Kim, Christina CSTP 5 Spring 2021 1

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the Explores the Decides on the Develops and adapts Demonstrates purposeful use of a wide range of
purposes and use of purpose for the range of assessments to support differentiated student
characteristics different assessment and appropriate learning needs and reflect progress.
of formative types of pre- skills to be assessments to
and summative assessment, assessed to select address questions Draws flexibility from a repertoire of
assessments. formative and appropriately about students’ appropriate assessment options and
summative matches pre-, learning needs and characteristics to maximize student
assessments. formative and progress. demonstration of knowledge.
5.1 Applying summative
knowledge of Begins to assessments. Integrates a variety
the purposes, identify of characteristics
characteristics, specific Selects into assessments to
and uses of characteristic assessments allow students with
different types s of based on clear a ranges of learning
of assessments understanding of needs to
assessments that yield the purposes and demonstrate what
different characteristics of they know.
types of assessments to
information support student
about student learning.; 2/27/20
preparedness, 10/8/20, 5/5/21
progress, and
proficiency.
9.30.18
Kim, Christina CSTP 5 Spring 2021 2

Element Emerging Exploring Applying Integrating Innovating

In our We assess
classroom, students in
my teaching reading and math
partner Chris several times
and I utilize a throughout the
variety of year and compare
informal and such results with
formal our 3rd grade
assessments scope and
for every sequence; we use
student. We these
check in at assessments to
the end of place students
every day, into leveled
and more in- groups.
depth during
our weekly
planning I taught
meetings, to this writing
chart the lesson this fall,
needs and during online
progress of learning. Unlike
every the previous
student. semester, where
we did not use
formal
assessments, I
wanted to make
sure to have a
variety of
Kim, Christina CSTP 5 Spring 2021 3

Element Emerging Exploring Applying Integrating Innovating

assessments to
check for growth
throughout the
unit. For the pre-
unit assessment,
students wrote
and recorded
their writing using
Flipgrid.  After
this lesson,
students began to
write, revise, and
edit their writing
on Google docs. I
also wrote
extensive
anecdotal dotes
on Google docs.

Use data from Explores Collects a variety Designs and Infuses assessments strategically and
5.2 Collecting required collecting of formal and integrates an systematically throughout instruction to collect
and analyzing assessments to additional informal assessment plan ongoing assessment data appropriate for the
assessment assess student data using assessment data that provides formal range of learner needs.
data from a learning. supplemental on student and informal
variety of assessments. learning. assessment data on Uses results of ongoing data analysis to plan
sources to Follows student learning. and differentiate instruction for maximum
inform required Make Uses analysis of a academic success.
instruction. processes for adjustments variety of data to Uses data analysis of
Kim, Christina CSTP 5 Spring 2021 4

Element Emerging Exploring Applying Integrating Innovating

data analysis in planning inform planning a broad range of
and draws for single and assessments to
conclusions lessons or differentiation of provide
about student sequence of instruction.8/27/1 comprehensive
learning lessons based 9 information to guide
on analysis of 10/8/20, 5/5/21 planning and
assessment differentiation of
data. 9.30.18 instruction.
We utilize We use a variety
formal of assessments in
assessments reading and math,
primarily, but standardized
also informal testing results
assessments and from outside
such as testing to assess
observations, students for
to chart academic
student proficiency and
progress and learning styles.
make These
necessary assessments
adjustments inform our
while decisions as we
teaching. place students
into leveled
groups for
reading and math,
and for various
classroom goals
and decisions.
Kim, Christina CSTP 5 Spring 2021 5

Element Emerging Exploring Applying Integrating Innovating

Like I mentioned
in 5.1, students
wrote their
writing topics on
Google docs. This
is one sample of a
student’s writing,
with the black
font showing
their initial draft,
blue font showing
revisions, and red
font showing
edits in spelling,
punctuation, and
capitalization.
10/8/20

5.3 Reviewing Reviews and Reviews and Reviews and Reviews and Facilitates collaborative work and fosters
data, both monitors monitors monitors a variety monitors a broad colleagues ability to identify and address causes
individually available additional of data on range of data for achievement patterns and trends.
and with assessment assessment student learning individually and with
colleagues, to data as data individually and colleagues to
monitor required by individually with colleagues to analyze student
student site and district and with identify trends thinking and identify
learning processes. colleagues and patterns underlying causes
and identifies among groups of for trends.
Kim, Christina CSTP 5 Spring 2021 6

Element Emerging Exploring Applying Integrating Innovating

learning students.9/30/19
needs of 10/8/20, 5/5/21
individual
students.
9.30.18
Once a week In our grade-level
during grade meetings, we
level utilize evidence of
meetings, the student learning
5th grade and assessments
team meets to place students
to review the in the appropriate
pacing of leveled groups for
each subject, reading and math.
and review Since there are 6
assessments levels, students
and other are moved as we
evidence of see progress or
student regression, often
learning. at the beginning
of a new unit.

During our weekly

meetings, my
mentor and I
always set aside
time to review
the progress of
the POP cycle. As
Kim, Christina CSTP 5 Spring 2021 7

Element Emerging Exploring Applying Integrating Innovating

I mentioned in 5.1
and 5.2, I used
the Google docs
of student writing
and my anecdotal
notes to check for
progress and
student
understanding,
and plan for next
steps. In my
discussion post
from September, I
recall struggling
with adding
thoughtful
applications of
technology to
third graders, and
the progress I
have made in the
classroom,
coupled with m
progress of the
POP cycle, shows
my continued
curiosity and
willingness to
grow and apply
Kim, Christina CSTP 5 Spring 2021 8

Element Emerging Exploring Applying Integrating Innovating

technology in my
third grade
classroom.
10/8/20

Uses data from Uses data Uses a variety of Uses a broad range Reflects on data continuously to make ongoing
assessments from available assessment data of data to set refinements to learning goals for content and
provided by assessments to set student learning goals for academic language for the fill range of students.
site and district to establish learning goals for content and
to set learning content- content and academic language Uses data systematically to refine planning,
goals for the based academic that are integrated differentiate instruction, and make ongoing
class. learning goals language. across content adjustments to match the evolving learning
5.4 Using for class and standards for needs of individuals and groups.
assessment individual individuals and
data to Plans students in Plans groups.
establish instruction single lessons differentiated
learning goals using available or sequences lessons and Plans differentiated
and to plan, curriculum of lessons. modifications to instruction targeted
differentiate, guidelines. instruction to to meet individual
and modify Plans meet students’ and group learning
instruction adjustments diverse learning needs.
in instruction needs. 9.30.18
to address Modifies lessons
learning during instruction
needs of based on informal
individual assessments.9/30/1
students. 9
10/8/20, 5/5/21
Kim, Christina CSTP 5 Spring 2021 9

Element Emerging Exploring Applying Integrating Innovating

Typically, we will Like I mentioned in
use three types of 5.3, I have been
assessments in enjoying my weekly
any given unit: a mentor meetings to
pre, mid, and track progress and
summative to seek more
assessment. thoughtful
However, these applications of
assessments can technology to my
be completed in a class. In one of
variety of ways. these meetings, my
One such example mentor suggested
could be one that students learn
teacher observing how to use the
a lesson that the feedback tool in
other is teaching, Google docs as a
and writing means of leaving
observations as feedback when
the pre- reading other’s
assessment. A writing.
mid-unit
assessment could
be a Google
survey that
students
complete
individually, or a
short quiz of the
main learning
concepts. A
summative
Kim, Christina CSTP 5 Spring 2021 10

Element Emerging Exploring Applying Integrating Innovating

assessment could
be a more typical
individual
assessment that
each student
completes
individually.
5.5 Involving Informs Begins to Models and Implements Provides systematic opportunities for student
all students in students about encourage scaffolds student structures for self-assessment, goal setting, and progress
self- learning students to self-assessment students to self- monitoring.
assessment, objectives, establish and goal setting assess and set
goal-setting, outcomes, and learning goals processes for learning goals Develops students’ meta-cognitive skills for
and progress summative through learning content related to content, analyzing progress and refining goals towards
monitoring assessment single lessons and academic academic language, high levels of academic achievement. 4/8/21
results. or sequence language and individual skills.
Recognizes the of lessons development.
need for that include Integrates student
individual goal setting Guides students self-assessment,
learning goals. exercises. to monitor and goal setting, and
reflect on progress monitoring
Monitors Provides progress on a across the
progress using students with regular basis. curriculum.5/1/20
available tools opportunities 9.30.18 11/2/20
for recording. in single
lessons or
sequence of
lessons to
monitor their
own progress
toward class
Kim, Christina CSTP 5 Spring 2021 11

Element Emerging Exploring Applying Integrating Innovating

or individual
goals.
One such example We have students In the spring trimester, students lead the
could be a rubric, self-assess and parent-teacher conferences by creating
that we introduce make academic and a presentation where they show and explain
and review at the social-emotional examples of completed work from the previous
beginning of each learning goals every trimester, as well as reflect on their strengths
unit. Throughout trimester. This and challenges, as seen in the example slides. It
the unit, students trimester, we is quite the process for students to gather work,
return to the changed them prepare, and then present their conference to
rubric to review slightly to reflect the their grownups, but it is a very worthwhile
where they are in switch to virtual experience for everyone involved, especially the
their learning. learning as a result students. It is an appropriate activity to have
Using a rubric of Covid-19. We student self-assess themselves holistically and
allows students to wanted to learn how honestly, and prepares them for another round
chart their students felt of goal-setting for the final trimester’s Hopes
individual successfully, what and Dreams, as seen in the updated example
progress, and felt challenging, and for 2.5.
anticipate the the goals they
completion of the wanted to achieve NBPTS Proposition 1: Teachers are committed
unit, usually in this unique to students and their learning.
through a final learning
assignment or environment.  Level of Development: 
assessment. o Integrating/Innovating: A level
of development in which the
In the third grade, teacher leader is fully skilled
we celebrate a and confident. The
Friend of the Week, Integrating/Innovating teacher
where students leader contributes to the
write a letter to the broader education community
Kim, Christina CSTP 5 Spring 2021 12

Element Emerging Exploring Applying Integrating Innovating

through staff development,
chosen Friend of the research, or publication in
Week. We teach professional journals.
students how to
write in a letter TLMS Domain 6: Improves outreach and
format, plan ideas collaboration with families and community 
together, and
student write the  Level of Development: 
letters. Then, o Applying: level of practice in
students use which the teacher is able to
a checklist to self- provide independent leadership
check and partner and easily applies what s/he has
check before learned about leadership.
moving onto
decorations. By
using this checklist,
we teach students
how to
independently edit,
and review the
editing goals that we
also practice in
writing instruction.

Uses available Explores use Uses technology Integrates a variety Use a wide range of technologies to design,
5.6 Using
technologies to of additional to design and of technologies into implement, and analyze assessments and
available
record technologies implement the development, provides for an in depth and ongoing
technologies
assessments, to implement assessments, implementation, communication regarding student learning to all
to assist in
determine individual record and analysis of audiences.
assessment,
Kim, Christina CSTP 5 Spring 2021 13

Element Emerging Exploring Applying Integrating Innovating

proficiency assessments, analyze results, assessments, and
levels, and record and communicate communication of
make required results, and about student student learning to
communicatio communicate learning with all
ns about with administration, audiences.9/30/19
student administratio colleagues, 10/8/20, 5/5/21
analysis, and
learning. n, colleagues, families, and
communicatio
and families students. Ensure
n of student
about student that
learning
learning. communications
are received by
those who lack
access to
technology.
9.30.18
Our school uses a WNS utilizes various
variety of formal an informal
documents assessments,
through Google standardized
Docs so that testing, and outside
faculty and testing to assess
administrators students. This year,
can chart we have begun
progress and ongoing STAR
needs of each testing in math and
student, both in reading, to further
their academic refine our
and understanding of
social/emotional. student growth in
We also meet to these subjects, and
Kim, Christina CSTP 5 Spring 2021 14

Element Emerging Exploring Applying Integrating Innovating

discuss such using such results to
notes with all make necessary
grade level updates to our
teachers and curriculum.
administrators to
discuss findings,
and if necessary, The Google suite
to create a plan to has been a great
follow through on benefit during
meeting the
online learning;
needs of a
for example,
student.
Google docs has
streamlined the
writing process,
and we have
been using
Google Slides for
our Social Studies
and Friend of the
Week letter
writing units.
Since students
show their
understanding
and writing
production in a
‘live’ document, I
can get real-time
Kim, Christina CSTP 5 Spring 2021 15

Element Emerging Exploring Applying Integrating Innovating

results, and use

such data during
conferences, plan
for future lessons,
and share the
data with other
stakeholders,
such as parents
or other
colleagues. 10/8/2
0

5.7 Using Provides Provides Provides students Integrates the Facilitates students’ leadership in seeking and
assessment students with students with with clear and ongoing sharing of using ongoing comprehensible communications
information to feedback additional timely comprehensible about individual student progress and ways to
share timely through feedback information about feedback to provide and monitor support.
and assessed work based on strengths, needs, students from
comprehensibl and required formative and strategies for formal and informal
e feedback summative assessments improving assessments in ways
with students assessments. from single academic that support
and their lessons or achievement. increased learning.
families Notifies sequence of
families of lessons. Seeks Provides Communicates
student to provide opportunities for regularly with
proficiencies, feedback in comprehensible families to share a
challenges, and ways that and timely two- range of assessment
behavior issues students way information that is
Kim, Christina CSTP 5 Spring 2021 16

Element Emerging Exploring Applying Integrating Innovating

through school understand. communications comprehensible and
mandated with families to responsive to
procedures. Communicate share student individual student
s with families assessments, and family
about student progress, raise needs.9/30/19
progress, issues and/or 10/28/20, 5/5/21
strengths, and concerns, and
needs at guide family
reporting support. 9.30.18
periods.
Contacts
families as
needs arise
regarding
struggling
students or
behavior
issues.
This is Each trimester,
accomplished students complete
primarily through goal setting
check-ins and assignments that
conferences with are for both
each student. academic and social-
emotional learning; I
We have a 24- support students by
hour policy for revising their goals
emails should so that they can
parents contact show growth and
us with questions can work towards
Kim, Christina CSTP 5 Spring 2021 17

Element Emerging Exploring Applying Integrating Innovating

or concerns. achieving them,
Families are also instead of just
updated daily on planning on them.
our class website, Students also
and in a weekly receive timely
email of what we feedback on their
are learning in the work an
class. We have a assessments, and
mandatory Back understand that
to School Night, they are always
two parent working towards
conferences, and learning and
progress reports understanding.
sent home every
semester. Lastly, This year, we began
we communicate sending home
and update any weekly grade-level
outside support, newsletters so that
such as tutors and families have a clear
educational understanding of
therapists. what their child(ren)
is learning.

As I mentioned in
5.6, the daily
integration of
Google suite has
been beneficial in
streamlining how
we share student
data. In the fall
Kim, Christina CSTP 5 Spring 2021 18

Element Emerging Exploring Applying Integrating Innovating

conferences, I linked
various student
work to individual
Google slides that I
presented to each
family; by clicking on
each link, I showed a
variety of student
work and
assessments in
subjects such as
math, writing, and
Social Studies.
10/28/20