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
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.
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
07/14/23.
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning. 07/14/23.
In LiveLesson, I strive to
ensure that my informal
assessments are
appropriate and analyze
the skills that are being
taught to meet learning
goals. I do this in my
Learning Labs when
creating a pre-
assessment, formative
assessments, &
summative assessments
to assess students’
progress. 07/14/23.
I am purposeful when
selecting assessments to
assess students
understanding. This helps
me to support student
learning needs.
07/14/23.
Develops and adapts the
range of appropriate
assessments to address
questions about students’
learning needs and
progress. 12/8/23.
Integrates a variety of
characteristics into
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know. 12/8/23.
I use a variety of
assessments including
but not limited to
diagnostic assessments,
synchronous
assessments, informal
assessments, progress
monitoring, etc. to
address students learning
needs and progress.
Additionally, I use
Nearpods & exit tickets
an informal assessment
of students’ progress and
learning goals. I do my
best to integrate a variety
of different
characteristics into
assessments to allow all
students to demonstrate
what they know. For
example, I provide a
variety of different
learning activities in
Nearpod for assessment.
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress. 4/13/24
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge. 4/13/24
This year I have learned
about a wide range of
different assessments. I
have incorporated a lot of
these into my instruction
and teaching. I have used
i-Ready diagnostics, IXL
diagnostics, Reading A to
Z Raz Plus Reading
Running Records, Math
Foundational Skills
Assessments, etc. to
assess my students.
Additionally, I have used
an ongoing multiplication
assessment that students
take weekly. Finally, exit
tickets have served as a
great informal
assessment to assess
students understandings.
These have all helped me
support differentiated
student learning needs
and reflect progress &
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
12/08/23. maximize student
demonstration of
knowledge. 4/13/24

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 throughout instruction to
Follows required 07/14/23. on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in 11/18/23 assessment data
analyzing
analysis and draws planning for single Uses analysis of a variety appropriate for the range
assessment data
conclusions about lessons or sequence of of data to inform Uses data analysis of a of learner needs. 4/13/24
from a variety of
student learning lessons based on analysis planning and broad range of
sources to inform
of assessment data. differentiation of assessments to provide Uses results of ongoing
instruction.
instruction. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success. 11/18/23.
instruction. 07/14/23. 4/13/24
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I conduct our school I use the data I receive I have been using ongoing
required assessments, from the beginning, data tracking & analysis
which include: i-Ready middle, & end of year both individually and
diagnostic, QPS, & a math assessments as well as collaboratively to plan
assessment. I have my informal assessments and differentiate
created my own math in LiveLesson & online instruction for maximum
assessment based on the lesson assessments to academic success and
one provided by our guide my planning and growth. Through the use
instructional coaches. LiveLesson instruction. of daily exit tickets, I am
These are completed at Additionally, I use i- able to see my students
beginning, middle, & end Ready diagnostic and understanding of skills &
of year to collect synchronous assessments progress. Additionally,
students’ data and to create Learning Lab through the use of
monitor progress. I also (RTI) groups twice a year. tracking data to meet our
use a variety of informal 07/14/23. PLC SMART Goal, I am
assessments in able to analyze how my
LiveLessons. Additionally, Throughout the school instruction is supporting
I receive student year, we conduct yearly students learning. After
assessment data from assessments to monitor analyzing progress, I am
online lesson student progress. These able to adjust and
assessments. 07/14/23. assessments are differentiate instruction
conducted at the as needed to support all
beginning, middle, & end students. 11/18/23.
of each school year. This
year, I have & will I have continued to
continue to use i-Ready, incorporate the above
Raz Plus Running strategies. Throughout
Records, IXL, QPS, Math my LiveClasses, I have
Foundational Skills, etc. integrated more informal
Additionally, this year, I assessments to further
have implemented many collect ongoing
informal assessments in assessment data
my teaching (ex. Weekly throughout class. I have
multiplication practice done this through the use
tests, exit tickets, of self-created
Nearpod quizzes, etc.). Nearpod/Blooket
These have helped me activities/assessments
track student and continued use of exit
progress/learning. tickets. 4/12/24
11/18/23.
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 variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 07/14/23. causes for trends. 11/18/23.
4/13/24
I take the time to monitor This year, my PLC team
student assessment data has been great at working
from i-Ready diagnostics collaboratively to review
& synchronous math and data. As a team, we meet
reading assessments to monthly for our “Elevate”
group students and professional development
determine academic day, where we analyze
levels. Additionally, math data and come up
throughout the year, I with plans to support all
monitor student progress students’ math
and data on informal and achievement. We have
formal assessments. analyzed state testing
Furthermore, as scores, i-Ready scores,
colleagues in our PLC SMART Goal Data, 1:1
meetings we monitor our Assessment Data, etc.
students progress at the 11/18/23
beginning, middle, & end
of year, as well as during Through continued
labs. We ensure that reflection and
students are meeting the examination of data both
SMART goal we have set individually and with
as a PLC team. 07/14/23. collages I have been able
to successfully monitor
student learning. One
major area where I have
seen success in this is
through our 4th Grade
PLC SMART goal for
math. 4/13/24
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. 07/14/23. 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. 12/8/23. students.
data to establish Plans instruction using Plans differentiated 4/13/24
learning goals and to available curriculum Plans adjustments in lessons and modifications Uses data systematically
plan, differentiate, guidelines. instruction to address to instruction to meet Plans differentiated to refine planning,
and modify learning needs of students’ diverse learning instruction targeted to differentiate instruction,
instruction individual students. needs. meet individual and and make ongoing
group learning needs. adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on 12/8/23.
informal assessments. 4/13/24
07/14/23.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
I use my formal and Based on assessment data
informal assessment data and students’ progress on
to set learning goals in learning goals and
LiveLessons. I make content standards I
learning goals differentiate instruction
appropriate for students to meet students’ needs. I
and content standards. am willing to modify
07/14/23. instruction during
lessons, based on my
informal assessments, to
ensure that students
meet the learning goal.
07/14/23.
I use my formal
beginning, middle, & end
of year assessments to
guide my instruction. I
also work with my team
analyze CAASPP data to
determine areas of need
in our grade level &
individual classes. In
addition to this, I use
student progress in
LiveClass through the use
of Nearpod & exit tickets
to determine students’
progress and success
with the set learning goal.
Based on my data, I set
appropriate learning
goals for students.
12/8/23.
Innovating
This year, I have been
looking at a lot of data,
both with my 4th grade
PLC team & individually. I
have used this data to
drive my instruction.
Throughout the school
year, I have made
ongoing adjustments to
instruction to match the
evolving learning needs
of my class. I am willing
to make adjustments
where needed based on
data to support my
students and their
success with the learning
goals set before them.
12/8/23.
Evidence is the same as
above documentation.
4/13/24

Evidence is the same as

above documentation.
4/13/24
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. 07/14/23. exercises. 12/08/23. 4/13/24 Develops students’ meta-
assessment, goal- Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
recording. lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 12/08/23. achievement.
own progress toward 4/13/24
class or individual goals.
07/14/23.
I recognize and I sometimes provide This year, I have
understand the opportunities for implemented a lot more
importance of students students to reflect on student self-reflection in
making individual goals, what they have learned class on learning goals.
but I do not do this often and think about whether This has allowed my
enough in class. I provide or not they have students the opportunity
clear learning goals and mastered a topic. This is to reflect on their
expectations, but I rarely often done with a thumbs progress and
have students self-assess up, thumbs down, or understanding. At the end
themselves or create thumbs in the middle for of each lesson students
their own goals. how they feel about a complete an exit ticket
07/14/23. skill. 07/14/23. that allows students to
reflect on their progress
I have just begun to towards learning goals
encourage my students to set before them.
set learning goals for Additionally, students are
themselves. One way I often encouraged at the
have done this is by end of & throughout each
encouraging my students lesson to show me how
to set goals for they are feeling about a
themselves with their concept (Ex. Thumbs
multiplication facts. up/down, red
Weekly we take a light/yellow light,/green
multiplication fact quiz & light, “I am
I have been encouraging confident/somewhat
my class to set goals for confident/ no confident”
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
themselves to achieve etc.). 12/08/23.
when taking this quiz.
12/8/23. This semester I have
incorporated more
discussion about goal
setting, how to set goals,
etc. We have discussed
this in regard to student
progress on
multiplication weekly
assessment, setting goals
for how we can do better
on this assessment,
improve multiplication
facts memorization, etc.
4/13/24

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 11/18/23.
student learning
communications are 4/12/24
received by those who
lack access to technology.
07/14/23.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I communicate
assessment data to
caretakers in a variety of
formats including via
telephone calls, Zoom
calls, progress reports,
PDFs, webmail (our
internal email system),
scheduled conferences,
etc. I use technology to
create a variety of formal
and informal
assessments. I create
Google Sheets to record
and analyze data. I share
this information with
administration,
colleagues, families, &
students, as necessary.
07/14/23.
Integrating Innovating
With switching grade
levels this year, I have
found that I use a much
wider variety of
technologies for
assessment. From formal
to informal assessments, I
have been using
programs such as i-
Ready, Raz Plus Kids, IXL,
Nearpod, Blooket, etc.
These programs have
helped me support
student learning.
Additionally, I have
communicated results &
student progress via
Zoom, phone calls, PDF
documents, progress
reports, etc. I use Google
sheets documents to
house and track all data
from assessments as well.
11/18/23

Evidence is the same as

above documentation.
4/13/24
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
5.7 Using assessment required summative assessments from single strengths, needs, and to students from formal comprehensible
information to share assessments. lessons or sequence of strategies for improving and informal assessments communications about
timely and lessons. Seeks to provide academic achievement. in ways that support individual student
comprehensible Notifies families of feedback in ways that 07/14/23. increased learning. progress and ways to
feedback with student proficiencies, students understand. 12/8/23. provide and monitor
students and their challenges, and behavior Provides opportunities 4/13/24 support.
families issues through school Communicates with for comprehensible and
mandated procedures. families about student timely two-way Communicates regularly
progress, strengths, and communications with with families to share a
needs at reporting families to share student range of assessment
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
periods. Contacts families assessments, progress, information that is
as needs arise regarding raise issues and/or comprehensible and
struggling students or concerns, and guide responsive to individual
behavior issues. family support. student and family needs.
07/14/23. 12/8/23.
4/13/24

I regularly grade Through regular and

assignments, ensuring consistent online grading
that students and parents of assignments,
receive timely feedback. assessments, portfolios,
In formal grading, I make etc. I ensure that students
sure to add notes or and parents receive
comments on how to timely feedback. I make
improve academic sure to add notes, rubrics
achievement. 07/14/23. (when appropriate) and
comments on students
I consistently work to support student
communicate with learning. For informal
parents about students’ assessments (exit
progress and academic tickets), students receive
achievement. I do this by immediate feedback on
sending home i-Ready their work & whether or
diagnostic scores, grading not they solved the
assignments in a timely problem correctly.
manner, conducting calls Finally, I communication
for struggling students, with families consistently
etc. Additionally, in our and regularly to ensure
school environment that caretakers have the
teachers work closely most up to date
with learning information and data on
coaches/parents to guide their child. This helps
the family with support. ensure that I meet
This is something I do student and family needs.
regularly to support 12/8/23.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
student learning.
07/14/23. Evidence is the same as
above documentation.
4/13/24