CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
Decides on the purpose Develops and adapts the
for assessment and skills range of appropriate
to be assessed to select assessments to address
appropriately matches questions about students’
pre-, formative and learning needs and
summative assessments. progress.
Selects assessments Integrates a variety of
based on clear characteristics into
understanding of the assessments to allow
purposes and students with a ranges of
characteristics of learning needs to
assessments to support demonstrate what they
student learning. know. 7/16/23
I adapt synchronous
assessments for students
when needed to get the
most accurate
representation of their
current reading and math
skill levels. I provide
varying options for
projects through out the
year so students have a
choice in how they
demonstrate their
learning. 7/16/23
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge.
As I continue to pull data
as discussed in blue
evidence, my use of
choice board portfolios
and open ended projects,
has allowed for a lot of
choice and how students
can demonstrate their
knowledge. 4/27/24

Little growth in this area.

I continued to use the
same iReady diagnostics
that I did last year, and
used the same 1x1
synchronous assessments
(see yellow 5.1) with my
students as well to gauge
where their skillsets are
for the beginning of the
year. However, this year, I
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

did pull a report on how
my students did on
the diagnostics. by
Common Core State
Standards. It is called the
CCSS iReady Diagnostic
Report. Pulling this
specific report this year
helped me to specifically
zero in on what topics I
should cover for my daily
math warmups as a form
of spiral review. I
organized skills by
majority needs.
(12/10/23)
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. 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. 7/16/23 comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use individual
synchronous
assessments, unit test/
portfolios, and IReady
Diagnostics, and my own
observations collectively
to get a good
representation of the
whole child. I mostly use
this data for how I will
form small groups, and
what I need to review
with my class as a whole.
7/16/23

After reviewing and

analyzing data from my
beginning of year
diagnostics. This helped
to inform me of which of
my students needed
additional support. This
year I have access to a
variety of Specialized
Instructional Support
Programs (SISPs) that I
can enroll my students
on. I was able to assign
extra practice on
programs such
as, Prodigy, ST
Math, IXL, Raz
Plus, iReady, and Explore
Learning. ST participated
in these various
programs this year
instead of holding small
groups. (12/10/23)

See blue evidence from

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

above, my sources from
which I pull data from,
has not changed, since
the first semester of this
school year. 4/27/24
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. 7/16/23 causes for trends.
This past year, my third
grade team worked
collaboratively to
determine the best
reading and math small
groups to form and
where to send the
students so as to best
meet their needs.
7/16/23

Similar to last year, I

worked and
collaborated with my 4th
Grade PLC team to create
a SMART Goal for the
year 23/24 school year.
Based on results we
gained from the
beginning of year, iReady
Diagnostic, our 4th grade
team agreed that
students needed more
practice with their
multiplication fact
fluency. We created the
above goal for the entire
year, that included
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

strategies and actionable
steps to take with
multiple check points
through out the
year. (12/10/23)

See blue evidence above,

my forms of collecting
data with my colleagues,
has stayed the same as
well, for the remainder of
this school year.
4/27//24
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
7/16/23 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I utilized assessments Regarding the SISPs
through out the year to mentioned in evidence
determine whole class 5.2, I would meet with
trends and patterns to each students and parent,
determine which skills to individually and discuss
focus on in my live why I am enrolling them
lessons. 7/16/23 into said specific
program, how I think it
will help and support the
student, and together we
would create a realistic
goals as to when and how
often the student would
work in the program
depending on their
specific situations.
(12/10/23)

See blue evidence above, I

have continued to use the
SISP programs our school
offers, and tactfully
choose the correct
program for individual
students based on what
skills they need practice
in. I typically follow a 4-6
week cycle, and do check
in with the student and
family. 4/27/24
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
5.5 Involving all summative assessment single lessons or processes for learning related to content, setting, and progress
students in self- results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
assessment, goal- need for individual include goal setting language development. individual skills.
setting, and progress learning goals. exercises. Develops students’ meta-
monitoring Guides students to Integrates student self- cognitive skills for
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

recording. 7/16/23 lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
Although I might have At the beginning of the
certain goals in mind for year, I had my students
my students I am not take the time to create
particularly one personal and one
communicative of them academic goal for
with my students themselves for the
themselves. 7/16/23 year. Students wrote
these goals in ClassKick. I
make sure to take the
time to allow for my
students to review these
goals at least once a
month. I have my
students self assess on
how they are doing at
accomplishing these
goals. We then discuss
our self assessments as a
class and I allow students
to verbally share out, so
that peers can hear from
each other. (12/10/23)

See blue evidence, I have

continued with theses
monthly check ins,
however, I would love to
incorporate more self
assessment, from project
to project next year, so
that there is a more
specific focus when self
assessing. 4/27/24
5.6 Using available Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to assist technologies to record technologies to and implement technologies into the technologies to design,
in assessment, assessments, determine implement individual assessments, record and development, implement, and analyze
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
make required results, and communicate communicate about of assessments, and provides for an in depth
communications about with administration, student learning with communication of and ongoing
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.
7/16/23
All learning and
assessment functions
through the use of
technology at our school,
since we are an online
school. 7/16/23

Depending on the results

my students received in
their iReady Diagnostics,
I would then pull specific
students for an additional
reading running record to
gain more data to help
decide if my students
needed specific support
or not. I used running
record on Raz Plus. This
allowed me to record my
students, and have the
program automatically
score most of the
assessment, in which I
could then review the
rest. Using this program
allowed me to get to
more of my students
more efficiently, and then
make decisions quicker
for their sakes, but it also
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

allowed me to store this
information, so that I
could go back and review
it any point through out
the year if
necessary. (12/10/23)

See blue evidence, my

assessment programs
have remained the same
for this entire school
year. 4/27/24
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 7/16/23 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.
Although I communicate I continued to use the I have continued to use
with parents and families same grading process as similar grading and
in a timely manner, as last year (as described in feedback techniques (see
mentioned already above, yellow 5.7 evidence). blue evidence) however,
my communication with However this year, I in addition, I have also
the students themselves made sure to include created detail rubrics for
is limited. 7/16/23 rubrics in my written all projects my students
feedback to ensure that have participated in this
feedback is done for each year, making grading
student in an equitable, but also
equitable way. I would making it easier to give
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

create feedback specific feedback.
templates 4/27/24
on GetMagical to make
the process more efficient
and give me more time to
write even more detailed
feedback. I have also
scheduled office hours
with parents and
students through out the
year on an ass needed
basis, so that families can
talk with me as issues
arise. I create time slots
using Google
Appointments to make
the scheduling easier for
both the parent and
me. (12/10/23)