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 and
assessments. 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 types information about student
of assessments preparedness, progress, and
proficiency.
Decides on the purpose for
assessment and skills to be
assessed to select
appropriately matches pre-,
formative and summative
assessments. 9/17/21
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning. 9/17/21
4/22/22
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. 11/22/22 progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to maximize
learning needs to student demonstration of
demonstrate what they knowledge.
know. 11/22/22

 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I use a wide variety of
assessments with my
students. I use F&P
Running Records, Quick
Phonics Screeners,
Portfolios, Written Math
Assessments, as well as
physical math assessments
with manipulatives. I use
the assessments to help
with small group
organization. I use the
assessments to help me to
differentiate learning.
9/17/21
I used a summative
assessments during math
lessons that allow me to
identify academic strengths,
as well as areas for growth
for each student.
Summative assessments
also help me to create
effective small groups.
Small group teaching
allows me to
provide students with
additional scaffolding and/
or revisit content,
when needed.
4/22/22
Integrating Innovating
In order to address
questions about students’
learning needs and
progress. I implemented a
multi sensory phonics
assessment using the
Seesaw platform. The
assessment provided
students with the
opportunity to share their
understanding of digraphs
visually, orally, and
kinesthetically. I continue
to use the assessments
noted in previous self
assessments as
well.11/22/22
I used a summative
assessment within the
Seesaw platform during
phonics lessons that
allowed me to identify
academic strengths, as well
as areas for growth for each
student. The use of the
Seesaw platform provided
students with a variety of
learning needs an
opportunity to demonstrate
what they know. The use of
summative assessments
also helped me to create
effective small groups.
Small group teaching
allows me to
provide students with
additional scaffolding and/
or revisit content,
when needed.
11/22/22

CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
Follows required processes
5.2 Collecting and for data analysis and draws
analyzing assessment conclusions about student
data from a variety of learning
sources to inform
instruction.
Exploring
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
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. 9/17/21
4/22/22
Integrating
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.
11/22/22
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide
planning and differentiation
of instruction. 11/22/22
Innovating
Infuses assessments
strategically and
systematically throughout
instruction to collect
ongoing assessment data
appropriate for the range of
learner needs.
Uses results of ongoing
data analysis to plan and
differentiate instruction for
maximum academic
success.

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use a wide variety of I use a wide variety of
assessments with my assessments to assess
students. I use F&P understanding.In addition
Running Records, Quick to the assessment listed
Phonics Screeners, previously, I am now using
Portfolios, Written Math assessments that provide a
Assessments, as well as multi sensory experience
physical math assessments using the Seesaw platform
with manipulatives. I use which allows students to
the assessments to help speak, write, or match
with small group pictures to convey
organization. I use the understanding. 11/22/22
assessments to help me to
differentiate learning. I
also meet with the learning
specialist weekly to modify
intervention strategies
being used in the
classroom. 9/17/21
When assessing student
understanding, it is
important to understand the
student's progressing
toward meeting the learning
goals. A comprehensive
approach to assessment
incorporates the use
of multiple sources of
assessment data. For
example, I used a spelling
inventory to help me
determine if students
understood and were able to
apply "r" controlled vowels
into their writing. I used
the above mentioned
spelling inventory, along
with student writing
samples from
writers workshop to help
inform my understanding of
student progress .4/22/22

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment data variety of data on student broad range of data work and fosters colleagues
5.3 Reviewing data, as required by site and individually and with learning individually and individually and with ability to identify and
both individually and district processes. colleagues and identifies with colleagues to identify colleagues to analyze address causes for
with colleagues, to learning needs of individual trends and patterns among student thinking and achievement patterns and
monitor student students. groups of students. 9/17/21 identify underlying causes trends.
learning for trends. 11/22/22
4/22/22
I meet with the learning I just nished a phonics
specialist weekly to modify unit on digraphs. The
intervention strategies new unit challenged
being used in the students to incorporate
classroom. 9/17/21 new phonemes through
the introduction of
I finished a writing unit on digraphs into their
writing reviews and opinion reading and writing. I
pieces. The new unit included sample work.
challenged students to By analyzing a class set
organize their thinking, of data with my grade
evaluate and review level teaching partner, I
favorite objects, and then was able to determine
write an opinion piece the next steps for
trying to convince the instruction. Based on the
reader that their opinion assessments, we
was valid through the use determined that students
of supporting evidence. By
analyzing a class set of data were ready to move on
with my grade level to consonant blends.
teaching partner, I was able 11/22/22
to determine the next steps
for instruction. 4/22/22
fi

 CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from assessments
provided by site and district
to set learning goals for the
class.
Plans instruction using
5.4 Using assessment available curriculum
data to establish guidelines.
learning goals and to
plan, differentiate, and
modify instruction
Exploring
Uses data from available
assessments to establish
content-based learning
goals for class and
individual students in single
lessons or sequences of
lessons.
Plans adjustments in
instruction to address
learning needs of individual
students.
Applying
Uses a variety of
assessment data to set
student learning goals for
content and academic
language.
Plans differentiated lessons
and modifications to
instruction to meet
students’ diverse learning
needs.
Integrating
Uses a broad range of data
to set learning goals for
content and academic
language that are integrated
across content standards for
individuals and groups.
9/17/21
Plans differentiated
instruction targeted to meet
individual and group
learning needs. 9/17/21
Modifies lessons during
instruction based on
informal assessments.
9/17/21
4/22/22
Innovating
Reflects on data
continuously to make
ongoing refinements to
learning goals for content
and academic language for
the fill range of students.
Uses data systematically to
refine planning,
differentiate instruction,
and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups.
11/22/22

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I plan differentiated When I teach math, I like to
instruction and modify re ect on data continuously
lessons for students based to make ongoing
on assessment data. re nements to learning
Lessons are modified daily. goals for content and
During math time I start academic language for the
each math lesson with a full range of students. In
connector from the order to differentiate
previous day so that I can instruction and make
check for student ongoing adjustments to the
understanding. I then lesson, I use a warm up
present a mini lesson and activity like the one included
project and send students to help me differentiate
off to work. I check in with student understanding of
students and provide content. I then have multiple
“Spicy” math for my fast different activities for
finishers as well as students to work on
enrichment games so that I independently after the mini
can work with students one lesson based on my
on one who need more assessment of their
support and time. 9/17/21 understanding during the
I frequently update learning warm up activity. 11/22/22
goals based on periodic
assessment. During a
recent math unit, students
were introduced to key
mathematical language
"more", "in all", "left",
"fewer". In order to
determine if students were
meeting learning goals and
understanding key
vocabulary, I incorporated
word problems into one of
the lessons. Based on
review of student work,
word problem vocabulary
was not clearly understood
by students. As a
result, future lesson plans
were modified to
incorporate more explicit
math vocabulary. 4/22/22
fi
fl

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment and students to self-assess and opportunities for student
outcomes, and summative learning goals through goal setting processes for set learning goals related to self-assessment, goal
assessment results. single lessons or sequence learning content and content, academic setting, and progress
Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
5.5 Involving all individual learning goals. setting exercises. 9/17/21 development. 4/22/22 skills. 11/22/22
students in self- Develops students’ meta-
assessment, goal- Monitors progress using Provides students with Guides students to monitor Integrates student self- cognitive skills for
setting, and progress available tools for opportunities in single and reflect on progress on a assessment, goal setting, analyzing progress and
monitoring recording. lessons or sequence of regular basis.4/22/22 and progress monitoring refining goals towards high
lessons to monitor their across the curriculum. levels of academic
own progress toward class 11/22/22 achievement.
or individual goals. 9/17/21

 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I have students do some I incorporate student self
self assessment such as check-ins throughout my
giving thumbs up and down math units in order to
as well as rating their involve students in the the
understanding from 1-5. self-assessment and goal
9/17/21 setting process. By having
students clearly identify the
learning goal of the unit,
students can honestly assess
their level of
understanding. I have
attached one example of
student self assessment that
was recently used during a
math unit. The use of
check-ins helps me to
determine if I need to adapt
future lesson plans, provide
additional scaffolding for
students, and/or revisit
content. 4/22/22
Integrating Innovating
I am incorporating
student self check-ins
throughout all of my SEL
lessons. Students are
learning to independently
assess their feelings
using a Seesaw activity.
By having students
identify and articulate
how they are feeling,
students are learning
how to self regulate. The
use of check-ins helps
me to determine if I need
to support students'
emotional needs.
11/22/22

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available technologies
to record assessments,
determine proficiency
levels, and make required
communications about
5.6 Using available student learning.
technologies to assist in
assessment, analysis,
and communication of
student learning
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning.
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about student
learning with
administration, colleagues,
families, and students.
Ensure that
communications are
received by those who lack
access to technology.
9/17/21
Integrates a variety of
technologies into the
development,
implementation, analysis of
assessments, and
communication of student
learning to all audiences.
11/22/22
Use a wide range of
technologies to design,
implement, and analyze
assessments and provides
for an in depth and ongoing
communication regarding
student learning to all
audiences.

4/22/22

CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
My school has a very
robust technology system
which allows employees to
share assessments and
analysis across grade bands.
For the families of students
who lack access to
technology, we send home
hard copy written notes in
addition to the weekly
emails. We also meet with
families in person.9/17/21
I use a variety of different
methods of communication
to clearly communicate
progress with families. I
send out progress reports to
parents throughout the
year. I send out these
documents by both email
and hard copy to ensure
equal access to this
information. The use of
progress reports helps me
to communicate with
families areas of student
strength and areas of
student growth and serves
as a catalyst for open
discussion between school
and home. 4/22/22
Integrating Innovating
I use a variety of different
methods of
communication to clearly
communicate progress
with families. I have
attached one form of
communication, sight
word assessments, that I
share with parents during
conferences and
midterm check ins. The
use of assessments that
have clearly measurable
goals helps me to
communicate with
families areas of student
strength and areas of
student growth and
serves as a catalyst for
open discussion between
school and home.
11/22/22

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
Notifies families of student to provide feedback in ways 9/17/21 support increased learning. individual student progress
5.7 Using assessment proficiencies, challenges, that students understand. 11/22/22 and ways to provide and
information to share and behavior issues through Provides opportunities for monitor support.
timely and school mandated Communicates with comprehensible and timely Communicates regularly
comprehensible procedures. families about student two-way communications with families to share a
feedback with students progress, strengths, and with families to share range of assessment
and their families needs at reporting periods. student assessments, information that is
Contacts families as needs progress, raise issues and/or comprehensible and
arise regarding struggling concerns, and guide family responsive to individual
students or behavior issues. support. 9/17/21 student and family needs.
11/22/22
4/22/22

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I confer with students
weekly to review strengths,
needs, and strategies for
improving academic
achievement. I meet with
parents formally, in person
four times a year. I have a
get together at the
beginning of the year. I
have a formal conference in
October. I have a formal
conference in February and
I have an end of year
closeout meeting. I also
meet monthly with the
families of students
working with our learning
specialists and counsellors.
9/17/21
In addition to the weekly
newsletters I referred to
previously, I have now
incorporated two Zoom
check ins with parents in
addition to the regularly
scheduled school
conferences. These
additional check ins have
allowed me to develop
relationships with my
students' families.
11/22/22

I use a variety of different

methods of communication
with families. I use a
Newsletter on a weekly
basis. Newsletters serve as
a way to communicate
learning goals to families
and to provide them with a
framework of questions to
engage their students at
home. 4/22/22