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
5.1 Applying assessments.
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.
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.
My co-teachers and I use I have utilized a
assessment during from multitude of assessment
curriculum (i.e. iReady) tools and have expanded
as well as finding or my assessment repertoire
creating our own for this year. I assessed a
informal checks of student for the first time
understanding. We take using the Brigance
into consideration Inventory of Early
diverse student needs Development to yield
and means of expression. additional data in
For instance, I have a conjunction with the
couple of students on my KTEA-3 for a triennial IEP
caseload that use an AAC assessment report.
device to communicate,
rather than verbally.
Their assessments often
include multiple-choice
visuals for them to point
to, to indicate their
answers, or extended
time to respond on their
AAC device.

My co-teachers and I
utilize both paper-based
and computer-based
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
assessments. We also
incorporate a variety of
response options such as
visual multiple choice
options, written multiple
choice options, short
answer, adult-scribed,
and drawings depending
on the abilities of diverse
students.

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
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
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
My co-teachers and I
gather formal math,
reading, and writing data
three times a year. We
take weekly informal data
during end of lesson
activities, which range
from worksheets, polls,
quizzes, and student
check-ins. We also take
additional informal data
during our six-week
intervention cycles that
focus on math and
reading skills. This data is
used to guide where re-
teaching might be
needed, which
accommodations and
tools need to be in place,
and who needs additional
small group or one-on-
one support when I push
into classrooms.
We collect data from
classroom assessments,
iReady, IABs, and running
records to inform
instruction and plan for
intervention groups.
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.
Integrating Innovating
For IEP assessment
reports, I work to
incorporate academic
data from at least three
separate assessment
tools (both formal and
informal). This data is
used to guide individual
goals and set realistic
expectations. This data is
then also used to
determine which key
accommodations and
modifications are needed
to ensure equitable
access to grade-level or
modified curriculum.
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleagues ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
During our co-planning I consistently monitor
sessions, my co-teachers data for students on my
and I are able to reflect caseload to measure
on grade-wide data to progress toward IEP
guide future instruction. goals. Specifically in the
We also have cycles in area of challenging
our weekly professional behaviors such as
development meetings physical aggression, I
that are allocated toward work to collect ABC data
reviewing and analyzing to analyze patterns and
data with our grade-level guide interventions. I also
teams. As a special participate in monthly PD
education teacher, I also meetings with my grade-
review data frequently to level team to review
monitor progress toward whole-grade student data
IEP goals, and assess and create homogenous
present levels of groups for Tier 2 and 3
performance. I want to interventions.
work more toward
identifying underlying
causes for trends.
Sometimes it can feel
difficult to identify if
specific students have
been receiving
continuous intervention.

During co-planning for

intervention cycles, we
analyze student
assessment scores to
inform homogenous
groups and guide
instruction.
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 Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
My co-teachers and I I record weekly data with
work to establish support of my general
learning goals based on education teachers and
common core standards paraprofessionals,
and formal data. During specifically toward IEP
co-planning sessions, we goal progress. This data is
ensure to differentiate used to guide necessary
instruction by analyzing accommodations,
student performance and interventions, and
embedding highlight areas of
accommodations. strengths and needs.
Additionally, I refer to
alternate achievement
standards and IEP goals
to set realistic goals for
students on my caseload.
We use summative
assessments and checks
for understanding to
guide future instruction
when planning for the
following week.

Once homogenous groups

are created for
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
intervention cycles, we
set goals for students to
achieve by the end of the
six-week cycle.
Differentiation is
discussed during co-
planning using IEPs and
assessment data.

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. 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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
As a special education On the most recent This year, my school site
teacher, I feel that I am intervention cycle, I started data chat folders.
usually the primary provided students with The purpose of these
person setting goals for their pre-assessment data folders are to review
students, especially since so they could work to academic assessment
I’ve become so improve their fact fluency data with students and
accustomed to writing and set their own goals discuss if they are
IEP goals. I am working for the post-assessment. meeting current
toward giving students standards. Students then
more ownership of their are given the opportunity
learning goals to to set personal goals
encourage independence based on their data. Data
during the reflection chats are administered at
process. I feel that if the beginning, middle,
students are able to track and end of year after
their own growth diagnostic data is
towards goals, it will collected.
increase their pride and
motivation.

Students graph their

progress after our
intervention cycles and
set goals for the next
quarter.

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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
At our school, we use a We use a multitude of
variety of technologies in digital assessment tools
regards to assessment including iReady, Google
and feedback. These Classroom, Reflex Math.
technologies include XtraMath, and Google
iReady, Google Forms. Two graded
Classroom, Infinite assignments are input
Campus (gradebook), weekly to Infinite
Bloomz (for messages Campus, which is our
regarding future school system to record
assessments), and weekly attendance, contact
newsletters to information, and grades.
communicate upcoming Parents have access to
instruction and Infinite to view grades.
assessments.

We utilize iReady, Google

Forms, XtraMath, Google
Slides, and Reflex math to
assess student learning
and gather data.

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

During assessments, such All students have the

as the running record opportunity to view their
assessment that tests academic diagnostic data
students’ independent during data chats. Their
reading level, I like to be data is presented visually,
honest with students in and they fill out bar
where they are in terms graphs to track their
of personal growth, and progress throughout the
in comparison to grade school year. Families
level expectations. This receive access to two-
allows students to graded assignments a
recognize the strengths in week on Infinite Campus.
their growth and areas of Graded assignments are
need they are still also sent home with
working toward if they students for families to
are not quite meeting review.
grade-level expectations.
As a special education
teacher, I also maintain
timely communication
with families through IEP
meetings, progress
monitoring marks,
conferences, and team
meetings when
necessary. Families also
have access to my Google
phone number and email,
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
which is posted on a
website I share with
families each week to
show upcoming content
focus and important
dates.

Students are given two

assessments weekly that
are put into the grade
book and communicated
with families. After
beginning, middle, and
end of year assessment
periods, families are also
provided communication
regarding their students’
growth. We also provide
students with their scores
so they can make goals of
improvement for future
assessment cycles.