CSTP

5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
assessments. (5/6/21) pre-, formative and learning needs and learning needs and reflect
5.1 Applying
summative assessments. progress. progress.
knowledge of the
Begins to identify specific 11/27/21
purposes,
characteristics of Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield Selects assessments characteristics into repertoire of appropriate
uses of different
different types of based on clear assessments to allow assessment options and
types of assessments
information about understanding of the students with a ranges of characteristics to
student preparedness, purposes and learning needs to maximize student
progress, and proficiency. characteristics of demonstrate what they demonstration of
(9/22/20) assessments to support know. 3/30/22 knowledge.
student learning.
For everything that I I use a variety of I have been able to learn
teach, I always assess for assessments for my how to give assessments
understanding, during or students. I try to use both before, during, and after
after a lesson. This could paper and online lessons to see what my
mean using thumbs up or assessments as well. students are
down during a lesson if Math is the subject that I understanding. I like to
students need the use any type of have a variety of
information again. That assessment. For ELA I like questions (and types of
way I can reword my to also integrate group questions) to allow for
explanation that might work as a way to assess different types of learning
make more sense. At the as well. 11/27/21 styles and also to
end of lessons, I try to do demonstrate what a
an exit ticket to check for student knows. Multiple
understanding so that I choice questions verse
can make adjustments to short answer questions
the next lesson. I am can give a range of what a
trying to use a variety of student actually
educational technology understands and can
for my students to comprehend. 3/30/22
explain their
understanding to me, like
Flipgrid or Pear Deck.
(9/22/20)

I like to use a variety of
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
summative assessments,
especially in math. I like
to use smaller
assessments in math so
that I can check for
understanding every day
before moving one to the
next lesson. We are
currently going through
our unit on geometry and
I have some slides that
are a great lesson
opening for recalling
vocabulary and shapes
that the students have
learned. This way I can
see who still needs to
work on the concepts we
have been learning and
who is understanding and
might need to be
challenged more.
(5/6/21)






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 11/27/21 on student learning. collect ongoing
analyzing processes for data Make adjustments in assessment data
assessment data analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of of data to inform broad range of of learner needs.
sources to inform student learning lessons based on analysis planning and assessments to provide
instruction. of assessment data. differentiation of comprehensive Uses results of ongoing
(9/22/20) instruction. (5/6/21) information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 3/30/22 success.
I try to explore more than I use all sorts of I collect and analyze data
just the assessments that information from from a variety of
are given to me for the assessment data. The resources and tools. I use
students. I try to main source is grades on Think Central, exit
incorporate writing, quizzes and tests. When tickets, Benchmark, end
talking, and listening into students get a low score modules, quick quizzes
my assessments. I collect on a test, I can see which online, and Google
a variety of samples from questions that answered Classroom to inform my
written paragraphs, incorrectly and am then planning. 3/30/22
spelling and grammar able to intervene where
practice, and in class they need it most. I will
discussions as my data. then take that
For math, I use the online information to inform

tests and homework as extended instruction on
assessments, but also use that topic. (5/6/21)
games for review and my
own questions to check Because I get to use both
for understanding during paper and online
and after our lessons. assessments, I get a
(9/22/20) variety of data to inform
instruction. It is also
helpful to see both paper
and online because some
students make more
mistakes in one or the
other. 11/27/21
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
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 learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
(9/22/20) students. (5/6/21) causes for trends.
11/27/21 3/30/22
I speak with other I have worked with After assessing my
colleagues on a regular colleagues to review student’s work, I make an
basis to make sure that I testing data and to help action plan for what
am bring content to my analyze the data, as well comes next. I review this
students that they are as help, figure out the with my co-teachers and
capable of understanding, next steps in helping what we discuss her
and to find new ways to certain students. As a recommendations with
assess their new teacher, I am my input. 3/30/22
understanding. I have constantly asking my
recently been talking colleagues for advice and
about test taking and how support. We use iReady in
to go about those who fail our district and had time
a test and to try to help as a staff to look over
and make each other's data and
accommodations for help set up plans to help
them to succeed on the certain students.
next one. I typically (5/6/21)
evaluate assessments as a
whole class to determine I work a lot with my co-
my next steps, but for teachers to review data
some students I have to and we also review data
individually evaluate during our PLC times.
them and figure out how Right now we are figuring
to better help them. out the best way to help
(9/22/20) with math intervention.
11/27/21
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. (5/6/21) integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual students. needs. 11/27/21 group learning needs. and make ongoing
(9/22/20) 3/30/22 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal assessments.
I seek to modify and In my district, we use Student learning goals
adjust learning goals for iReady to help our are updated frequently by
individual students. students with their me, and students are
There are some students reading and math skills. made aware during a
that could be GATE One of my students tested one-on-one discussion.
students already that lower in math. I can now Students are placed in
need more challenging use the information from specific small groups to
work. And there are iReady to help plan and target certain learning
some students that can modify instruction for needs. 3/30/22
barely get through what this specific student. I
we are currently learning. have created learning
I am working on creating goals and have been

like small groups to give working one-on-one with
students extra challenges this student as well.
or review when (5/6/21)
necessary. (9/22/20)
I use different assessment
date to help establish
learning goals and plan
instruction. I use iReady
data and STAR reading
data to help plan
intervention and
differentiation for
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
reading. 11/27/21
CSTP 5: Assessing Students for Learning


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. 3/30/22
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. (9/22/20) lessons or sequence of basis. 11/27/21 across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
(5/6/21)
I provide student with I try to provide rubrics We do a lot of self- During certain lessons,
support while they are for bigger projects that assessment during our students have guided
learning the strategies for my students do. This writing process. I have notes and graphic
self-assessment. I walk week my students will be student reflect on their organizers to check for
them through how they working on a geometry writing with the understanding on lessons
should be self-assessing project where they have classmates and then and activities. For writing
and give them to tools to to build a city out of all move onto peer editing. assignments, students
try it on their own. I am quadrilaterals. I have This way, students know work with rubrics, so
working on creating provided them with a what to look for already they know what is
rubrics for self- rubric to make sure that from their own self- expected. 3/30/22
assessment so that know all the criteria of assessment. 11/27/21
students have clear the project and what it
objects of what they need takes to get the best
to accomplish. So far, it grade possible. Students
has just been in the will be able to self-assess
directions. Through their their own work based on
self-assessments, I the rubric. (5/6/21)
recognize the need for
individual learning goals.
(9/22/20)
CSTP 5: Assessing Students for Learning


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
(9/22/20) (5/6/21) students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
11/27/21 3/30/22
Every Wednesday I have I use technology to help
individual check-ins with with assessments based
my students. During this on our curriculum
time, we discuss missing platforms. They all have
assignment, the online components that
assignment themselves assist with test taking and
and how hard or easy scoring. These are readily
they may have been for available to the students
each student, grades, and and can be shared easily
learning goals for the with their families and
coming assignments my colleagues. 11/27/21
based off assess their
previous work. Students Parents are able to log
have a clear into Illuminate to access

understanding of their their child’s grades and
results and families can can also see their
check google classroom progress, as well as
any time to view grades. completed or missing
I will be discussing with assignments. Our school
families during parent- website and weekly
teacher conferences. update emails from our
(9/22/20) principal are great ways
for parents to stay up to
My main way of date on the events at
communicating student school. 3/30/22
learning has been
through report cards. We
are on a trimester system
CSTP 5: Assessing Students for Learning

and so far I have sent out
two report cards for each
of my students. I have
had other communication
with parents based on
reports, and that has
mainly been done via
Zoom. (5/6/21)






















CSTP 5: Assessing Students for Learning

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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that 11/27/21 increased learning. progress and ways to
information to share
student proficiencies, students understand. provide and monitor
timely and
challenges, and behavior Provides opportunities Communicates regularly support.
comprehensible
issues through school Communicates with for comprehensible and with families to share a
feedback with
mandated procedures. families about student timely two-way range of assessment
students and their
progress, strengths, and communications with information that is
families
needs at reporting families to share student comprehensible and
periods. Contacts families assessments, progress, responsive to individual
as needs arise regarding raise issues and/or student and family needs.
struggling students or concerns, and guide 3/30/22
behavior issues. family support.
(9/22/20) (5/6/21)
I have constant open I will verbally provide This year I started a
communication with all feedback for my students. GroupMe chat to
my students and their I do this in the moment in communicate regularly
families. I use ClassDojo class during my lessons with parents. This can be
and email to contact when students are used to inform them
parents when necessary, working individually. I about school events, field
and parents can contact also have students work trips, student’s behavior,
me with questions or with peers for feedback student’s progress, or any
concerns. During my as well. My time with school or class
weekly check-ins, parents students can be announcements. 3/30/22
are welcome to sit in or individual or group
overhear our based. 11/27/21

conversations to better
understand where their
child is at. (9/22/20)

I have been using google
classroom all year to post
assignments and
instructions for all
assignments. Both
students and parents
have access to my google
classroom. This way
CSTP 5: Assessing Students for Learning

everyone can see what
needs to be
accomplished. I can also
always refer back to
google classroom
instruction if students or
parents have questions
on assignments. I have
had other communication
with parents based on
reports, and that has
mainly been done via
Zoom. (5/6/21)