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. 9/16/21
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
9/16/21.
9/16/21: At the
beginning of the school
year students are given
an ELA, math, and writing
diagnostic. Throughout
the school year students
retake those diagnostics
so we can see growth and
areas we need to work on
as a class. When students
are given formative
assignments, it is usually
homework or in class
work where I can check
in on them and assist
them. Most of are
summative assessments
are based on the skills
learned throughout the
week, but having the
formative assignments
help the students lead up
to the summative
assessment.
Applying Integrating Innovating
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.
August 2021-May 2022: December 2022:
Throughout the school We have multiple
year we do 3 formal assessments throughout
assessments. The formal the year to help us track
assessments are the the progress that
math, ELA, and writing. students are making.
We use these scores to While we have
inform families where assessments, we also
their student is at and to have weekly tests that I
also guide our instruction also use to monitor
in the classroom. I students understanding
currently only have about of the standards that
2 students on our formal were taught throughout
assessment of math and the week.
ELA performing below
grade level.
CSTP 5: Assessing Students for Learning

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. 9/16/21 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
9/16/21 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
9/16/21: Our school August 2021-May 2022: December 2022:
focuses a lot of using Since the beginning of In order to prepare for an
assessment data to guide this school year, I have upcoming unit math test,
our instruction in the incorporated a lot more we spend the whole week
classroom. When looking informal assessment doing a lot of informal
at the assessment data, I throughout the week assessments. Students
am able to group students before our formal complete a study guide
in ELA and math groups. assessments on Friday. independently, while I
Also, after our weekly During the week, I will walk around and monitor
Friday tests, I can see assign a couple questions and assist students who
what skills students to students as an exit need extra support. We
might not have mastered ticket before they can go also play a review
throughout the week and to recess/lunch. This has Jeopardy game, where
adjust my lessons for the helped motivate students students get to work in
following week to touch to do their work, but also groups to help each other
on those skills again. allows me to check in on out. Students are also
how they are doing. assigned review
homework. Students are
able to review everything
they have been taught
from a variety of ways.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Reviews and monitors Reviews and monitors Reviews and monitors a
5.3 Reviewing data, available assessment data additional assessment variety of data on student
both individually and as required by site and data individually and learning individually and
with colleagues, to district processes. with colleagues and with colleagues to
monitor student identifies learning needs identify trends and
learning of individual students. patterns among groups of
students. 9/16/21
9/16/21: When looking
at assessment data, if I
see a student is below
grade level, I monitor
their work and also talk
to their previous teacher.
If a student needs extra
support, I will reach out
to our intervention
specialist who can help
guide me with how to
help the student the best.
If I see a trend with a few
students, I will pull them
into a small group so we
can work on the skill
together.
Integrating
Reviews and monitors a
broad range of data
individually and with
colleagues to analyze
student thinking and
identify underlying
causes for trends.
May 2022: Our 4th grade
team has might quite
frequently from both
campuses to compare the
data we have for all of our
4th grade students. It is
interesting because we do
have a lot of similarities,
even with two different
schools. We use this data
to help us guide what we
should try to teach our
students next year. We
also have a running
Google Spreadsheet
where we enter all of our
formal assessment data
into, so we are constantly
tracking data.
Innovating
Facilitates collaborative
work and fosters
colleagues ability to
identify and address
causes for achievement
patterns and trends.
December 2022:
Families receive
weekly emails from
Aeries (grading
system) on how their
student is doing.
Also, I send home
their weekly tests to
get signed, so
families are aware of
their grades. As
mentioned above, we
also have a Google
Sheet that has all of
our assessment data
entered into, so
education
stakeholders can
look at it.
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 9/16/21 Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. group learning needs. and make ongoing
individual students. adjustments to match the
9/16/21 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
9/16/21: After looking at May 2022: For my December 2022:
the assessment data, I set students that need extra When I plan ELA or math
my goals for each help, some of those centers, I take into
individual student and students are on IEPs, so account the different
the class as a whole. For they get additional needs my students are
example, if I see as a support in and outside of going to need. Some
whole that the class did the classroom to help groups can work
not understand the idea them. I always make sure independently and will
of rounding, I make sure to teach lessons in a not need to meet with me,
to revisit the lesson and variety of ways, so that it while other groups will
adjust to a different meets the needs of all of need more one-on-one
strategy of teaching it. my students. For attention. I make sure to
example, in science, we provide as much
have been reading about additional support as
rock formation, so I found possible to those students
an informational video that need the extra help.
students watched.
CSTP 5: Assessing Students for Learning

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. 9/16/21 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.
9/16/21
9/16/21:I always make May 2022: I am always up December 2022:
sure the encourage in the front of the room Just as mentioned above
students while they are modeling my with the writing checklist,
working in the classroom. expectations for students, before students write
I am constantly walking and they are always very their answer to a
around and monitoring aware of them. Since we question, I always ask
their progress in the are at the end of the students what I am
classroom. Before we school year, I have done a looking for in their
start a lesson, I always lot less scaffolding responses. I clearly state
tell them the goal and because I really want my out my expectations for
objective of what we are students to start students on the board so
doing so they understand becoming more they know how to
why they are doing it. In independent and not rely respond. Students are
order for students to see so much on me doing able to self-assess their
their own progress, I everything for them. I work by referring back to
keep their work so that always check in with the expectations we all
they can look back at it students on Friday while set together.
and see far they have I am grading their tests.
progressed.
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.
9/16/21
9/16/21: Our iReady ELA May 2022: I have used a December 2022:
and math assessment are variety of technology Not only have I continued
taken online and during tools in the classroom to to update grade in Aeries
parent teacher help support my students on a weekly basis, I also
conferences, I am able to learning of the content. send all of the tests
share the results with We use iReady for ELA students have taken
parents so they can see and Math on a daily basis. home so that way their
their strengths and areas I can assign students families are able to look
of improvement for their specific lessons to work at their scores. If families
child. We also meet as a on and students can work have questions about
school and grade level on lessons assigned to their scores, they are able
team to learn how to read them based off of their to email me. If at any time
the assessment data and assessment score. I also a family wants to have a
what we need to work on make sure I am on top of conference with me about
for the school year. If my grading and inputting their students academic
students are still scoring scores into our grading progress, we are able to
below grade level halfway system, Aeries, on a schedule that. I always
through the year, they are weekly basis. I send home make sure to keep open
referred to our our Friday tests usually communication and
intervention specialist to on Monday or Tuesday of grades updated!
receive more support. the following week, so
families can check in on
their student’s grades.
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
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 9/16/21 increased learning. progress and ways to
timely and student proficiencies, students understand. provide and monitor
comprehensible challenges, and behavior Provides opportunities Communicates regularly support.
feedback with issues through school Communicates with for comprehensible and with families to share a
students and their mandated procedures. families about student timely two-way range of assessment
families progress, strengths, and communications with information that is
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
behavior issues. family support. 9/16/21
9/16/21: I always make August 2021-May 2022: December 2022:
sure that students hear Since the beginning of the This year I have really
feedback from me. I school year, I always tried to get students to
believe it is really communicate home what self-advocate for
important that students our upcoming tests are themselves. I always ask
know what their going to be for the week if anyone has any
strengths are and what and what we are going to questions before we
skills they need to work be learning in class. For move on to something
more on. I am always in example, students get else, or allow students the
constant communication vocab words on Monday opportunity to come talk
with parents. We send and study them all week to me at recess/lunch
out weekly newsletters to for our test on Friday. time. If I notice a student
families so they know Students also receive a struggling who might not
what their child is study guide for math on be comfortable coming up
learning in class. We use Thursday for our to ask for help, I always
Aeries for grades and upcoming Friday test. If make sure to check on
parents are able to see families have any them during
weekly progress reports questions or concerns lessons/tests to see if
of their grades. about grades, they are they need extra support.
always able to email me
to discuss anything
further.
CSTP 5: Assessing Students for Learning