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.
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.
I assess my students by
taking informal notes of
what they are having
trouble with. I also use
my star 360 data and my
own assessments to
group students in small
groups for reteach
sessions that are
necessary.
I assess my students
using OLS quizzes
where I could see if
they mastered a
standard and how the
class did.
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.
In our school we have
started to use a platform
called DnA to give
summative assessments.
We create the tests
together to determine the
type of questions that
would demonstrate
mastery if answered
correctly. Before this we
also use self-assessments,
and exit tickets as other
forms to gauge student
learning.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments.
5.2 Collecting and Follows required
analyzing processes for data Make adjustments in
assessment data analysis and draws planning for single
from a variety of conclusions about lessons or sequence of
sources to inform student learning lessons based on analysis
instruction. of assessment data.
I use my assessment data
to adjust instruction. If I
see most of my class did
not grasp a concept than I
plan a reteach lesson with
an alternative
instructional strategy. If
there are only a few
students who are not
meeting benchmarks, I
plan a small group to
meet.
Collects a variety of Designs and integrates an Infuses assessments
formal and informal assessment plan that strategically and
assessment data on provides formal and systematically
student learning. informal assessment data throughout instruction to
on student learning. collect ongoing
Uses analysis of a variety assessment data
of data to inform Uses data analysis of a appropriate for the range
planning and broad range of of learner needs.
differentiation of assessments to provide
instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I collect data from star
360, DnA and exit tickets
to inform my tier 2 and
tier 3 support. I group
students based on this
data with learning targets
they are missing.

I use the assessment

data from star 360,
OLS, and exit tickets
from Class Kick to
guide my instruction
and creation of small
groups. Here is a
snapshot of a small
group I created after
analyzing data.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. causes for trends.
So far, I have only So far, I do analyze We review data
reviewed data with data individually, individually and with our
colleagues in PLC’s. That teams. We look at class
however I do not
is something that I can averages, learning targets
meet with my mentor analyze data as much they struggled with, and
teacher and talk about. I as I would like to with if the supports we
am sure she will have colleagues. I do attend enacted worked. This
suggestions for things to school PLC time helps us reflect on best
do using my data. where we have Collab practices.
time with other
teachers. I also am part
of a skype group with
other 3rd grade
teachers where share
resources. My
evidence is a picture
of that skype group.
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 Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
So far, I am following the I use assessment data In our PLC community
pacing set by my district from star 360, Class with go over a variety of
for my lessons plans. I do assessment data. We also
Kicks, OLS to guide
differentiate instruction plan for learning targets
when I met in small my instruction and and supports needed for
groups. I use the data to modify and all our students. We work
help me plan my lessons differentiate together to analyze the
for small groups. instruction. I have data and plan for reteach
small groups set up and tier 2, and 3 support.
where I can match
students based on
learning needs and
goals to work on those
in a smaller group
setting. My evidence
is a snapshot of
evidence of small
groups created daily
where I separate
students by colors and
levels for small group
instruction. For
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

example, my red
group I meet with
them 2x a week to
practice sight words
and blending skills.
Those are their goals
based on assessments.
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. 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.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I have self-assessments
during class using polls
and thumbs up and down.
I also have met with
students to set goals
together.

I have self-
assessments during
class using polls and
thumbs up and down. I
also have met with
students to set goals
together during
conferences. Here are
my notes for goals
discussed with a
student during our
meeting.

I constantly employ
self-assessment tools
in class. We also make
goals together in our
parent teacher
conferences involving
all parties.
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.

Since I am working in an
online school, we use
technology for
everything. I use email to
communicate with
parents, I use Class Kick
to assess students. I also
use polls during my new
row lessons to have
students self-assess their
learning.

Since I am working in
an online school, we
use technology for
everything. I use email
to communicate with
parents, I use Class
Kick to assess
students. I also use
polls during my new
row lessons to have
students self-assess
their learning
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I work in an online
school, so we
constantly
communicate using
technology. I use
emails, google
classroom, TVS, and
class kick to
communicate with
parents and students.
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 increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for 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.
behavior issues.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

As students are working I give immediate
on Class Kick, I give feedback on assessment
feedback on their work. and exit tickets using the
Sometimes I even online platform of class
showcase work where kick. This allows timely
students are doing an feedback and lets me
excellent job to model to monitor work in real time
the other students. When using an online setting.
it comes to assessments I
am struggling. Since I am
online, I do need to find a
platform where I can
share assessment results
with students and
families in more timely
fashion. The gradebook
option we have is not
readily available to
parents and students.

As students are
working on Class
Kick, I give feedback
on their work.
Sometimes I even
showcase work where
students are doing an
excellent job to model
to the other students.
When it comes to
assessments I am
struggling. Since I am
online, I do need to
find a platform where
I can share assessment
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

results with students
and families in more
timely fashion. The
gradebook option we
have is not readily
available to parents
and students