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
5.1 Applying assessments. pre-, formative and learning needs and learning needs and re>lect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify speci>ic
characteristics, and characteristics of Selects assessments based Integrates a variety of Draws >lexibility from a
uses of different assessments that yield on clear understanding of characteristics into repertoire of appropriate
types of assessments different types of the purposes and assessments to allow assessment options and
information about student characteristics of students with a ranges of characteristics to
preparedness, progress, assessments to support learning needs to maximize student
and pro>iciency. student learning. demonstrate what they demonstration of
know. knowledge.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am aware of formative Lesson planning - Teacher STAR Reading/Math NBPTS Propsition 1:
and summative uses initial assessments to assessments are given at Teachers are committed
assessments. I am trying guide group work for least four times to students and their
to learn ways in which I future lessons/ throughout the year. I plan learning
can take that information assignments. Classroom student groups based on I challenge high achievers
a step further and put the Observations - Teacher these assessments. and have them expand
information I’ve learned walks around room to I use exit tickets to see if their thinking with
from those assessments check for understanding. students will need additional activities.
into practice in our Class Pro>ile - Teacher reteaching. I adjust assessments for
classroom. 9/25/21 gets assessment data from students to show their
previous teachers and learning in a way that
administration to identify they feel strong and
levels of development comfortable.
3/2022

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 appropriate for the range
analyzing assessment
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
data from a variety of
conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform
learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction.
of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use information from Student Work Analysis - I observe the whole class
assessments to guide me Teacher identi>ies what to check for
toward what the students works and what doesn’t understanding.
have not learned and work during lessons by I track progress and
what should probably be determining levels of analyze data from
gone over again. student understanding. Renaissance testing as
Sometimes I will add Classroom Observation - well as an app called IXL.
extra practice to Teacher determines how Teacher participates in
homework or I will add a successful a lesson was by ongoing monitoring of the
worksheet I know will looking at levels of students who have IEP’s.
help them to their WIP student understanding.
folder so that they can Assessment Data/Data
have extra practice during Analysis - Teacher uses a
the week. 9/25/21 variety of sources to
understand student
progress moving toward
their learning goals

Sources of assessment
data

-student work analysis

-standardized tests

-informal assessments

-teacher made tests

-exit tickets 3/2022

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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identi>ies with colleagues to identify colleagues to analyze identify and address
monitor student learning needs of trends and patterns student thinking and causes for achievement
learning individual students. among groups of students. identify underlying causes patterns and trends.
for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

We do STAR testing in our Student Work Analysis - I don’t have much time to I meet at least once per
class using the classroom Teacher evaluates student work with colleagues so week with the other 3rd
iPads. I use the work to determine next sometimes checking in grade teacher so that we
information from the steps for instruction. with them means talking can collaborate (NBPTS
results to >igure out my Grade level meetings - to them for 10 minutes at Domain2)
small literature circles. Grade level meetings are recess. I >ind these
Although I have not been held weekly; grade level conversations helpful. We
able to start those yet this planning is discussed as will plan a meeting if
year, I’m hoping that by well as discussing more time is needed to
the end of next month I individual students who discuss individual
will have enough need extra support. students.
information to be able to 3/2022
>igure out who belongs in
what group. 9/25/21
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 data Re>lects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing re>inements 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 >ill 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 modi>ications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to re>ine planning,
instruction learning needs of students’ diverse learning meet individual and group differentiate instruction,
individual students. needs. learning needs. and make ongoing
adjustments to match the
Modi>ies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use a variety of I use IXL a couple of times Students participate in
assessments in my class. per week in my class. I assigned assessments.
From the formal math and track their progress and
reading tests to the assign speci>ic lessons to
informal walking around help them with things
in the class during work they need to work on
time. I am able to where further.
students might need extra I use their tests to help
help and I adjust lessons determine which groups
accordingly. 9/25/21 or students to have them
work with.
Assessments - Teacher
selects realistic learning
goals that are appropriate
for all students based on
entry level assessment
data provided by previous
teachers and
administration. Lesson
Planning - Teacher plans
lessons with
differentiation in mind so
that all students are
reached within the lesson.
Student Work - Teacher
uses student work to
analyze what next steps
should be taken for whole
group instruction as well
as small group work
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 sequence for learning content and related to content, setting, and progress
5.5 Involving all Recognizes the need for of lessons that include academic language academic language, and monitoring.
students in self- individual learning goals. goal setting exercises. development. individual skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to Integrates student self- cognitive skills for
monitoring available tools for opportunities in single monitor and re>lect on assessment, goal setting, analyzing progress and
recording. lessons or sequence of progress on a regular and progress monitoring re>ining goals towards
lessons to monitor their basis. across the curriculum. high levels of academic
own progress toward achievement.
class or individual goals.

I would like to work Assessments -Teacher I discuss IXL results with Teacher facilitates weekly
toward students setting regularly has students students during individual reports where students
their own goals. In the assess their own work as meetings and we >igure have to look over their
“Getting to Know You” well as other student’s out together what they work from the week and
worksheet I pass out at work to gain a better think they need to work take home to parents. We
the beginning of the understanding of what is on more. use this to help set goals.
school year, there is a expected. Class I always provide a rubric
question about goals, but I Assignments/Rubrics - for longer projects so that
would like to take it a step Teacher uses rubrics to they can see exactly what
further and have them help students see exactly is expected of them.
perhaps write down goals what is expected to
and update every month. complete an assignment.
I’m thinking about how Collaboration - Teacher
best to implement this discusses goals as a whole
idea. I will bring up at my group to help students
mentor meeting next understand the goal of the
Wednesday. 9/25/21 lesson
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
5.6 Using available pro>iciency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of student ongoing communication
analysis, and student learning. colleagues, and families administration, learning to all audiences. regarding student
communication of about student learning. colleagues, families, and learning to all audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology.

I am working on this. I Technology - IXL is used I send out a classroom I clearly communicate
have a handwritten grade for both Math and newsletter every Monday information to students
book. The only technology Language Arts - Teacher so that parents can see and their families
I use for testing is the keeps track of student what we have coming up whether by newsletter or
STAR test and practicing reports. Classroom that week both in the emails.
Math and ELA with the observation or Lesson classroom and in the I send invitation letters
IXL app. I would like to be Plan - Teacher gives school in general. home so that parents can
able to move everything rubrics to students and Parents are able to log see what students are
online so that I have all explains what is expected into their child’s account doing online in the
information about every for any given assignment. to track their progress on classroom.
student right on my Communication IXL.
computer. 9/25/21 Documents - Report cards,
emails, and the Remind
app are all ways in which
the teacher communicates
student progress to
parents.
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. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment to provide feedback in academic achievement. in ways that support individual student
information to share Noti>ies families of ways that students increased learning. progress and ways to
timely and student pro>iciencies, understand. Provides opportunities for provide and monitor
comprehensible challenges, and behavior 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

I need to work on Parent and Family This year I got rid of the I use assessment data to
providing feedback to Communications - Remind app. I found it guide progress and to
individual students about Teacher communicates was not as effective as communicate with
the different assessments regularly with parents emailing parents directly. students, parents, and the
that they take. As a class both formally and I’ve started a Monday administration.
we do go over the whole informally. Teacher sends newsletter that shares I regularly inform parents
math test that they’ve home progress reports with parents what we are of student progress.
taken. Any written and report cards. Teacher planning on working on
reading comprehension also sends home a lot of that week.
test, I usually go over the classwork through the
ones that most people Wednesday folder.
missed. Information is given on
the homework packet.
I do notify families about Emails and the Remind
undesirable behaviors in app are used regularly for
the class and about communication with
subjects where I feel like parents
they need to improve.
9/25/21