CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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.
I explore the use of
different assessments
through discussion,
worksheets, thumbs
up/down, exit tickets, and
educational activities.
Some assessments I have
done did not show
enough information that I
wanted to know so I
stopped using that one. I
have found the quick
thumbs up/ down
assessment has worked
because students keep
them to their chest, so
they do not feel
embarrassed.
9/23/20
Applying
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
The pre-assessment that we
do includes the admissions
packet, where the guardians
of the child provide
information on past
schooling experience, if any,
cultural backgrounds,
lifestyle, eating habits,
personality traits, and more.
I also do the formal
assessments that include
mostly academic
components, but also a
couple of components
related to social-emotional
development such as being
able to follow 2-3 step
instructions and getting
along in a group.
4/20/21
Integrating Innovating
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a range of characteristics to
learning needs to maximize student
demonstrate what they demonstration of
know. knowledge.
I use informal
assessments such
as exit tickets and
thumbs up and
thumbs down
questions, formal
assessments, and
summative
assessments that
are comprehensive.
These assessments
help guide me in
understanding my
students’ learning
needs and their
progress.
Fall 2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments.
5.2 Collecting and Follows required
analyzing processes for data Make adjustments in
assessment data analysis and draws planning for single
from a variety of conclusions about lessons or sequence of
sources to inform student learning lessons based on analysis
instruction. of assessment data.
I am always exploring
new ways to assess the
students throughout the
day that can be more
beneficial. This is
something that I
implement but I do not
feel is one of my
strongest areas.
After receiving the
assessment results, I
adjust my lesson or
prepare my following
day’s lesson differently to
support my students’
understanding.
9/23/20
Applying
Collects a variety of
formal and informal
assessment data on
student learning.
Uses analysis of a variety
of data to inform
planning and
differentiation of
instruction.
I follow our standard
curriculum but will also
move things around are
use outside sources as
needed to provide the
appropriate/necessary
learning content for my
students based on their
assessment date. For
example, I know that my
students are learning
about graphing and my
curriculum has graphing
ideas and lessons within
it, however, I feel that it is
too difficult for my class
this year, so I referred to
outside resources online
to find a graphing lesson
(same concept still) that
was more at level with
my students. 4/21/21
Integrating Innovating
Designs and integrates an Infuses assessments
assessment plan that strategically and
provides formal and systematically
informal assessment data throughout instruction to
on student learning. collect ongoing
assessment data
Uses data analysis of a appropriate for the range
broad range of of learner needs.
assessments to provide
comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I have learned to
use Google
Classroom to track
the data I gather
from my students’
informal and formal
assessments. This
technology has
been helpful in
organizing and in
creating an
easy-to-read visual
of my students’
strengths and areas
for growth as well
as the progress
they've made
throughout the
school year.
Fall 2021
CSTP 5: Assessing Students for Learning
Element
Reviews and monitors
5.3 Reviewing data, available assessment data
both individually and as required by site and
with colleagues, to district processes.
monitor student
learning
Emerging Exploring Applying
Reviews and monitors Reviews and monitors a
additional assessment variety of data on student
data individually and learning individually and
with colleagues and with colleagues to
identifies learning needs identify trends and
of individual students. patterns among groups of
students.
With summative My grade level colleague
assessments, I discuss and I meet every week to
with the other discuss our students and
Kindergarten teacher on their individual
what can be a good next assessments and learning
step after examining the needs. We come up with a
assessment information. game plan for individual
It helps me plan for students and try to
further lessons and implement the ideas the
decide what other following day. For
teaching methods I can example, I meet with each
use to support my student individual at
students. some point during the
day to provide one-on-
9/23/20 one attention for a special
learning need, such as
writing, addition, greater
numbers. 4/21/21
Integrating Innovating
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleague’s ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends.
My grade level
colleague and I meet
every week to discuss
our students and their
individual assessments
and learning needs. We
come up with a game
plan for individual
students and try to
implement the ideas the
following day. For
example, I meet with
each student individual
at some point during the
day to provide
one-on-one attention for
a special learning need,
such as letter formations
when writing their first
name. I am still trying to
figure out how to be the
most efficient with this
without spending too
much time on it. 9/22/20
With summative
assessments, I discuss
with the other
Kindergarten teacher on
what can be a good next
step after examining the
assessment information.
It helps me plan for
further lessons and
decide what other
teaching methods I can
use to support my
students.
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. 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.
Using the data from I differentiate instruction using
my assessment date and I use individual
assessments, I create assessments to help
establish learning goals that are
short term goals that I adjusted to students’ needs. For reveal individual
discuss with the class. example, each day I have my student needs,
This typically will be by class do Morning Work- they TK/kindergarten level
have 10 minutes to complete it.
the end of the week they quizzes to gauge
However, several of them
will understand the cannot complete the whole
overall learning and
material. To not provide thing in that time, whereas identify knowledge
pressure, I discuss what others fly through it. So, for my gaps, and summative
we will do if we do not lower level students, I have assessments to catch
them focus on just the name learning roadblocks.
meet that goal such as writing portion of their morning As I approach each
reviewing the work and have them really focus lesson, I know ahead
information further in on correct pencil group and of time where I might
letter formation using our
different activities. need to modify my
writing lines, and for my high
level students, I will have them lesson during
Using assessments, I do the entire morning work instruction to help
adjust lessons to support including name, letter of the day differentiate for my
all the students and their tracing, and ten frame practice students and support
and will have them work on individuals in meeting
learning needs. I might writing their last name as the learning goals.
need to review something well.4/21/21 Fall 2021
I just went over or
provide more examples
to clear the confusion.
9/23/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and learning goals through
summative assessment single lessons or
results. Recognizes the sequence of lessons that
5.5 Involving all
need for individual include goal setting
students in self-
learning goals. exercises.
assessment, goal
setting, and progress
Monitors progress using Provides students with
monitoring
available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
As a whole class we
discussed our overall
class goals and also
thought about what our
individual goals could be.
This may not be
academically but also
behavior goals.
If I am using a formative
assessment throughout
my lesson, I refer back to
our goal for the lesson.
For example, if a student
gives a thumbs up during
the lesson, they are
showing me that they are
meeting the learning goal
and I let them know they
are reaching their goal for
the lesson.
9/23/20
Applying Integrating Innovating
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
monitor and reflect on assessment, goal setting, analyzing progress and
progress on a regular and progress monitoring refining goals towards
basis. across the curriculum. high levels of academic
achievement.
I have been working on I often provide my
trying to provide a TK/K students the
friendly rubric for my opportunity to
students, where they can self-assess and
formulate their
record and check off or individual learning
color in the assignments goals- I typically do
with different learning this in paper form so
goals that they’ve that I can easily
completed. Each student evaluate and log the
also has a green folder data into Google
and a red folder, the Classroom. As
green folder is completed students write their
work that can go home,
goals, I provide a
writing template to
and the red folder guide them in their
contains unfinished work response and they fill
that needs to be in the blank(s) with
completed during station their idea(s).
times. 4/21/21 Fall 2021
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
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 a variety of At our school, we have a I enjoy using Seesaw

assessments to record program called iClass Pro, to allow students to
student’s data. where I can insert document and share
Worksheets or traditional information and notes what they learned and
assessments are the best about each student. I also reflect on what they’ve
way for me to discuss use excel or word to learned by using the
with families about their create tables that I use to camera tool within
Seesaw as well as the
student’s learning. This organize student video recording tool.
way it is in front of them assessments records This has been a great
and they see the students which makes this easier “closing” to numerous
work rather than just when communicating lessons in my
numbers on a computer. with the families and classroom and helps
colleagues. 4/21/21 students have clarity
9/23/20 over the overall
learning goal as well
as their own
successes. This is
also something that
can be shared with
parent/guardians.
Fall 2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Provides students with Provides students with
feedback through additional feedback
assessed work and based on formative
required summative assessments from single
assessments. lessons or sequence of
5.7 Using assessment lessons. Seeks to provide
information to share Notifies families of feedback in ways that
timely and student proficiencies, students understand.
comprehensible challenges, and behavior
feedback with issues through school Communicates with
students and their mandated procedures. families about student
families progress, strengths, and
needs at reporting
periods. Contacts families
as needs arise regarding
struggling students or
behavior issues.
After formative
assessments, I
acknowledge the class
with feedback letting
them know that if we are
making adjustments that
we have not yet met our
learning goal. I then ask if
they have any questions
or let me know what part
they are not
understanding.
I discuss with parents
almost on a daily when
they pick up their child
on how their progress is
going and if there are any
needs that I have been
addressing that the
parents should be aware
of.
9/23/20
Applying Integrating Innovating
Provides students with Integrates the ongoing Facilitates students’
clear and timely sharing of leadership in seeking and
information about comprehensible feedback using ongoing
strengths, needs, and to students from formal comprehensible
strategies for improving and informal assessments communications about
academic achievement. in ways that support individual student
increased learning. progress and ways to
Provides opportunities provide and monitor
for comprehensible and Communicates regularly support.
timely two-way with families to share a
communications with range of assessment
families to share student information that is
assessments, progress, comprehensible and
raise issues and/or responsive to individual
concerns, and guide student and family needs.
family support.
I believe I talk with my
students at a kid-friendly
level by finding a quiet
space to talk to limit any
distractions that might
interrupt their
understanding of what I
am talking about. I have
an open communication
plan with all of my
families and I also have
an open-door policy. I
also hold formal parent
conferences mid-year and
at the end of the year.
4/21/21