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.
Pre-assessment at the Since last evaluation of this I have been purposefully
beginning of new CSTP, I've incorporated incorporating opportunities
instructional units individual, tailored for assessment that revolve
determines instructional assessment opportunities to around Gardner’s multiple
groupings. This makes allow for myself to see where learning foci and are focused
the groupings flexible. specific students may be on the standard addressed
Assessments tasks assess struggling or excelling.  rather than neatness or
clear skills and completeness.
information.

My development of this
element has primarily
been theoretical. I have
seen a need to allow
students with a ranges of
learning needs to
demonstrate what they
know; however, have not
created these
assessments or rubrics.
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 informal and Students are constantly My data logs have progressed
formal observations, I assessed through to involve notes as to what is
reflect on what the informal observation. being done with the data and
students showed me and Students daily work is how I am using it to drive
adjustments may be also used as informal instruction.
made in planning. assessment. Formal
assessments are also
done Pre, mid and at the
end of each unit for
reading and math.

I keep a data log that is

reviewed with my grade
level team to inform and
drive instruction.
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.
Kindergarten team meets Some programs we use in I am starting to make progress
weekly to plan and the classroom, like ST as a leader in this area by
discuss learning trends Math and Freckle also posing the questions my
and patterns we are provide me with data so colleagues need so that we
seeing. Together we make that I can quickly see my can identify and address
a plan to address students progress. I meet trends and achievement.
providing re-teaching with my grade level team
opportunities, more weekly to go over
effective ways to present business and planning,
the material, and but also to compare data
challenge and extend and spot trends in our
learning for students who student learning.
need it. Recognizing weaknesses
and strengths allow us to
to plan our overall
planning goals and
provides opportunities to
share new or more
effective teaching
strategies with each
other.

During virtual and in-

person PLC times, my
colleagues and I examine
academic trends we are
observing within and
across our classrooms.
We examine collected
data from our numerous
supplementary apps and
informal observation to
drive instruction.
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.
Pre-assessment is used to I use the data gathered During lessons and post-
determine Student work from observations, lesson, I make adjustments to
is used as informal formative learning match the needs of my
assessment to drive next activities, and formative students. For example, when I
–steps of instruction. and summative see that students are not
assessments to drive my understanding the concept in
planning and instruction. one way, I can employ other
For example, after teaching strategies to address
analyzing my students the misconception.
ability levels, they were
grouped into
heterogeneous groups for
reading instruction and
each group has a different
activity plan.

I collect formal and

informal data to set goals
and target lessons, using
differentiated instruction
and modifying lessons as
students demonstrate
their understanding.
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 are provided Students are gradually Since last evaluation of this
with clear goals and my taught to reflect on their CSTP, I've implemented
expectations for the task learning and individual meetings with
at hand. I model my understanding of the students in order for students
expectations and how to material. We review a to use their self-assessments
revise work. couple questions that we and set personal learning
ask ourselves to check to goals in all academic areas.
see if our work is our
best. And to see how well
we understand the
lessons. Typically about
2-3 times a month.

Created and implements

structures for students to
self-monitor progress in
different areas across the
curriculum.
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.

I use technology to create Technology is a useful I use a learning management

assessments, e-mail, tool to record and share system (Canvas) that has
Sycamore, and Class Dojo student learning. I use a parent communication
to communicate with log to track classroom incorporation. Grading and
parents and trends and analyze data attendance are in another
administration. individually and with my program (FACTS). Important
grade level team to guide communications regarding
planning, curriculum, and student grade and behavior
vertical articulation. may be communicated by
Grades are posted phone or email. I design my
weekly, and parents can own assessments using
log in at any time to see PowerPoint, Google Slides,
how their child is doing. I and Boom cards.
use ClassDojo to post
what we are doing in the
classroom and send e-
mails regularly to
communicate student
learning. For those
families that do not have
access to technology,
paper printouts are sent
home in the student's
daily folder.
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.
Student work is returned Student feedback should
within a 24-hour period. be provided in a timely
Many times I go over that manner and students
work with the student so should have an
that they can see an opportunity to correct
“Oops” and change fix it. mistakes they make.
Parents and other Working with younger
professionals are able to students, much feedback
reach me via e-mail, is given verbally in the
phone, and Class Dojo. I moment.
make a point to reach out
and share what is Since last evaluation of
happening in the class this CSTP, I've
every month with 5 maintained weekly
families each month after grade posting, as well as
the first student weekly check-in
conference (sometimes progress reports for
more often with specific parents, that go home in
students) each students' weekly
folder to keep parents
Parents are kept abreast updated as to where
of student progress their student is excelling
through e-mails, weekly and struggling.
grade posting, and
Element Emerging Exploring Applying Integrating Innovating
parent-teacher
conferences.