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
formative and summative pre-assessment,
assessments. formative and summative
assessments.
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.
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. 4/27/24 progress.
7/13/23; 12/10/23
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a range of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. 4/27/24 knowledge.
student learning.
7/13/23; 12/10/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I use formative I utilize a variety of
assessments (questions, assessments to analyze
exit tickets, homework, student needs and
independent work) to progress in learning.
guide my teaching and During lessons, I
determine student complete frequent checks
understanding of lessons. for understanding. A
Skills being assessed variety of formative
match both formative and assessments are
summative assessments. conducted during
7/13/23; 12/10/23 teaching to guide
instruction. 4/27/24
Assessments are utilized
to determine student Assessments allow
understanding and students a variety of ways
support learning. I will to demonstrate learning.
create small groups based For example in a unit on
on assessment data. I Mesopotamia, students
want to focus on have an option of
differentiating demonstrating their
assessments further. learning through a
7/13/23; In addition, this project, writing, creating
assessment drives a comic, developing a
instruction, changes are podcast, and more.
made based on student 4/27/24
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 throughout
assessments. student learning. 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 7/13/23; 12/10/23; appropriate for the range
analyzing
analysis and draws planning for single of data to inform planning 4/27/24 of learner needs.
assessment data
conclusions about student lessons or sequence of and differentiation of
from a variety of
learning lessons based on analysis instruction. 7/13/23 Uses data analysis of a Uses results of ongoing
sources to inform
of assessment data. broad range of data analysis to plan and
instruction.
assessments to provide differentiate instruction
comprehensive for maximum academic
information to guide success.
planning and
differentiation of
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
instruction. 12/10/23;
4/27/24
I utilize the data to I utilize a variety of
modify instruction and assessments to collect
pacing of instruction to data on learning. I use
meet the needs of informal assessments
students and differentiate such as questioning,
instruction. 7/13/23 observing student
interactions, and student
responses. I also use
formal assessments such
as tests, quizzes, and
written responses.
7/13/23; 12/10/23;
4/27/24

The assessments are

utilized to determine
which students need
additional support
meeting their learning
goals. Instruction is
modified based on these
needs. 12/10/23;
4/27/24

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
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. 7/13/23; causes for trends.
12/10/23 4/27/24
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I meet with my grade I have regular meetings
level team to review STAR with grade level
and iReady data at the colleagues to discuss data.
beginning of the year. In We analyze student
addition, we will discuss assessments scores to
trends and patterns in determine how we can
our summative better support students.
assessments in math and In addition, I have begun
ELA. We discuss engaging in vertical
strategies and resources alignment meetings with
to support students. the fifth grade team with
7/13/23; I meet with my the goal of setting
grade level team students up for success in
frequently to discuss the next school year.
student data. We meet to 4/27/24
discuss how we can
better support students in
meeting learning goals.
We also discuss how to
improve our teaching in
order to support student
success. 12/10/23
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. 7/13/23; integrated across content and academic language
single lessons or 12/10/23 standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. 4/27/24 students.
data to establish Plans instruction using
learning goals and to available curriculum Plans adjustments in Plans differentiated Plans differentiated Uses data systematically
plan, differentiate, guidelines. instruction to address lessons and modifications instruction targeted to to refine planning,
and modify learning needs of to instruction to meet meet individual and differentiate instruction,
instruction individual students. students’ diverse learning group learning needs. and make ongoing
needs. 7/13/23; 4/27/24 adjustments to match the
12/10/23 evolving learning needs of
Modifies lessons during individuals and groups.
instruction based on
informal
assessments.4/27/24
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I utilize informal, formal, Together with my
and summative students, I set goals for
assessment data to set learning. Students have a
goals for and with monthly goal and we
students. Student goals focus on working
are altered based on together each month to
individual needs. meet that goal. 4/27/24
7/13/23; 12/10/23
Assessment is used to
I differentiate and scaffold determine small groups
lessons to meet students’ and student needs.
needs. Differentiation is Students are placed in
based on assessment small groups and
data. Students at times supported according to
have different goals based their needs. Small groups
on their needs. 7/13/23; are differentiated. During
12/10/23 lessons, I used
assessment to guide
instruction. Based on
assessments, I may
reteach material or
extend the lesson to
increase rigor for
students. 4/27/24
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all individual learning goals. include goal setting development. individual skills. 7/13/23;
students in exercises. 12/10/23; 4/27/24 Develops students’
self-assessment, Monitors progress using Guides students to meta-cognitive skills for
goal-setting, and available tools for Provides students with monitor and reflect on Integrates student analyzing progress and
progress monitoring recording. opportunities in single progress on a regular self-assessment, goal refining goals towards
lessons or sequence of basis. 12/10/23 setting, and progress high levels of academic
lessons to monitor their monitoring across the achievement.
own progress toward curriculum. 4/27/24
class or individual goals
7/13/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Students utilize Students set learning Students use learning
self-assessment goals and frequently goals from lessons to set
frequently in the self-assess to determine if short term goals. Students
classroom to monitor they are meeting both frequently self-assess in
their progress. Students learning goals and their the classroom. For
work toward meeting a own goals. Students also example, at the end of a
lesson or unit goal. develop trimester goals lesson students will be
7/13/23 using SMART goals. asked if they met their
12/10/23 goal (fist to five) and
determine if they need
additional teacher
support. I would like to
focus on implementing
more long-term goal
setting. 7/13/23;
12/10/23. In addition,
students set monthly
SMART goals for their
learning. 4/27/24

I use self-assessment and

progress monitoring to
guide small group
instruction and provide
students with additional
support when needed. In
addition, I also use this
information to enrich
students that are meeting
or excelling learning
goals. 4/27/24
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 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. 4/27/24 learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
7/13/23; 12/190/23
Students take all A majority of assessments
summative assessments are completed using
on iPads or computers. technology available in
Students receive results the classroom. There are
on their iPads. opportunities for both
Communication with formative and summative
administration and assessments using
families about student technology. I use this data
learning is frequently to evaluate student
done through email. learning/needs. In
Student grades are addition, I communicate
recorded in Illuminate with families regarding
application. 7/13/23; student learning using
12/10/23 email and Class Dojo.
4/27/24
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 based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
Seeks to provide feedback academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of in ways that students 7/13/23; 12/10/23 increased learning. progress and ways to
information to share
student proficiencies, understand. 4/27/24 provide and monitor
timely and
challenges, and behavior Provides opportunities support.
comprehensible
issues through school Communicates with for comprehensible and Communicates regularly
feedback with
mandated procedures. families about student timely two-way with families to share a
students and their
progress, strengths, and communications with range of assessment
families
needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. 7/13/23 family support. 4/27/24
12/10/23;
I communicate with I provide students with I have developed a
families about student information about their schedule to conference
strengths, progress, and strengths and needs for with students regarding
behaviors through email. improving academic their work. For example,
Every month I do a check achievement. I do this during writing, I conduct
in email with families using conferencing and conferences throughout
about their child’s grading. I want to the writing process. In
progress, strength and continue to develop a addition, we discuss areas
needs. I want to be more more timely way to of growth and areas of
consistent in contacting conference more success. 4/27/24
families regarding frequently with students.
behavioral issues. 7/13/23; In addition to I have increased my
7/13/23 meeting with families, I communication with
also conference with families regarding
students regarding their learning goals, behavior
progress toward meeting goals, and other concerns.
learning goals. If there are Communicating is often
other academic, done by email, Class Dojo,
behavioral, or other conferencing, and phone
concerns, I frequently calls. I keep track of
contact families through family interactions using
email or over the phone. Google Sheets to ensure I
12/10/23;
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
am checking in frequently
enough. 4/27/24