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
assessments.
5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
information about
student preparedness,
progress, and
proficiency. 8/22/21
I use lots of different
assessments on a weekly
basis. I love giving
pretests because it
informs my instruction
and shows student
growth over time. I use
peardeck or jamboard as
an informal assessment
to check for student
understanding. I utilize
unit assessments to
summarize learning at
the end of a unit of study
and use the information
to plan follow up, review,
or spiral review lessons.
8/22/21
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 progress. learning needs and
summative assessments. reflect progress.
Integrates a variety of
Selects assessments characteristics into Draws flexibility from a
based on clear assessments to allow repertoire of appropriate
understanding of the students with a range of assessment options and
purposes and learning needs to characteristics to
characteristics of demonstrate what they maximize student
assessments to support know. 12/9/22 5/7/23 demonstration of
student learning. knowledge.
4/25/22
I have started to expand In addition to creating
my knowledge of online differentiated instruction, I
testing/quizzing options. also differentiate my
I have added Blooket, assessments. Some students
Nearpod, and Splashlearn are more focused when they
to my assessment test digitally, others do well
repertoire. with 1:1 assessing. I want
I have continued to use students to be able to
program/district perform at the best of their
provided ability, making these
summative/formal accommodations ensures
assessment but have that students are able to
begun to use a variety of demonstrate their
new resources for knowledge in a way that best
informal assessments, suits their testing style. I
knowledge checks, and have found that these
data collection.4/25/22 methods also help to reduce
test anxiety for students who
do not perform well on
pencil/paper exams.
12/9/22 5/7/23
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. student learning. informal assessment data on throughout instruction to
5.2 Collecting and Follows required 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 broad appropriate for the range
from a variety of conclusions about lessons or sequence of planning and range of assessments to of learner needs.
sources to inform student learning lessons based on analysis differentiation of provide comprehensive
instruction. of assessment data. instruction. 8/22/21 information to guide Uses results of ongoing
planning and differentiation data analysis to plan and
of differentiate instruction
instruction.4/25/2212/9/22 for maximum academic
success.5/7/23
We take weekly reading, I have started incorporating Nearpod has really
spelling and an intricately planned helped me grow and
comprehension quizzes assessment cycle, that accomplish in this area.
that help me to grasp includes pre and post test One of my favorite things
student understanding of data and goal mapping, about Nearpod is that I
our foundational skills. along with frequent informal am able to input a variety
I also use Peardeck as a assessments so that I can of formative assessments
quick check so that I can check for student that gives me immediate
adjust my lesson or plan understanding throughout data of all sorts. 5/7/23
for adjustments the the unit. This helps me to
following day. These plan/adapt my instruction
smaller assessments for follow-up lessons and for
really help to inform my 1:1/small group
instruction moving intervention meetings.
forward, they give me 4/25/22
concrete information
about student learning. I
can use this data to plan
for small groups and 1:1
time. 8/22/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Reviews and monitors Reviews and monitors Reviews and monitors a
5.3 Reviewing data, available assessment additional assessment variety of data on student
both individually data as required by site data individually and learning individually and
and with colleagues, and district processes. with colleagues and with colleagues to
to monitor student identifies learning needs identify trends and
learning of individual students. patterns among groups of
8/22/21 students.4/25/22
We utilize achievement I have started
teams and follow Steve incorporating small
Ventura’s plans for pre informal
and post assessments. assessments/knowledge
We compare scores checks into each of my
within our achievement Peardecks/Nearpod
teams and identify any lessons. Following the
learning gaps. 8/22/21 lesson, I collect data from
those questions in
particular, so that I can
plan or adapt my
instruction for the next
day. It also helps me to
identify any gaps in my
teaching, and I can also
track student learning
throughout the unit.
4/25/22
Reviews and monitors a
broad range of data
individually and with
colleagues to analyze
student thinking and identify
underlying causes for trends.
12/9/22
My 2nd grade team and I
recently analyzed out end of
trimester data. We could see
commonalities across the
board and recognized areas
of need. One thing we
recognized was a lack of
number sense. This problem
showed up in a variety of
ways (errors with simple
addition and subtraction,
errors with place value,
errors with estimation) we
concluded that many of
these errors stem from a
lack of number sense.
12/9/22
Facilitates collaborative
work and fosters
colleagues’ ability to
identify and address
causes for achievement
patterns and
trends.5/7/23
My team and I meet once
a month to compare data.
We also meet at the end
of each trimester to
analyze formal
assessment data, create
intervention groups and
discuss gaps we have
identified. Then we
create a plan to help
selected students show
continued growth by our
next check in.5/7/23
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 data to Reflects on data
assessments provided by assessments to establish assessment data to set set learning goals for content continuously to make
site and district to set content-based learning student learning goals for and academic language that ongoing refinements to
learning goals for the goals for class and content and academic are integrated across learning goals for content
class. individual students in language. content standards for and academic language
5.4 Using assessment single lessons or individuals and groups. for the fill range of
data to establish sequences of lessons. students.
learning goals and to Plans instruction using Plans differentiated Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications instruction targeted to meet Uses data systematically
and modify guidelines. instruction to address to instruction to meet individual and group to refine planning,
instruction learning needs of students’ diverse learning learning needs. 12/9/22 differentiate instruction,
individual students. needs. 8/22/21 and make ongoing
Modifies lessons during adjustments to match the
instruction based on evolving learning needs
informal of individuals and
assessments.4/25/22 groups.5/7/23
After identifying gaps our I use informal assessment I made a goal for myself
team will create a plan to data, formal assessment to improve my use of
close those gaps. We data, i-Ready lesson data, data. I wanted to be able
track data throughout the and teach observation to set to meet each student
unit and compare student learning goals for students. where they are at with
growth after receiving 12/9/22 tools and resources to get
posttest data. We identify Through the use of Nearpod them up to speed.
any learning gaps after in particular I am able to Keeping detailed logs of
gathering posttest data, check for understanding in formal and informal
and plan ways to lots of different ways. The assessments really
incorporate spiral review collaborate board is one of helped me to recognize
for our next unit. my favorite tools because I gaps or learning
8/22/21 can include a temperature difficulties my students
check or a short think-pair- were facing. 5/7/23
share activity, based on
responses I can adjust my
instruction in real time to
meet their learning needs.
4/25/22
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 students to self-assess and opportunities for student
outcomes, and learning goals through and goal setting set learning goals related to self-assessment, goal
summative assessment single lessons or processes for learning content, academic language, setting, and progress
results. Recognizes the sequence of lessons that content and academic and individual skills. monitoring.
5.5 Involving all
need for individual include goal setting language development.
students in self-
learning goals. exercises. Integrates student self- Develops students’ meta-
assessment, goal
Guides students to assessment, goal setting, and cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on progress monitoring across analyzing progress and
monitoring
available tools for opportunities in single progress on a regular the curriculum. refining goals towards
recording. lessons or sequence of basis. 8/22/21 4/25/2212/9/22 5/7/23 high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
Part of the achievement I have implemented an
team process is meeting assessment cycle with pre
with student individually and post test data trackers
to discuss their score and that are student friendly. It
to create a goal for the gives students a visual
unit. I explain that the representative of their
pretest is our starting achievement over an
point and that we will be extended period of time.
learning and growing a Students were able to set
lot before our posttest. their own goals and analyze
The student and I will their growth at the end of
analyze their score, look the unit. They could see how
at the questions they close they were to meeting
missed and create a the goal or how far they had
growth goal that we will surpassed their goal.
revisit after taking the 4/25/2212/9/22 5/7/23
posttest. I continue to implement
I also display a poster in achievement teams/assessment
my classroom that shows cycles where students monitor
their own growth and progress.
our class average test
We also use this strategy for i-
scores, this is great for Ready lessons. Students track
showing whole class their progress and report low
growth and helps to build scores so that I am able to help
community within the or adjust lessons
classroom as well. They accordingly.5/7/23
are all working toward a
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

common growth goal. 8/22/22

Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis of assessments and
5.6 Using available
make required results, and communicate communicate about assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of student and ongoing
in assessment,
student learning. colleagues, and families administration, learning to all audiences. communication
analysis, and
about student learning. colleagues, families, and 12/9/22 regarding student
communication of
8/22/21 students. Ensure that learning to all
student learning
communications are audiences.5/7/23
received by those who
lack access to
technology.4/25/22
I use Peardeck, I have continued to use We have recently started As I improved my ability
Jamboard, Plickers (in Peardeck and Jamboard, using Microsoft excel as a to analyze data, I also
class), and Kahoot for but have also added grade level to track found the need for
informal assessments. I Nearpod, Blooket and assessment data and different types of data. I
utilize Peardeck Splashlearn to my list of compare test scores across accomplished this by
frequently, because it assessment tools. I create the grade level. This helped creating digital
saves individual student all Nearpod, Peardeck us to identify learning gaps, knowledge checks on
work and I receive and Blooket assessments. trends and next steps for Nearpod, Peardeck,
instant data and My 2nd grade colleague instruction. We were also Blooket and Google
feedback. uses these assessments able to share this Forms. This gave me lots
I also use online as well. We then compare information with 1st grade so of detailed information
trimester assessments data following test date. that they too can adapt their about student
like i-Ready, and STAR I grade assessments in a instruction so that incoming performance. 5/7/23
reading to track student timely manner and post 2nd graders are equipped
progress over a larger grades where families are with the tools to succeed in
period of time. Test able to view student data 2nd grade. 12/9/22
scores are communicated immediately. 4/25/22
with parents digitally
and shared privately on
Google classroom.
8/22/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with
feedback through additional feedback clear and timely
assessed work and based on formative information about
required summative assessments from single strengths, needs, and
assessments. lessons or sequence of strategies for improving
5.7 Using assessment lessons. Seeks to provide academic achievement.
information to share Notifies families of feedback in ways that
timely and student proficiencies, students understand. Provides opportunities
comprehensible challenges, and behavior for comprehensible and
feedback with issues through school Communicates with timely two-way
students and their mandated procedures. families about student communications with
families progress, strengths, and families to share student
needs at reporting assessments, progress,
periods. Contacts families raise issues and/or
as needs arise regarding concerns, and guide
struggling students or family support. 8/22/21
behavior issues.
I provide timely and
affective feedback on unit
tests within one week of
testing date.
I meet with students 1:1
and include them in the
achievement team
process.
Parents receive feedback
for each unit test, I also
hold 1:1 meetings to give
students and their
families a progress
update. I share any
concerns during this
meeting as well and
create a goal or a plan for
success with the student
and their learning
coach/guardian. 8/22/21
Integrates the ongoing Facilitates students’
sharing of comprehensible leadership in seeking and
feedback to students from using ongoing
formal and informal comprehensible
assessments in ways that communications about
support increased learning. individual student
12/9/22 progress and ways to
provide and monitor
Communicates regularly support.
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family
needs.4/25/22
Although I’m unable to meet
with parents and students
on a weekly basis, I am
constantly sharing
assessment data and student
progress with students and
parents. We discuss data and
next steps to fill any learning
gaps we may have identified.
12/9/22
I meet with
parents/students weekly to
discuss student progress. I
have started sharing recent
assessments, informal
assessments/quizzes and
even classwork samples. I
also use the meeting times to
help students with anything
they may be struggling with
and include them in an
intervention group if
necessary. There are open
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

lines of communication with
parents regarding their
child’s achievement.
4/25/22
With more data from
increased assessments, I am
able to share more
information with parents
about their child’s progress.
I share progress reports
along with next steps and
resources for families to use
at home so they too can
support their student’s
growth.5/7/23