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
assessments.
5.1 Applying
Begins to identify specific
knowledge of the
characteristics of
purposes,
assessments that yield
characteristics, and
different types of
uses of different
information about
types of assessments
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
summative assessments. progress. 9/29/2019- reflect progress.
5/8/2020
Selects assessments Draws flexibility from a
based on clear Integrates a variety of repertoire of appropriate
understanding of the characteristics into assessment options and
purposes and assessments to allow characteristics to
characteristics of students with a ranges of maximize student
assessments to support learning needs to demonstration of
student learning. demonstrate what they knowledge.
know. 9/29/2019-
5/8/2020-12/13/2020
5/7/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Students are given
assessments throughout
each unit of learning
(both formal and
informal).

For larger end of unit

assessments, I sometimes
like to create a menu
option for students to
complete. This way, a
student can showcase
their knowledge in a
manner that they are
comfortable with.

Lastly, we take required

assessments (such as
STARR, SBAC, and
iReady) through the
school year. Students are
prepped with the test
style and learn about
tools they can use to
make the tests seem less
overwhelming.
5/7/2021

Students are given a wide

range of formal and
informal assessments.

When given the chance,

students are given
learning menus. This
allows students to
showcase their
knowledge in a way that
makes them feel
comfortable.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating

Throughout the year, we

also take practice SBAC
tests to get students more
comfortable with end of
year testing formats.
12/13/2020

Students participate in
daily formal and informal
assessments.
Assessments are used in
order to guide instruction
and lesson pacing.

I also create my own

assessments (which align
with lesson standards)
that offer students more
ways to show their
learning.

For less formal

assessments, I often
create a learning menu or
guided research
questions. Students are
free to explore topics in a
way that best suits their
learning styles. 5/8/2020

I use both program-given

assessments and create
my own. I also take all
program-based
assessments, in order to
see where students might
face difficulties.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
My created assessments
have a variety of
components (such as
written problems, visuals,
etc.), that students must
work through and
explain. I like creating my
own assessments,
because I can better gear
questions towards real
world problems/student
interests. It also allows
me to bring in a wider
range of source material.
9/29/2019

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
Follows required 9/29/2019- 5/8/2020 on student learning. collect ongoing
5.2 Collecting and processes for data Make adjustments in assessment data
analyzing analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
assessment data conclusions about lessons or sequence of of data to inform broad range of of learner needs.
from a variety of student learning lessons based on analysis planning and assessments to provide
sources to inform of assessment data. differentiation of comprehensive Uses results of ongoing
instruction. instruction. 9/29/2019- information to guide data analysis to plan and
5/8/2020 planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
12/13/2020
5/7/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Students take various
formal and informal
assessments throughout
the year. These include
curriculum designed
tests, iReady, and STAR
testing.
Students’ test results help
place students into small
groups. In these groups,
lessons are accelerated or
slowed down to provide
students with
appropriate rigor.
I know I can improve in
this area if I start to dive
deeper into assessment
results and keep a more
extensive list of students’
scores. 5/8/2020
Throughout the year,
students take a variety of
assessments that are
analyzed deeply at the
school site. (These
include iReady and STAR
testing).
We use the information
gained through the tests,
in order to better place
students into structured
learning groups. In order
increase in this area, I
feel that my given
assessments should not
only be more frequent
Integrating Innovating
I use both formal and
informal assessments
throughout my units.
These assessments help
me guide pacing and see
areas that students might
need to be retaught or
receive accelerated
instruction.
I also use assessment
data to guide my small
group instruction. It is my
goal to ensure that all
students are receiving
work that is placed at an
appropriate rigor.
5/7/2021
Students take various
assessments throughout
the school year. Using the
trends seen in these
assessments, I make
leveled learning groups.
I have learned more
about new applications,
that allow me to quickly
analyze trends and track
growth. By monitoring
these trends, I am better
able to offer various
forms of intervention,
and have less students
fall behind.
12/13/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
but analyzed on an even
deeper level. 9/29/2019

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
9/29/2019- 5/8/2020 students. causes for trends.
5/7/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
My colleagues and I not
only have students take
the required school site
assessments but create
our own assessments in
order to further monitor
student understanding.
This has been a little hard
to do over Distance
Learning, which is why I
feel I have not fully
grown in this area. Yes,
students still are taking
assessments at home. It is
just harder to track
trends and growth when
we do not fully know the
circumstances under
which they took the test.
Hopefully I will grow in
this area, when I am back
in the classroom!
5/8/2020
I meet with my
colleagues on a weekly
basis in order to address
student needs and go
over assessment data. We
tend to identify low
scoring students and
brainstorm ideas on how
to better aid in their
learning.
In order to improve in
this section, I would like
to focus more on the
“why.” I have never really
reflected on underlying
Applying Integrating Innovating
After major assessments,
I meet with my grade
level team in order to
compare scores. We look
at student growth and
classroom trends.
My partner teachers and I
share resources and
lesson ideas in areas that
we would like our
students (and ourselves)
to improve in.
Assessment data helps to
drive classroom pacing
and student rigor.
5/7/2021
This year, I have been
better at comparing
classroom data to my
colleagues. Since I am in a
new grade level, I wanted
to ensure that the rigor
and expectations that I
have for my students,
was consistent among all
of our classes.
Though the three of us
have different teaching
styles, we have been able
to compare student
growth, and offer
suggestions in areas that
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
causes and think that is we do not seem to be
truly a needed factor that matching up in.
I should be doing. 12/13/2020
9/29/2019
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. 9/29/2019- integrated across content and academic language
single lessons or 5/8/2020 standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. 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 group learning needs. and make ongoing
learning needs. adjustments to match the
9/29/2019- 5/8/2020 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
12/13/2020
5/7/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Students' scores on I use assessment data
assessments (and on (both formal and
their general feedback on informal) to help set
lesson material), helps SMART goals with
guide lesson pacing in the students.
classroom. Through their
scores, I can see where I This data also helps me
need to place them in our set curriculum pacing
small group setting—this and create leveled groups
way work is accelerated (for both math and ELA).
or slowed as needed. By leveling groups, I can
better ensure that
In Distance Learning, students are being
work is more exposed to material that
homogenous. I am is appropriate for their
offering more choices on level.
what students can
complete through use of a Lastly, I also am flexible
learning menu. This small with my teaching. If
modification allows for assessment data is
students to showcase showing me that areas
learning in way that is need to be retaught (or in
most comfortable for a rare chance
them. 5/8/2020 accelerated), I will find
supplemental resources
At the beginning of the that help me reteach
year, students take content material.
adaptive assessments 5/7/2021
that help place them at
appropriate grouping Student learning goals
levels. (These are based on various
assessments are also given assessments.
visited throughout the
year.) In order to better target
their needs in ELA and
After these assessments math, students often
are thoroughly looked at, work in small group
I can target students who settings. This allows them
will need further to participate further and
accommodations (or
modifications) during
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
testing periods and day- allows me to differentiate
to-day activities. the work.
9/29/2019
Learning menus are a
great tool that I use in the
classroom. Students can
explore a topic and
produce work that is at
an appropriate rigor.

Based on student work

and assessments, work is
slowed, kept the same, or
accelerated (mainly
reading and math
groups).
12/13/2020

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. 9/29/2019 exercises. 5/8/2020 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. 9/29/2019 lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their 12/13/2020 achievement.
own progress toward 5/7/2021
class or individual goals.
5/8/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I am good at giving Students are in charge of Throughout the year, I
feedback to students on making their own help students establish
assessments in a timely learning goals in reading. SMART goals. These help
manner. Of course, there After a quick meeting students create both long
is little students do with with me, they pick their term and short-term
this data and information. needed points in the AR goals for themselves.
It is mainly for my system. From there, they
benefit. monitor their progress. About once a month after,
I meet with students in a
Upon receiving a lower Along with AR, students small group setting to
grade, some students track growth in their talk about their goals. If a
take responsibility to iReady programming. student is struggling to
focus more or to increase make theirs, we can offer
their studying time—but In order to improve I this them suggestions or
this has little to do area, I know I need to think of a new more
because of me. find more ways to have obtainable goal.
students track and
To improve in this area, I establish goals. Currently, I have noticed that goal
want students to further it is very limited in what setting helps students get
understand why we take they do it in. 5/8/2020 more involved with their
formative assessments learning.
and have them strive to 5/7/2021
always do their best.
9/29/2019 We use SMART goals for
students in the
classroom.

Students are asked to set

a goal for themselves
(normally ties into
reading). After, they need
to think on the ways that
they will reach their goal
(both at home and in the
classroom).

Getting students more

involved in their goals,
has really increased their
drive to accomplish them.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
12/12/2020

Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional 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
analysis, and
about student learning. colleagues, families, and audiences. regarding student
communication of
students. Ensure that 5/7/2021 learning to all audiences.
student learning
communications are
received by those who
lack access to technology.
9/29/2019- 5/8/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Formal assessments are I utilize a variety of
all taken right now websites and applications
through an online setting to gain assessment data
(using Google Forms). on students.
Students get instant
feedback for results. I One of my favorite
take a close look at websites to use, is
assessments in order to Quizizz. This website
see trends where allows me to quickly
students struggled—that break down assessment
way I can go back and data and score on all
reteach materials as students. The layout of
needed. Students are not the site lets me see
taking all normal overall trends quickly.
assessments right now
since they are outside the Another site I use is
classroom. iReady. Their
assessments are easy to
With Distance Learning, I share with families. It
make sure to gives a large breakdown
communicate with of students' strengths,
families on a weekly weakness, and overall
basis. They are given growth.
students' scores in
testing and are also
informed about any These tools better help
missing work. With the me plan curriculum
app I use for pacing and other reteach
communication, (Class time to students in need.
Dojo) I can see whether a 5/7/2021
parent read the message
or not. This helps me find I use a variety of websites
other ways to reach out and applications in order
to the families (as to assess student
needed). 5/8/2020 learning. Various
websites (such as iReady
Assessments are mainly and Google Forms)
taken online in my breaks down student
classroom. This way, I comprehension in a more
can get a clear record of in-depth manner. Using
student placement, and these tools, I can see if
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
have an ongoing record there is an area that a
of student growth and large percentage of
progress. students are struggling
in. This allows me to
We often meet as a grade regroup and reteach
level team to discuss more quickly (as opposed
scores and go over ways to analyzing these trends
that we can further reach on my own).
and help our students. 12/13/2020

Information is shared out

to parents through both
digital and paper records.

In order to grow in this

area, I would also like to
reach out with students
more to create deeper
testing goals. 9/29/2019
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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of feedback in ways that 5/8/2020 increased learning. progress and ways to
information to share student proficiencies, students understand. provide and monitor
timely and challenges, and behavior 9/29/2019 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 12/13/2020
behavior issues. family support. 5/8/2020 5/7/2021
9/29/2019
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I am very timely with
giving back test scores
and talking with students
who scored low. Students
can sit with me and go
over missed problems.
If there ever is an issue
that occurs in the
classroom, I do send
communications home to
families. In order to
improve in this area, I
would like to increase the
frequency of contact. Not
just for low test scores or
bad behavior, but for
positive interactions and
growth as well!
9/29/2019
Applying Integrating Innovating
Students assessment Assessment data is
results are sent back always shared with
automatically through families (either on paper
Google Forms. For their or through digital
online work, I make sure communications).
to return and grade
things within a week. If I make sure that students
students scored poorly, I get their assessments
give them opportunities back in a timely manner.
to either retake the test That way, if needed, they
or find a way to show can go back and reflect on
their learning in a way their work.
that best works for them.
Lastly, I send a weekly
Parents receive reports email to families about
about their children's upcoming tests and
progress on a weekly events. That way, they
basis. If their student is feel in the loop and can
scoring poorly, I offer prepare their student as
additional office hours or needed.
find other ways to help. 5/7/2021
5/8/2020
Students get their
assessments back in a
timely manner. I leave
comments about
mistakes and needed
changes. Students are
sometimes allowed to go
back and work on
assessments in order to
revise their mistakes.
I send a weekly email to
parents that talks about
upcoming tests. I also
share all assessment
results (once they are
completed).
12/13/2020
CSTP 5: Assessing Students for Learning