CSTP

5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. 9/28/17 pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. 12/1/18 progress.
purposes, Begins to identify specific Selects assessments
characteristics, and characteristics of based on clear Integrates a variety of Draws flexibility from a
uses of different assessments that yield understanding of the characteristics into repertoire of appropriate
types of assessments different types of purposes and assessments to allow assessment options and
information about characteristics of students with a ranges of characteristics to
student preparedness, assessments to support learning needs to maximize student
progress, and proficiency. student learning. 5/2/18 demonstrate what they demonstration of
9/28/17 know. 12/1/18 knowledge. 5/1/19
In the beginning of the I have started creating I continue to do my One way that I use
school year I do a pre- pre- and post- assessments but I also assessments that support
assessment by testing assessments with the include student questions differentiated learning is
letter and number purpose in mind to use into my assessments. I through our spelling tests.
recognition. Throughout shape my instruction also had students do a I create spelling tests
each Language Arts unit I based on results. In an self-assessment so they based on different
do a progress monitoring addition unit I created, I could tell me how they student’s levels. I have
assessment every 2 used the results of the think they are doing too. one group that completes
weeks and at the end of pre-assessment to group 12/1/18 a more difficult spelling
each unit, the students students with a partner test than the other
take a unit test. I use this who would support them groups. 5/1/19
information to in their learning goals.
understand how each I also still do my pre
student understands the assessments in the
material. 9/28/17 beginning of the year to
see where students are at.
5/2/18
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 throughout
assessments. 9/28/17 student learning. 12/1/18 informal assessment data instruction to collect
Follows required 5/2/18 on student learning. ongoing assessment data
5.2 Collecting and processes for data Uses analysis of a variety appropriate for the range
analyzing assessment analysis and draws Make adjustments in of data to inform planning Uses data analysis of a of learner needs.
data from a variety of conclusions about student planning for single and differentiation of broad range of
sources to inform learning lessons or sequence of instruction. 12/1/18 assessments to provide Uses results of ongoing
instruction. lessons based on analysis comprehensive data analysis to plan and
of assessment data. information to guide differentiate instruction
9/28/17 5/2/18 planning and for maximum academic
differentiation of success.
instruction. 5/1/19
If I feel like students don’t I collect formal and I try to create different
understand the lessons, I informal assessments and ways to assess student
will add additional then I change lessons and learning that is informal
lessons to test students’ instruction based on and formal. We play
knowledge. After I do those assessments. If I games so I can informally
formal progress notice that students are assess students and we
monitoring, I will add struggling with a certain take sit down tests so I
worksheets as another concept, I’ll change can formally assess them.
form of an assessment instruction or plans to 5/1/19
after I’ve re-taught the make sure students will
concept. 9/28/17 understand for formal
assessments. 12/1/18
I also have started making
adjustments to my lesson
plans. I write notes that
remind me what worked,
what should be done
differently, or what
should be added. This
way when I look at my
lesson plans the next
year, I can adjust my
lesson to make it better.
5/2/18
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
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
students. 9/28/17 causes for trends. 5/2/18 12/1/18 5/1/19
I have the opportunity to My colleagues and I have I meet with my colleagues
talk with my colleagues started meeting once a once a week and during
throughout the day either month to talk about those meetings I bring up
on the playground or student learning. We talk things I’ve found that I
while watching our about curriculum and want to incorporate,
daycare students. We things we want to add to things that worked with
discuss the lessons we it. We also talk about how my students and concepts
teach and the our students and learning that need to be re-taught.
assessments we do and and brainstorm ideas on 12/1/18
how students scored. We how to help them better. When I meet with my
talk about the patterns we 5/2/18 colleagues we talk about
see throughout the years, different things regarding
with different curriculum out student’s
taught, and on students assessments. We then
who were in certain discuss ways to better
classes the previous year. help our students. 5/1/19
9/28/17
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
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. 5/2/18 students.
data to establish
Plans instruction using 9/28/17 Plans differentiated 12/1/18
learning goals and to
available curriculum lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
and modify
instruction to address students’ diverse learning meet individual and differentiate instruction,
instruction
learning needs of needs. group learning needs. and make ongoing
individual students. 5/2/18 12/1/18 adjustments to match the
9/28/17 Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
5/2/18 12/1/18 5/1/19
After I’ve taught the I use the assessments I
curriculum, if I feel like give students to modify
students are still my goals for different
struggling, I continue to students. If one student
go over the concept until I scores low on an
feel like all students have assessment, I’ll make sure
met the specific goal. If a to give them extra
particular student is still practice. If a student
struggling, I make sure to already reaches my
notify his or her parents learning goal, I’ll give
and give supplemental them a different goal that
worksheets so that I can will challenge them so

feel more confident in they won’t be bored.
moving on. 9/28/17 5/2/18
I modify my lessons when
I notice that students are
not understanding
concepts I am explaining
to them. I’ll regularly ask
students if they
understand and if
students don’t I’ll make
one-on-one time for them
or I’ll modify the lesson
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
using different words and
examples for students to
understand better.
12/1/18
I think the best way for
me to move to innovating
would be to create more
data tables once I have
my assessments. My
school does all our
grading by pen and paper,
so I think if I created
more graphs with data I
would be able to move to
innovating. 5/1/19

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. 5/2/18 individual skills.
students in self-
9/28/17 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. 9/28/17 lessons or sequence of basis. 5/2/18 across the curriculum. high levels of academic
lessons to monitor their 12/1/18 5/1/19 achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Since my students are in I have been working hard Before conferences, I gave
kindergarten, I haven’t on guiding my students my students a self-
found a way to have into self-assessment and assessment evaluation
students make individual creating their own goals. and they assessed how
goals in their learning. For an addition unit, I had they felt they were doing
That is definitely the students create their and then wrote
something I want to own learning goals and something they wanted to
become better at. I do use then I planned lessons improve on. 12/1/18
progress-monitoring that would help them I create “I Can…” charts
assessment every two achieve those lesson around the classroom an
weeks that is provided in goals. The students were students can sign the
our curriculum. 9/28/17 all excited to continue chart once they can
learning in hopes of successfully complete the
achieving their goal. task. 5/1/19
5/2/18

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
5.6 Using available proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of student ongoing communication
analysis, and student learning. 9/28/17 colleagues, and families administration, learning to all audiences. regarding student
communication of about student learning. colleagues, families, and 12/1/18 5/1/18 learning to all audiences.
student learning 5/2/18 students. Ensure that
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
We don’t have a Although my school still For assessments, I
technology to record doesn’t have technology, I implement some that are
assessments or bring my laptop daily to pencil and paper, but I
assignments. I record my school to make myself assess using technologies
assessments on paper. If I assessable through emails as well. I assess students
need to communicate to parents. We also give when we play Kahoot on
with a parent regarding a parents a progress report our tablets. I also
student, I either talk to in October and then communicate to parents
them in person or report cards in January using Class Dojo. 12/1/18
through email. 9/28/17 and June. 5/2/18 I create assessments
using technology,
however my school does
not provide us with a lot
of technology besides 4
kindles per class. So I
communicate using Class
Dojo and I use different
apps to informally assess
students. 5/1/19

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
5.7 Using assessment assessments. sequence of lessons. strategies for improving and informal assessments communications about
information to share Seeks to provide feedback academic achievement. in ways that support individual student
timely and Notifies families of in ways that students 9/28/17 increased learning. progress and ways to
comprehensible student proficiencies, understand. Provides opportunities provide and monitor
feedback with challenges, and behavior Communicates with for comprehensible and Communicates regularly support.
students and their issues through school families about student timely two-way with families to share a
families mandated procedures. progress, strengths, and communications with range of assessment
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.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
behavior issues. family support. 9/28/17 5/2/18 12/1/18 5/1/19

I return the work that we I have started getting in

did in class the following the habit of emailing
day. I want parents and parents to let them know
students to be aware of how their students are
what is going on in class. doing. I will email them
If a student needs to concerns that come up in
improve something, I’ll their learning, or
often make a note on the something that they did
paper to practice it at really well in the
home. classroom. My parents
I also use email to have been really good at
communicate with responding to the emails
parents and create a two- that I send. 5/2/18
way communication with I give feedback to parents
them. I discuss either through the app Class

learning issues or Dojo. I communicate to
behavior issues I notice in parents and send them
class. I ask parents if they messages on the app
notice the certain when concerns arise.
behaviors at home and 12/1/18
what do they do. I want to One thing I think that I
create a partnership in could do to move to the
helping their child innovating stage would be
succeed. 9/28/17 to create times
throughout my day to
catch up with my
students one-on-one to
help them take ownership
of their learning and their
goals. 5/1/19