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
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
proficiency10/1/17.
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.5/19
12/18
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. 12/18 knowledge.
student learning.5/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I use a fluency tests twice
a unit, sight word test
each unit, summative unit
test at the end of each
unit, spelling tests each
Friday, Math tests after
each chapter, and quizzes
in between. I also use a
benchmark test in the fall,
winter and spring that
encompasses all of the
math and language
standards. I would like to
use more pre tests.
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments.
5.2 Collecting and Follows required
analyzing processes for data Make adjustments in
assessment data analysis and draws planning for single
from a variety of conclusions about lessons or sequence of
sources to inform student learning lessons based on analysis
instruction. of assessment
data.10/1/17& 5/18
Applying Integrating Innovating
Since the last CSTP I have also now been I now do a lot progress
assessment, as a grade using things like on-line monitoring, especially
level, we agreed we need apps to pre/post-test with my lower achieving
meaningful data to help students in the form of students. I also keep
guide our intervention math games or sight word record of it so I have
and instruction. We games that seem to help evidence to share of
created smart goals those students who don’t wither good progress or
relating to fluency and do as well when I stand little progress, at which
sight words. Each Unit, there and read the point I collaborate with
we gave students a pre- assessment from a piece others to determine how
test on sight words, word of paper. 12/18 best to help the students.
reading, which is 5/19
blending, and fluency.
Those students who did
not meet the passing goal,
were included in
intervention for several
weeks and then given a
post-test to see if the
intervention helped. In
all cases, students scored
better after the
intervention and small
group instruction. 5/18
Collects a variety of Designs and integrates an Infuses assessments
formal and informal assessment plan that strategically and
assessment data on provides formal and systematically throughout
student learning. informal assessment data instruction to collect
on student learning. ongoing assessment data
Uses analysis of a variety appropriate for the range
of data to inform planning Uses data analysis of a of learner needs.
and differentiation of broad range of
instruction. 12/18 assessments to provide Uses results of ongoing
comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of I success.
instruction.5/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I grade the assessments
and go back and reteach
what I feel the kids need.
Unfortunately, I cannot
ALWAYS do this for every
skill but the ones where
most students had
difficulty I try and
reteach. If it’s just a few, I
use a small group to
reteach.
I still feel I am at this level
because I haven’t
incorporated these types
of assessments in any
other subject area other
than fluency and sight
words. 5/18
Reviews and monitors Reviews and monitors
available assessment data additional assessment
5.3 Reviewing data,
as required by site and data individually and
both individually and
district processes. with colleagues and
with colleagues, to
identifies learning needs
monitor student
of individual students.
learning
Applying Integrating Innovating
I use the data to make I look at data from the
small groups so that I can NWEA MAP testing,
differentiate instruction. fluency tests, spelling,
I now use leveled readers sight words tests, and
to drive my differentiated informal assessments
instruction. I can always based on my observations
observe who can read during activities to drive
well or not, but my instruction. 5/19
assessment data solidifies
it and gives me proof.
12/18
Reviews and monitors a Reviews and monitors a Facilitates collaborative
variety of data on student broad range of data work and fosters
learning individually and individually and with colleagues ability to
with colleagues to colleagues to analyze identify and address
identify trends and student thinking and causes for achievement
patterns among groups of identify underlying patterns and trends.
students.10/1/17 & 5/18 causes for trends. 5/19
12/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

My grade level has I now discuss NWEA MAP
regular meetings where scores with the reading
we go over how our kids specialist to discuss who
did on particular needs intervention. 5/19
assessments and decide
as a group what
strategies worked, didn’t
work and how to proceed.

I can still improve upon

conferring with
colleagues regarding
student thinking. 5/18

I have improved on
conferencing with the
grade level about
assessment results but I
don’t feel I am in the next
level yet. I should
conference more
regularly, but there is
always so much more to
do and so little time.
12/18
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
students10/1/17.
I am able to use
assessments to provide
intervention when
needed. I do need more
practice in differentiating
instruction other than for
intervention.
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. 5/18 12/18 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.
I used pre and post tests
on fluency and sight
words to differentiate
instruction and include
new and different
activities to facilitate
improvement, which
seemed to work well.
I’ve started using
pre/post-tests for math
too. I always look at
assessment results,
especially for reading, to
determine who needs
intervention and who
needs more complex
activities. The data drives
everything. 12/18
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.
5.5 Involving all individual learning include goal setting language development. individual skills.
students in self- goals.10/1/17 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. lessons or sequence of basis.12/18 5/19 across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual
goals.5/18
I always state what we I have started having Students know how many
are leaning and why. But quick one on one words they read a minute
reading the other meetings with all my and how many math facts
descriptions, I see I need students, not just the they can solve in three
to further facilitate my struggling ones. It makes minutes and together we
students’ own goal all my students feel set goals for them the
setting, not just my goals included. I tell them what next time they get
for them so they take level they are at and assessed on these items.
more ownership of their where I think they could They get very determined
learning. be with some time and to “beat their last score.”
effort. I can definitely 12/18 In first grade, they
improve in this area and are learning how to self-
have made it my goal for assess. It is a difficult
next year. concept so I didn’t feel
right moving up a notch.
5/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 colleagues, and families administration, student learning to all regarding student
analysis, and
learning.10/1/17& 5/18 about student colleagues, families, and audiences. learning to all audiences.
communication of
learning.12/18 5/19 students. Ensure that
student learning
communications are
received by those who
lack access to technology.

I use Illuminate, which is I definitely improved in

the online grade keeping, this area because of the
attendance monitoring, very nature of our class
and assessment tracking this semester. I explored
program my school uses. several different uses of
I don’t actively look for technology. From apps,
other resources. resources for studying,
resources for literacy, to
I still use Illuminate to resources for math and
enter my grades and to science. I have begun
see reports of who did using more technology in
well and who needs to my lessons and my
improve on an students definitely find it
assessment. However, I more engaging, I also saw
have not actively looked my students’ math
for any other resources. fluency improve as a
result of incorporating
math apps into my
instruction daily. 12/18
5/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families 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
struggling students or family support.5/18 5/19.
behavior issues.10/1/17 12/18
I always grade tests I improved in this area I have definitely gotten
quickly and return them. I just in last couple of better at communicating
hold conferences twice a months. I have been in with parents much more
year with parents for steady contact with regularly. I inform them
progress monitoring. I students who are of upcoming assessments
also contact parents via struggling and their and I communicate any
written notes or online parents. I have begun concerns after assessing.
using class dojo regarding showing all my students 5/19
any behavior problems. where they are at as far as
their fluency in
concerned and strategies
they can use to improve. I
have short, one on one
meetings.
I try and provide
feedback from
assessments as soon as
possible. However, I
simply do not have time
to conference with each
student over every
assessment. I do pass
them back fairly quickly.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

12/18