CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative 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.
9/17/2022
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. 10/27/2023 progress. 3/20/24
3/4/2023
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. 10/27/2023 knowledge. 3/20/24
student learning.
3/4/2023
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
At the beginning of the There is always some sort
During the course of a
year, I used an ELA and of assessment happening Student assessment data
lesson or series of
math pre-assessment to in my class. Whether it is is reviewed and analyzed
lessons, the teacher
inform my instruction, whole-group or individual to identify individual
incorporates entry level,
and to group students assessments, I may be academic strengths and
progress monitoring
accordingly for small pre-assessing students or areas for growth.
(checking for
groups. I used the giving them a Students take a MAP
understanding) and
assessment data to post-assessment based on assessment (math and
summative assessment.
identify student strengths what they’ve learned over ELA) three times per year
For instance, prior to our
and areas for growth. the course of a unit. Then, (BOY, MOY, EOY), as well
"patterns" unit, students
9/17/2022 I analyze results to see as a DIBELS assessment
took a pre-assessment to
where students excel, and (reading skills) to
determine their
where they still struggle monitor students’
understanding of the
and I do my best to target progress throughout the
subject. At the end of the
those specific needs. year. This data is
unit, students took the
3/4/2023 reviewed to see their
same post-assessment in
strengths and
order for me to see what
weaknesses, which is
they learned, their
discussed among peers
growth, and to inform my
and with the parents.
instruction going forward.
Results from entry level
Student assessment data
assessment are used to
is reviewed and analyzed
group students for
to identify individual
instruction. I have four
academic strengths and
instructional groups, and
areas for growth. For
each group is given an
example, MAP assessment
“animal name”. We work
and DIBELS assessment
on targeted needs when
data are reviewed and
at the teacher table.
then relayed to parents
3/20/24
during parent/teacher
conferences. Students
take a MAP (math and
reading) and DIBELS
(reading skills)
assessment at the
beginning, middle, and
end of the year. Student
results are analyzed and
used to monitor student
growth. The results are
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
communicated to families
during parent/teacher
conferences. 10/27/2023
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 throughout
assessments. student learning. informal assessment data instruction to collect
Follows required 3/4/2023 on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in 10/27/2023 appropriate for the range
analyzing
analysis and draws planning for single Uses analysis of a variety of learner needs. 3/20/24
assessment data
conclusions about student lessons or sequence of of data to inform planning Uses data analysis of a
from a variety of
learning lessons based on analysis and differentiation of broad range of Uses results of ongoing
sources to inform
of assessment data. instruction. 3/4/2023 assessments to provide data analysis to plan and
instruction.
9/17/2022 comprehensive differentiate instruction
information to guide for maximum academic
planning and success. 3/20/24
differentiation of
instruction. 10/27/2023
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
At the end of a math
lesson for example, I
always have some sort of
exit ticket that I use to
analyze and assess
student understanding of
the material. This exit
ticket is done
independently, and I look
it over to see if there is
any reteaching I may need
to do during the next
lesson. If the majority of
my students show a lack
of understanding, I use
that information to
change my instructional
strategies, or to find other
ways of teaching the
material. The possible
sources of assessment I
may use in a lesson
include ELA/math
journals, exit tickets,
observations,
performance tasks, and
1-on-1 conversations
with students. 9/17/2022
Applying Integrating Innovating
During any given lesson, I
Teacher assesses student
am informally assessing While students show
understanding at the end
my students. During a evidence of
of a lesson in order to
partner discussion, a understanding the
inform planning of the
group activity, and learning goals before and
next lesson. For example,
independent worksheets. during the lesson, teacher
during a lesson on "the 5
I also utilize formal also assesses student
senses", students fill out a
assessments at the end of understanding at the end
graphic organizer on
units, and I analyze it to of the lesson in order to
what they use to see, hear,
determine if the inform planning of the
smell, taste, and touch.
particular learning goal next lesson. If the
These informal
for that unit was met. If majority of the class
assessments are used to
not, I find ways to reteach demonstrates a lack of
inform planning of the
it, or I pull kids to work understanding, we will
following lesson. Teacher
on those needs pause curriculum and I
reflects on the success of
one-on-one. 3/4/2023 will reteach important
each lesson and success is
concepts. If only a few
determined by the level of
students are showing a
student understanding.
struggle, then I will pull
After reviewing test
those students to work
results from the
with me in a small group
"patterns"
or 1-1. Teacher identifies
post-assessment, it was
and uses multiple sources
clear that students
of information to inform
understood the content
understanding of student
and reached the learning
progress toward meeting
objectives (for the most
learning goals. Informal
part), as 22/24 students
observations, summative
received much higher
assessments, and
results on their
technology are used to
post-assessments
check for student
compared to their
progress. 3/20/24
pre-assessments.
10/27/2023
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Reviews and monitors Reviews and monitors
available assessment data additional assessment
5.3 Reviewing data,
as required by site and data individually and with
both individually and
district processes. colleagues and identifies
with colleagues, to
learning needs of
monitor student
individual students.
learning
9/17/2022
At the end of a lesson,
when time is given, I will
review student work to
assess and evaluate
student understanding,
and will determine the
next steps for instruction.
During team meetings
with my grade-level
partner and principal, we
look over student
information and student
work to evaluate where
students stand, and if
additional teaching on
specific concepts is
necessary. 9/17/2022
Applying
Reviews and monitors a
variety of data on student
learning individually and
with colleagues to
identify trends and
patterns among groups of
students. 3/4/2023
At the end of each day, my
grade-level partner and I
will discuss the lessons
taught that day and how
they went. We discuss
whether or not students
understood, or if we need
to reteach. I also spend
time reflecting on my own
teaching practices and
determine whether or not
I need to make changes
for the future, based on if
students reached the
learning goal for that
lesson. 3/4/2023
Integrating
Reviews and monitors a
broad range of data
individually and with
colleagues to analyze
student thinking and
identify underlying
causes for trends.
10/27/2023
Teacher evaluates and
analyzes a class set of
student work to
determine next steps for
instruction. For example,
during our Phonics
lessons, we always end
with practicing writing
the letter that we learned
that lesson. If the lesson
was on letter "h", students
are given a worksheet
where they trace h's,
write h's themselves, and
trace/write words that
begin with h. I always
evaluate the worksheets
afterwards to decide if
students need additional
practice, or if certain
students need to be
pulled for
one-on-one/small group
instruction. Teacher
participates in ongoing
monitoring of the English
Learners’ content
progress and language
skills within the structure
of grade level teams. My
EL spends time on
BrainPoP each week, and
Innovating
Facilitates collaborative
work and fosters
colleagues ability to
identify and address
causes for achievement
patterns and trends.
3/20/24
Teacher reviews
assessment results and
uses the information to
plan appropriate
instruction and academic
activities for all students,
as well as evaluates and
analyzes a class set of
student work to
determine next steps
for instruction. For
instance, students
recently took a coin
post-assessment, and
results indicated that
many students still
lacked important
concepts. Before
moving on to the next
unit, teacher spent time
reteaching these
concepts to ensure all
students were on track.
3/20/24
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
her progress is used to
discuss within my grade
level team, along with
other grade levels to
determine next steps.
10/27/2023
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. 3/4/2023 integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. 10/27/2023 students. 3/20/24
data to establish Plans instruction using Plans differentiated
learning goals and to available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate, guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction individual students. needs. 3/4/2023 group learning needs. and make ongoing
9/17/2022 10/27/2023 adjustments to match the
evolving learning needs of
Modifies lessons during individuals and groups.
instruction based on 3/20/24
informal assessments.
10/27/2023
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
When it comes to learning
goals, I might modify
them to meet the
knowledge, skills, and
abilities of individual
students. For example, if a
student in my class is
excelling in math, I might
provide them with an
enriched assignment to
challenge them and keep
them engaged in the
content. As well, I group
my students according to
student work and what
they already know/don’t
know. 9/17/2022
Applying Integrating Innovating
I am constantly modifying
Teacher differentiates or
learning goals to meet the Teacher differentiates or
modifies learning goals to
needs of individual modifies learning goals to
meet the knowledge,
students. If I notice that a meet the knowledge,
skills and abilities of
student is struggling to skills and abilities of
individual students. For
read sight words, I might individual students. One
instance, if a child had a
target that need by example of this is
high score on an
playing a sight-word demonstrated in students’
assessment, their
bingo game or “around SST goals. Once a child
learning goal will look
the world” game that has reached their goal, a
different and more
focuses on sight words. I new and/or modified goal
advanced than a child that
am always differentiating is put in place to continue
scored low on the same
and modifying my seeing growth in the
assessment. Student
instruction to fit the child. This shows how
Work is analyzed to
needs of the students I’m learning goals are
determine next steps for
working with. 3/4/2023 updated frequently based
instruction; students are
on periodic assessment of
grouped for targeted
student progress. Student
instruction. Students are
work is analyzed to
placed in small groups for
determine next steps for
center rotations based on
instruction; students are
their academic
grouped for targeted
strengths/weaknesses,
instruction especially
and their overall progress
during center rotation
in the class. Teacher
time. 3/20/24
frequently reevaluates
these groups to make any
necessary changes.
10/27/2023
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 opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all individual learning goals. include goal setting development. individual skills. 3/20/24
students in exercises. 3/4/2023 10/27/2023 Develops students’
self-assessment, Monitors progress using Integrates student meta-cognitive skills for
goal-setting, and available tools for Provides students with Guides students to self-assessment, goal analyzing progress and
progress monitoring recording. 9/17/2022 opportunities in single monitor and reflect on setting, and progress refining goals towards
lessons or sequence of progress on a regular monitoring across the high levels of academic
lessons to monitor their basis. 10/27/2023 curriculum. 3/20/24 achievement.
own progress toward
class or individual goals.
3/4/2023
When I taught 4th grade, I I give students the
Students are provided
provided students with responsibility to monitor Teacher teaches students
with substantial support
substantial support when their progress and work. how to critique their own
when they are learning
it came to For example, when work and direct their own
the strategies for
self-assessments. For students do work in their learning. This is most
self-assessment in the
example, I provided them writing journals during often seen during PBL
form of graphic
with graphic organizers, an ELA lesson, I have projects, where students
organizers. When
rubrics, specific them complete a writing are in charge of their own
students reflect on their
procedures, and checklist. They must learning. Teacher
learning throughout the
questions to ask make sure they have an provides opportunities
course of a PBL unit, they
themselves. With the uppercase at the for students to examine,
are given a graphic
rubric, students had a beginning of their reflect on, and revise their
organizer where they can
clear understanding of sentence, lowercase own work. 3/20/24
either write or draw their
what they could do to letters in the middle of
thoughts, questions, or
improve their work. I their sentence,
what they've learned.
would also provide punctuation, and finger
Teacher teaches students
examples of student work spaces. 3/4/2023
how to critique their own
at different levels. I
work and direct their own
encourage students to
learning. Teacher asks
share their work with
permission to use
their families through
students' work as an
student-led conferences
example on the doc cam,
so that they can see their
and models for students
child’s progress
how to self-assess.
throughout the year.
Teacher models and
9/17/2022
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
teaches students to revise
their work in response to
their self critique so they
learn how to improve
performance. Teacher
provides students with a
writing checklist that they
can use on their own to
make sure they made no
mistakes. 10/27/2023
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 provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
9/17/2022 about student learning. colleagues, families, and audiences. 3/20/24 learning to all audiences.
communication of
3/4/2023 students. Ensure that
student learning
communications are
received by those who
lack access to technology.
10/27/2023
CSTP 5: Assessing Students for Learning
Element Emerging
There are several
methods of
communicating progress
to students’ families that I
use. For example, we
schedule conferences
throughout the year with
families to discuss how
students are doing.
Another example is
sending student work
home. Some work I will
keep for student data, but
the rest is sent home so
parents can see how their
child is doing in class.
There are 3 times
throughout the year in
which we will send report
cards home to
communicate student
strengths and
weaknesses. The last way
in which I communicate
progress is the most
popular - through email.
If students are struggling
in a certain area, I will
make it known to the
parents first through
email correspondence.
9/17/2022
Exploring Applying Integrating Innovating
Students do MAP testing Teacher clearly
(ELA and math) at the communicates Teacher clearly
beginning, middle, and information about communicates
end of the year. The academic progress to information about
results are analyzed and students and their academic progress to
used to group students families. For instance, students and their
according to needs. The teacher uses the app families. Teacher meets
results of these "ParentSquare", report one-on-one with students
assessments are cards, parent/teacher to discuss their progress.
communicated with conferences, student In addition, teacher uses
parents. 3/4/2023 work sent home, an app called
telephone calls, think “ParentSquare” to
sheets, progress reports, communicate with
and class newsletters to parents, along with report
communicate about cards and parent/teacher
student progress to conferences to discuss
families. Teacher meets their child’s academic
regularly with colleagues standings. 3/20/24
to discuss students who
are on the "watchlists'"
progress to determine if
further action needs to be
taken. For example,
whether or not they need
an SST or additional
supports/accommodation
s. Teacher keeps track of
"watchlist students" using
a shared Excel sheet
among colleagues.
10/27/2023
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 based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
Seeks to provide feedback academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of in ways that students 3/4/2023 increased learning. progress and ways to
information to share
student proficiencies, understand. 10/27/2023 provide and monitor
timely and
challenges, and behavior Provides opportunities support. 3/20/24
comprehensible
issues through school Communicates with for comprehensible and Communicates regularly
feedback with
mandated procedures. families about student timely two-way with families to share a
students and their
progress, strengths, and communications with range of assessment
families
needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. family support. 3/4/2023 10/27/2023
9/17/2022
There are several I am in constant
Teacher ensures that
methods I use for communication with Teacher communicates
students and their
communicating goals to students’ families. I make students’ learning to
families understand the
parents. These include it a point to even assist families,
learning goals. This is
homework instructions, over-communicate with instructional support
communicated at "Meet
report cards, electronic parents so that they are teachers, RSP teachers,
the Teacher" night,
grading programs never in question about etc. in providing
newsletters, homework
(PowerSchool), parent their child’s progress. If I appropriate support to
instructions, report cards,
conferences, notes to have a concern, I try and improve student
parent conferences, IEPs,
parents, IEPs, email, and let parents know right achievement. Not only
and website postings on
website postings (through away so that we can get to does teacher use the
ParentSquare. Teacher
ParentSquare). Not only the bottom of it and above ways to
communicates students’
do I communicate provide their child with communicate with
learning to assist families,
students’ learning to as much support as parents, but teacher also
support teachers,
families, but I will also possible. I respond keeps instructional aides,
instructional aides in
communicate it to quickly to parents and math/reading
providing appropriate
support teachers and make sure they know that interventionists, and
support to improve
instructional aides who I am there to help in SPED director up to date
student achievement. For
pull my low students. I do whatever ways needed. with students’ progress.
instance, teacher
this so as to improve 3/4/2023 We are in regular
communicates to math
student achievement. communication with one
interventionist which kids
When communicating another. Communication
need additional support,
with parents, I do so in a with families is handled
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
respectful way, one that is along with what their in a non-threatening way
sensitive to the diversity current needs are. that is respectful. Teacher
in the community. Communication with has accountability
9/17/2022 families is handled in a partners that look over
non-threatening way that messages to parents
is respectful of the before hitting send, in
cultural and order to ensure that
socio-economic diversity messages are as
in the community. respectful as possible.
Teacher often has 3/20/24
colleagues look over
emails to parents before
sending them.
10/27/2023