogress and
conferences.
in a binder and ensure
I am following proper
school wide protocol.
11/18/23
I discuss students
Evidence
work with
them directly
following an
assessment.
We talk about
what we could
do or how to
solve a
problem. I use
seesaw
assessments to
how their
results
ti
ti