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
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.
Our curriculum offers a
variety of assessments
and to the best of
knowledge I chose the
exam that will best fit the
needs of my student.
Wonders end of unit
exam seems to be very
ling according to my
colleagues and they are
considering of opting out
of taking the exam.
9/19/17
I use different types of
assessments to form my
small groups so that I can
differentiate my teaching
with each group. Some
kids are beginning
readers and others need a
lot more support with
learning high frequency.
During that small group
instruction I better
support each group.
Applying
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
Formative assessments
have been formally hand
written in my past year of
teaching. This year I
decided to use technology
to assess my students and
have found it to be very
successful. I test them on
letters, sounds, and sight
words through ESGI
Software. Our curriculum
offers a BPST online
testing component that
I’m still currently
working on figuring out.
By testing online, it saves
the data and tracks
progress along with
informing parents on
their child’s progress.
This is also part of the
ISTE Standard 7a. I
provide alternative ways
for students to
demonstrate competency
and reflect on their
Integrating Innovating
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. 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
learning needs to maximize student
demonstrate what they demonstration of
know. knowledge.
ISTE 1: Empowered
Learners- I develop
assessments that
addresses the learning
needs of my students
through ESGI. My
students are then given
the assessments. Many of
the assessment are
similar but some of them
have to be adapted to the
learning need of my
student. For example, I
have a student that
doesn’t speak. She is
nonverbal and therefore I
create test that have
visuals and she can point
to through ESGI. 4.12.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

5/3/18 learning using technology
10/10/18

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
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about lessons or sequence of and differentiation of broad range of
sources to inform student learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning
Element Emerging
As a first year teacher, I’m
following the required
assessments from the
curriculum to check for
students understanding.
Our curriculum offers 2
different assessments.
Except for end of unit
assessment. 9/19/17
I still continue to use the
curriculum’s assessments
to assess student
learning. I have found
different resources that I
can use to assess my
students in high
frequency words, and in
spelling. 5/3/18
Exploring Applying
At the end of the week, Since I was introduced to
once I grade papers I ESGI by another colleague
make adjustments for the I have found so many
following week. Even benefits of using this
when I do an informal software in assessing my
assessment such as students. Through the
thumbs up, thumbs down program I am able to test
I make adjustments so students are different
that I can at least have subject matters, and look
75% of the class at the results in overall
understanding. The other matter. I can see where all
students will work in my student’s strengths
small group to reteach. and weakness are. It
9/19/17 shows me on a bar graph
what letters/ sounds
When I assess my students miss. It can also
students and find that track student’s progress
student’s scored low I in a line graph. This
adjust my lesson. Instead information is then made
of continuing forward, I available in letter format
like to review and to inform parents with
practice more with those what student passed and
students. With the what they need to work
students that above 70% on. I can also print out
I have them continue flashcards for them to
working on the same take home and practice.
subject but I adjust the This relates to ISTE
activity to challenge them Standard 7c. I use
more. 5/3/18 assessment data to guide
progress and
communicate with
parents, students, and
education stakeholders to
build student self-
direction. 10/20/18
Integrating Innovating
Proposition 3;
Responsible for managing
and monitoring student
learning. My assessments
are done strategically so
that all students can
benefit and feel
supported if need be.
Sometimes assessment re
done through the use of
technology, quick check in
thumbs up/down,
written, and individually
on their own. When test
are done individually and
with the use of testing
borders, I can really see
what students
understand the concept
and which students do
not.
CSTP 5: Assessing Students for Learning
Element Emerging
Reviews and monitors
5.3 Reviewing data, available assessment data
both individually and as required by site and
with colleagues, to district processes.
monitor student
learning
Our school site is new
and uprising so I had to
collect data. Once using
curriculum, I began to
review and monitor the
assessment required by
the site and district. I like
to have my assessment
data applicable to the
standard. 9/19/17
I continue to use the
available resources that
our curriculum provides
for us. I do collaborate
with colleagues when I
find inconsistency with
some of my student’s
assessments. As a first
year teacher I find that I
can’t tell if my student has
a learning disability since
they are so young. 5/3/18
Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
additional assessment variety of data on student broad range of data work and fosters
data individually and learning individually and individually and with colleagues ability to
with colleagues and with colleagues to colleagues to analyze identify and address
identifies learning needs identify trends and student thinking and causes for achievement
of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
On Tuesday’s my Domain 5: Promoting the
colleagues and I like to use of assessments and
meet and review our data data for school and
assessments to see how district improvement, My
our students are colleagues and I assess
performing. One of the other grade level
teachers and myself use benchmark assessments.
ESGI so we are able to We then have to grade
view our students them accordingly to the
progress through the use scale provided. This
of technology. The other allows those teachers of
teacher uses the those students to get an
curriculum online outside perspective of
assessment portion to their students. We can
test her students so we then group the data and
like to compare the see how students
programs and discuss performed, and what can
some similarities and be done to better support
differences we find with students that didn’t
our student’s reports. We perform well. 4.12.19
then collaborate on ideas
of what will better our El
students and if any,
students with IEP’s. This
related to ISTE 4a. I
dedicate planning time to
collaborate with
colleagues to create
authentic learning
experiences that leverage
technology. 10/10/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
class. individual students in
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using
plan, differentiate, available curriculum Plans adjustments in
and modify guidelines. instruction to address
instruction learning needs of
individual students.
In my lesson plans I write My POP cycle has pushed
down the essential to create goals with my
question of the week, the students and to teach
letter and the sight word. them how to progress
I then post those on our monitor. It was semi
boards so they are visible successful through the
to the students. 9/19/17 last half of the year. I feel
that starting this from the
beginning will have better
I plan instruction outcomes. 5/3/18
accordingly to the
curriculum but I also I constantly have to make
want to integrate monthly adjustments in my
themes that incorporate instruction to meet the
art, science, math, and diverse needs of my EL
ELA.9/19/17 students. I recently
attended my first IEP
meeting and found that I
will have to make a lot
more accommodations to
help that student better.
5/3/18
Applying Integrating Innovating
Uses a variety of Uses a broad range of Reflects on data
assessment data to set data to set learning goals continuously to make
student learning goals for for content and academic ongoing refinements to
content and academic language that are learning goals for content
language. integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated
lessons and modifications Plans differentiated Uses data systematically
to instruction to meet instruction targeted to to refine planning,
students’ diverse learning meet individual and differentiate instruction,
needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
Through ESGI and my Domain 2: Accessing and
sight word wall I am able Using research to
to set learning goals with Improve practice and
my students. I think that student learning. With
my students enjoy seeing constant reflection, I can
their progress being see how students are
tracked by the donuts on performing, if they are
our word wall. For engaged, and whether the
letters/ and sounds I take techniques I incorporate
time to discuss with are working. If they are
parents how their child is not working I need to
doing and what they can improve my practice so
do at home to support. that my student can learn.
Weekly instruction can be
I have started to created planned but if students
hands on activities that fall behind I differentiate
are differentiated for my instruction or move
different level. I have me lessons around
pocket chart activities accordingly to how my
that have different students understand.
focuses within ELA and 4.12.19
Math. 10/20/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Inform students about Begins to encourage
learning objectives, students to establish
outcomes, and summative learning goals through
assessment results. single lessons or
Recognizes the need for sequence of lessons that
5.5 Involving all
individual learning goals. include goal setting
students in self-
exercises.
assessment, goal-
Monitors progress using
setting, and progress
available tools for Provides students with
monitoring
recording. opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
I inform students of the I created a Dr.Seuss
learning objectives, and Trufula tree with a goal at
outcomes. I know that I the top of the tree and
need to work on along the trunk of the
informing them of the tree there are numbers.
result of summative The goal is for students to
assessments. 9/19/17 track their progress and
push them to reach the
top of tree. This was part
of my POP cycle and I
found that I would do
something similar next
I use running records and year and use if from the
do interventions for low beginning of the year.
performing students. 5/3/18
9/19/17
Students are able to
monitor their progress in
high frequency words,
counting to 100 and
writing their number
correctly 1-30. I will
begin to provide more
opportunities for my
students to track their
own progress in other
Applying Integrating Innovating
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
monitor and reflect on assessment, goal setting, analyzing progress and
progress on a regular and progress monitoring refining goals towards
basis. across the curriculum. high levels of academic
achievement.
Domain 6: Improving
Outreach and
Collaboration with
Families and
Communities- Students
are given a 25 list of sight
words with 4 words per
list. Parents are also
provided with flashcards
to support their child in
learning sight words. This
collaboration deepens
our student’s knowledge
and has a greater affect.
Students are then tested
weekly and if they pass
they can move on, if they
do not pass they write the
words they miss and
continue to practice. This
allows them to be more
aware of their self-
assessment and parents
feel the need to support
their child more. 4.12.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

content areas. 5/3/18
I still feel that this an area
of struggle for me
because my students are
very young. Although we
discuss goals for sight
words and letters, it’s not
something that really
stays on their mind. In my
own classroom, I set a
reasonable score with my
student and inform
parents. Our school wide
goal this year is to have
our SBAC scores go up in
ELA. Due to the high
number of EL students in
our school, there is a
greater concern to push
in and help with
intervention in 2nd grade
and up. 10/10/18

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
about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning
Element Emerging
I use Coolsis to record
assessments and
document student
behavior concers. For
communication with
parents, I use classdojo.
12 out of 19 parents have
classdojo. 9/19/17
I continue to use Coolsis
to record student
assessments and to
document concerns. I will
be working with a new
system Illuminate this
upcoming school year
and hope that it has a
better grading report that
is in detail for parents. I
also continue to
communicate with
parents any concerns I
noticed with their child
right away. 5/3/18
5.7 Using assessment Provides students with
information to share feedback through
timely and assessed work and
comprehensible required summative
feedback with assessments.
students and their
families Notifies families of
student proficiencies,
challenges, and behavior
issues through school-
mandated procedures.
Exploring
As mention previously,
this year I have started to
use ESGI Software and
have found many great
benefits in testing my
student online. I am able
to share detailed data
with colleagues, parents,
and any
administrator.10/10/18
Provides students with
additional feedback based
on formative assessments
from single lessons or
sequence of lessons.
Seeks to provide feedback
in ways that students
understand.
Communicates with
families about student
progress, strengths, and
needs at reporting
periods. Contacts families
Applying Integrating Innovating
ISTE 3 Knowledge
Constructor- Through the
use of our wonders
curriculum students have
at home online resources
that can help them with
sight words, letters,
sounds, and reading. This
form of at home
technology helps
students in their
assessment in the
classroom. I can then
communicate to parents
information of how their
student performed in the
classroom. 4.12.19
Provides students with Integrates the ongoing Facilitates students’
clear and timely sharing of leadership in seeking and
information about comprehensible feedback using ongoing
strengths, needs, and to students from formal comprehensible
strategies for improving and informal assessments communications about
academic achievement. in ways that support individual student
increased learning. progress and ways to
Provides opportunities provide and monitor
for comprehensible and Communicates regularly support.
timely two-way with families to share a
communications with range of assessment
families to share student information that is
assessments, progress, comprehensible and
raise issues and/or responsive to individual
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
as needs arise regarding
struggling students or
behavior issues.
Sight words are tested I communicate with
weekly and I let students parents on the daily when
know the words they they pick up their child. I
missed need to be let them know that the
practiced at home. For the extra support at home
math summative can help the child. Parent
assessment I provided conferences focus on
feedback to students who communicating with the
had performed low. families the strength and
9/19/17 weaknesses as well.
9/19/17
I provide whole class
feedback when I notice a I communicate with
problem that was parents on a daily and
commonly missed. I really weekly subject matter.
need to work on When I notice something
providing additional different or a change I
detailed feedback and communicate my concern
then checking if the to the parent right away.
students really Recently, I noticed that
comprehend what they one of my students
need to work on. 5/3/18 seemed very tired and
worked slowly. I
messaged my concern to
the parent and sure
enough, the student had
been sleeping later than
Applying Integrating Innovating
concerns, and guide student and family needs.
family support.
This is an area where I
feel is stronger for me. I
quickly communicate
with parents through
class dojo any concerns. I
know there can be
miscommunications
through an email so I like
to take the time to meet
with parents to let the
them know where their
child has a weakness. It is
very important for me to
inform them. I never want
my students to lose any
progress that they have
worked so hard on to
make. I also inform
parents that if they ever
want to have an in person
meet, I am more than
happy to meet with them
to address any of their
concerns. 10/10/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

usual. The parent was
more than happy to be
informed and was going
to work on their child’s
sleeping schedule.
5/3/18

When I return test back

to students, I create a
similar question and ask
that student for the
answer. If I see that a
student struggles, I make
note and try to work with
that student individually.
Sometimes I find that my
students made a simple
mistake and knew the
correct answer so I take
the time to explain to
them the importance of
being serious when
taking a test. 10/10/18