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 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.
Students are given a pre- Students take a pre-test Students can show
assessment prior to a to show what they know proficiency in subjects by
math unit. The before they have learned using paper assessment,
assessment covers all the a concept. digital assessment, or a
material in the unit. verbal assessment.
Every lesson in the unit The teacher creates a pre
has an exit slip that is and post-test so that The teacher creates a
used to formatively students compare what multi-accessible
assess students. I group they have learned in assessment to meet the
students based on comparison to their pre- diverse needs of the
understanding of test. There are also current student
material. I will then questions that challenge population. 11/10/2023
group students and students who are 4/2024
provide differentiated exceeding. 3/5/23
work or games to help
them strengthen their
understanding. 9/22/22
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. 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
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Based on school wide Students take
assessment data and assessments through out
formative data in the the term to adapt and
classroom in addition to grow with students.
learning style and
personality I will group I use the results to plan
students in a way that lessons that support
will benefit them. Based students needs.
on this I will spend more 2/14/23
time in certain lessons to
give more thinking time Students complete exit
and demonstration of slips through out lessons
how it works. 9/22/22 to show understanding or
challenges.

The teacher reviews the

data and flexibly adjust
how to reteach or creates
small groups based on
understanding.
11/12/2023. 4/2024
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.
My colleagues and I My colleagues and I will
review comprehension, take assessments and
fluency, phonics, and review data together with
other related facets to our specialist. My team
placement in reading. will help me to create an
From here we capture appropriate plan to
students who need differentiate. We have
enrichment and support. also review previous data
We build classrooms from years past to
based on reading level so identify if there is a trend
that all students can in our data that maybe
receive what they need shows our proficiency in
and grow in a rigorous the subject matter.
environment. All
students receive the same 2/18/23
critical concept but the
rigor is different and Currently, we have
achievable for each collaborative work PD’s
classroom. 9/22/22 that help assist us in
reading the data to better
serve our student
population. Based on
that data we readjust how
we teach so we can help
students master
proficiency. 11/5/23
4/2024
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.
Each student has a goal Students create their goal Students conferenced
that they set for based on 2-3 data points. with the teacher to
themselves based on They conference with the understand their RIT
previous work and what teacher and create a plan scores. Based on what
is to come in the term. I that supports and they saw, students choose
sit down with students challenges them. their goal for the term.
during a writing We create a plan together
workshop and will The teacher has different and present it to their
determine what their goals in class. During family.
next achievable goal will customized learning time
be by next term. Students students will have leveled The teacher adjusts
also agree, disagree, or centers in math or instruction during
agree and add to it. reading. Lessons are customized learning to
9/22/22 modified based on the meet each student needs.
need for the week. 11/10/23. 4/2024

3/08/23
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. 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.
Students have self- Students create their goal Students conferenced
reflections on pre- based on 2-3 data points. with the teacher to
assessments and on They conference with the understand their RIT
assessments. They will teacher and create a plan scores. Based on what
choose how confident that supports and they saw, students choose
they are when using challenges them. their goal for the term.
repeated addition or We create a plan together
standard multiplication The teacher has different and present it to their
algorithm. During their goals in class. During family.
assessment and once they customized learning time
finished they reflect again students will have leveled The teacher adjusts
after it is graded. They centers in math or instruction during
can mark if they feel they reading. Lessons are customized learning to
know the material, need modified based on the meet each student needs.
help with a concept, or need for the week. 11/10/23. 4/2024
figured out a mistake
they made. 9/22/22 3/08/23
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
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.

Students have written

feedback on individual
work, grades are on a
digital platform, parents
have a teacher conference
during each term, parents
can email the teacher, see
the teacher in person, and
can roam the school
website for more
information about our
school, their child, and
their teacher. 9/22/22
11/12/23
4/2024
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
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.
Students and parents
have access to Aeries
online platform for
grading and attendance.
Stakeholders also have
email addresses, phone
numbers, and Parent
Square to get in contact
with the teacher.
Students also upload
some work into Google
Classroom and keep a
folder with all their work
to refer back to when
providing evidence for
their grade. 9/22/22
11/12/23
4/2024