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. 9/27/17 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.
5/12/18
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. progress.
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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. knowledge.
student learning.
12/14/18 5/5/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Currently I am working a As a school we are going
lot with different through a book by
assessments that are Margaret Hermitage
provided in a brand-new about Formative
ELA curriculum adopted Assessment. I was one of
in to the district. I feel 5 staff member who went
that I am just beginning to a conference to hear
to get immersed in it but her speak. When we
look forward to gaining a asked what the best place
better understanding of to start was, she told us
it. I am attending a mastering clear learning
formative assessment goal/intentions for our
training next month to students. Our school has
foster my growth in this started there. I am using
area. 9/27/17 different methods to
assess my students
understanding such as
exit tickets, listening to
conversations to address
misconceptions, and
allowing students more
self-led learning. In doing
so it makes it more
evident the difference
between formative and
summative assessment.
5/12/18
Applying Integrating Innovating
I give my students pre-
assessments before a test
especially in math. They
help me figure out where
the students are and what
I need to stress when I am
teaching the new lesson.
12/14/18 5/5/19
I have gained a better
understanding of
assessments by looking at
the assessments given by
the curriculum, prepping
students for state
assessments, and making
my own assessments
when the curriculums
assessment does not line
up with the lessons.
12/14/18 5/5/19
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. 9/27/17 student learning. informal assessment data instruction to collect
Follows required 5/12/18 12/14/18 on student learning. ongoing assessment data
5.2 Collecting and
processes for data 5/5/19 appropriate for the range
analyzing
analysis and draws Make adjustments in Uses analysis of a variety of learner needs.
assessment data
conclusions about planning for single of data to inform planning Uses data analysis of a
from a variety of
student learning lessons or sequence of and differentiation of broad range of Uses results of ongoing
sources to inform
lessons based on analysis instruction. 12/14/18 assessments to provide data analysis to plan and
instruction.
of assessment data. comprehensive differentiate instruction
9/27/17 5/12/18 information to guide for maximum academic
planning and success.
differentiation of
instruction. 5/5/19
Sometimes the During the school year I I include assessments
assessments provided by use a lot of formative that are both formal and
the curriculum does not assessment. This can be informal to guide
measures the standards used informally and can instruction. Both types of
in a way that clearly drive my instruction. I assessments are
shows if they have the also use summative necessary in the teaching
skill. When this happens, assessments to see the process and are used in
I either make an growth of my students. multiple ways. All of my
assessment myself or find All the above drives my informal assessments are
one that measures instruction in the used to gauge the time I
success for accuracy. classroom. 12/14/18 need to spend on a topic
9/27/17 5/12/18 or if reteaching is
When I look at the data of necessary while a formal
I keep my plans very all forms of assessment, I assessment tells me
tentative. If there is a can see areas where most where the students are at
lesson that needs more students struggle in. the end of a lesson or
time I extend the lesson When this happens, I can unit. This helps he change
and adjust accordingly. review and change the my teaching practiced or
The success of the strategy I used for the encourages me to support
student is more students to look at it in a certain students further.
important that different way. 12/14/18 5/5/19
completing a designated
lesson a day in my book.
9/27/17 5/12/18
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
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
9/27/17 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
5/12/18 students. 12/14/18 causes for trends.
5/5/19
Currently I am the person Use of assessment data is This year the district has
who is looking over used by me in the embedded time for
assessment data from my classroom but is often reflection on or test data.
class. This will change reflected on during IEP We meet within grade
once we take our first and SST meetings when levels and discuss areas
Benchmark Assessment. deciding the best ways to where students struggled
There will be time for us help a child. 5/12/18 overall as well as
to go over our data during strategies used for
planning time by the teaching the information.
district. 9/27/17 We can reflect and learn
from one another’s
successes. 12/14/18
5/5/19
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. students.
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. group learning needs. and make ongoing
9/27/17 5/12/18 adjustments to match the
12/14/18 Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal
assessments.4/7/19
Looking at data from I have used different
assessments I can see types of assessment in my
where gaps in learning classroom in order to
are. I then adjust and plan and guide my
either teach the teaching. I have recently
information a second switched up my ELA
time for whole group or block in order to ignite
add more practice time in more interest and student
small groups for participation and overall
individual students. raise some of their test
9/27/17 5/12/18 scores. I now do centers
12/14/18 that aree mostly student
led. This has allowed
For individual students, I them to be responsible
can pull in to small for their learning and has
groups or one on one given my students a fresh
work while the class is perspective n the
working independently. material. 5/7/19
9/27/17 5/12/18
12/14/18
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 summative learning goals through and goal setting and set learning goals self-assessment, goal
assessment results. single lessons or processes for learning related to content, setting, and progress
Recognizes the need for sequence of lessons that content and academic academic language, and monitoring.
individual learning goals. include goal setting language development. individual skills.
5.5 Involving all
exercises. 5/5/19 Develops students’ meta-
students in self-
Monitors progress using Integrates student self- cognitive skills for
assessment, goal-
available tools for Provides students with Guides students to assessment, goal setting, analyzing progress and
setting, and progress
recording. opportunities in single monitor and reflect on and progress monitoring refining goals towards
monitoring
lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 5/5/19 achievement.
own progress toward
class or individual goals.
9/27/17 5/12/18
12/14/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
At the beginning of the
year I had students set
goals with their parents. I
used this data to help
encourage them to stay
on task when they are
feeling defeated or tired
of working.
Goals I want them to
reach are discussed
before a lesson and even
before an assessment I
give them pointers on
how to get there. For
example, ‘if you read
directions carefully, you
will be able to complete
all parts of the multi-step
problem. My goal is for all
of you to complete all the
steps. 9/27/17 5/12/18
12/14/18
Uses available Explores use of additional
technologies to record technologies to
assessments, determine implement individual
proficiency levels, and assessments, record
5.6 Using available
make required results, and communicate
technologies to assist
communications about with administration,
in assessment,
student learning. colleagues, and families
analysis, and
about student learning.
communication of
student learning
Applying Integrating Innovating
I model what is means to
set goals for my students.
I may times share goals I
have set for myself and
then tell them the things I
am doing to reach them.
For my character
education for goal setting
I had my students write
long term and short- term
goals for themselves. I
referenced these many
times in the year in order
to keep them motivated
to reach these goals.
5/5/19
Uses technology to design Integrates a variety of Use a wide range of
and implement technologies into the technologies to design,
assessments, record and development, implement, and analyze
analyze results, and implementation, analysis assessments and provides
communicate about of assessments, and for an in depth and
student learning with communication of ongoing communication
administration, student learning to all regarding student
colleagues, families, and audiences. 12/14/18 learning to all audiences.
students. Ensure that 5/5/19
communications are
received by those who
lack access to technology.
9/27/17
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I assign math and weekly I have incorporated math
reading tests on the and weekly reading tests.
Chromebook. Students I also use technology for
will log in to Think vocabulary practice
Central and take their through Quizizz and exit
assessment. I then tickets. 12/14/18 5/5/19
transfer the grades into
Illuminate ed our online
gradebook.
Administration and
parents have access to my
gradebooks. 9/27/17
5/12/18

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback based clear and timely sharing of leadership in seeking and
timely and assessed work and on formative assessments information about comprehensible feedback using ongoing
comprehensible required summative from single lessons or strengths, needs, and to students from formal comprehensible
feedback with assessments. sequence of lessons. strategies for improving and informal assessments communications about
students and their Seeks to provide feedback academic achievement. in ways that support individual student
families Notifies families of in ways that students 12/14/18 5/5/19 increased learning. progress and ways to
student proficiencies, understand. 9/27/17 provide and monitor
challenges, and behavior Provides opportunities Communicates regularly support.
issues through school Communicates with for comprehensible and with families to share a
mandated procedures. families about student timely two-way range of assessment
progress, strengths, and communications with information that is
needs at reporting families to share student comprehensible and
periods. Contacts families assessments, progress, responsive to individual
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
as needs arise regarding
struggling students or
behavior issues. 9/27/17
Every other Thursday I
send home a Thursday
folder which in includes
all the student’s formative
assessments from the two
weeks prior in a packet
with a parent signature
required. A progress
report is also enclosed so
they can know how their
students are doing in
class and what they owe
me. 9/27/17
I send messages home
over Class Dojo when
there is a problem going
on in class that I think
needs addressing. I make
it a point to keep parents
in the loop, so they can
support students at
home. 9/27/17
Applying Integrating Innovating
raise issues and/or student and family needs.
concerns, and guide
family support. 5/12/18
12/14/18 5/5/19
I am still using Thursday
folders to send progress
reports and test packets
home to parents to
review every other week.
I have also started using
Google Docs to
communicate with my
students. When we start a
writing assignment I have
them format the page and
then share the document
with me. This way I can
open their paper from my
computer and leave
comments on the work
they have done. It also
makes for a quick check
on who needs more
guidance from me.
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5/5/19