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
assessments.(9/27/20) pre-, formative and learning needs and learning needs and re lect
5.1 Applying
(3/22/21) summative assessments. progress.(5/4/22) progress.
knowledge of the
purposes,
Begins to identify Selects assessments based Integrates a variety of Draws lexibility from a
characteristics, and
speci ic characteristics on clear understanding of characteristics into repertoire of appropriate
uses of different
of assessments that the purposes and assessments to allow assessment options and
types of assessments
yield different types of characteristics of students with a ranges of characteristics to
information about assessments to support learning needs to maximize student
student preparedness, student learning. demonstrate what they demonstration of
progress, and know.(12/11/21) knowledge.
pro iciency.(9/27/20)
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

In the beginning of each math I created
chapter I use a short pre- assessments that
assessment. It is a formative tracked students
assessment where we play a quarterly goals to be
‘white board game’. My
able to better track
students love these and are
always very engaged. During
their progress and
this time, I tell them it is okay needs
if they do not yet know how to
solve the problem but I would To differentiate for all
like them to try their best. We students to assess
do this for about 15 minutes. them better, I will
When students hold up their adjust our exams.
white boards I am able to With my students that
make mental notes on where are really struggling, I
students are. In regards to
will test them on
summative assessments, I
have must use our
letter recognition and
curriculums tests that are sounds where as
given to us. However, I will others are being
sometimes tweak a few tested on CVC words.
questions to better suit my
students.
I understand which
assessments are bene icial at
which times in a unit or
lesson. In addition, not all
assessments will yield the
same results. A low reader
that understands the material
might do really well on an
assessment if it is oral vs if it is
written.
Since switching grade
levels, my pre-
assessments are
different. Before s new
concept is taught I will do
a formative assessment
as a class to see where
students are currently.
Students are given
summative assessments
after each new concept to
show understanding and
mastery the concept.
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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.(9/27/20) student learning. informal assessment data instruction to collect
Follows required (3/22/21) on student learning. ongoing assessment data
5.2 Collecting and processes for data Make adjustments in (5/4/22) appropriate for the range
analyzing assessment analysis and draws planning for single Uses analysis of a of learner needs.
data from a variety of conclusions about student lessons or sequence of variety of data to inform Uses data analysis of a
sources to inform learning lessons based on analysis planning and broad range of Uses results of ongoing
instruction. of assessment data. differentiation of assessments to provide data analysis to plan and
instruction.(9/27/20) comprehensive differentiate instruction
information to guide for maximum academic
planning and success.
differentiation of
instruction.

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Not only do I use the Based on the Students are assessed
assessments provided assessments I give monthly aside from the
by my school but I also whether it is formative curriculum requirements
use my own or others I or summative, I use to help track progress on
have used when doing them to base my their goals and help me to
my student teaching etc. instruction. decide how to best
My curriculum does not EX: A very large amount support any struggling
focus very much on of students mixed up students and their needs.
sight words so I have declarative and
implemented my own interrogative when
sight word assessment identifying sentences.
from the dolch list along Because of this, I went
with activities to back and retaught the
strengthen their lesson to better improve
recognition. student understanding.
This was able to help me
to plan in the future to
differentiate my
instruction for other
concepts they may
struggle with.

Students are assessed

through whole class
formative assessments,
small group, or
individual formative
assessments, and
different types of
summative assessments
to better aid students in
their learning.

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 broad range of data work and fosters
5.3 Reviewing data, as required by site and data individually and with student learning individually and with colleagues ability to
both individually and district processes. colleagues and identi ies individually and with colleagues to analyze identify and address
with colleagues, to learning needs of colleagues to identify student thinking and causes for achievement
monitor student individual students. trends and patterns identify underlying causes patterns and trends.
learning among groups of for trends.(5/4/22)
students.(9/27/20)
(3/22/21)
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

One example of this is Three times a year, our
running records. We just students test for Reading
started our running and Math on the NWEA
records for reading and testing program. Each time
we test, the different grade
sight words. I am the
level teams meet with data
only second grade
and testing scores to
teacher in my school so I analyze and make any
do not compare scores adjustment to teaching if
as much as I would If I necessary. As a member of
were in another school. the primary grade level
However, I do converse team, we are looking hard
with my colleagues at what are students are
often about how scoring low in and looking
students are and how I for patterns. Our team
might help them recognized how our
students were struggling
improve in certain
with reading
areas. After talking to a
comprehension. We found
colleague, we have our curriculum to be lacking
found some patterns in some major reading
with students that are foundations. Because our
struggling to read at curriculum is picked by our
grade level. They are board, we have to
still not reading any supplement with other
words with luency materials. As a team we
aside from very basic found a new program that
words learned in has become approved to be
used in the primary grade
kindergarten.
levels next year, and our
veteran retiring teacher will
be teaching us on this
program in many of our
weekly PD meetings. The
program we found and
advocated for is Reading
Simpli ed
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 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 data Re lects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing re inements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language.(5/4/22) integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the ill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using (9/27/20) (3/22/21) Plans differentiated
plan, differentiate, available curriculum (12/11/21) lessons and modi ications Plans differentiated Uses data systematically
and modify guidelines. to instruction to meet instruction targeted to to re ine planning,
instruction Plans adjustments in students’ diverse learning meet individual and group differentiate instruction,
instruction to address needs. (12/11/21) learning needs. and make ongoing
learning needs of (5/4/22) adjustments to match the
individual students. Modi ies lessons during evolving learning needs of
(9/27/20) instruction based on individuals and groups.
informal assessments.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

EX: Based on my Students are
students assessments in assessed through
class as well as their multiple methods to
NWEA testing scores, I measure
understanding of
have began to develop
goals and standards.
small reading groups
Formative and
that are working summative
towards a similar goal. curriculum
For instance, I have 2 assessments are
students still reading at used in conjunction
an exiting kindergarten to assessments of my
level. During reading own creation to keep
groups we spend a lot of for running records.
time building words and
decoding words with all my teacher
table lessons are
their blends or special
geared towards small
sounds. *Special sounds
group needs. Some
are particular to the groups may be
abeka curriculum* working on letter
recognition and
I have began to make a sounds whereas
larger amount of time another is working on
for reading groups and CVC words.
centers to occur. My goal
is to be able to work
with students either
individually or as a
small group to promote
the best learning
environment.

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 learning goals through and goal setting processes and set learning goals self-assessment, goal
summative assessment single lessons or sequence for learning content and related to content, setting, and progress
results. Recognizes the of lessons that include academic language academic language, and monitoring.
5.5 Involving all need for individual goal setting exercises. development. individual skills.
students in self- learning goals. (5/4/22) Develops students’ meta-
assessment, goal- (9/27/20) (3/22/21) Guides students to Integrates student self- cognitive skills for
setting, and progress (12/11/21) Provides students with monitor and re lect on assessment, goal setting, analyzing progress and
monitoring opportunities in single progress on a regular and progress monitoring re ining goals towards
Monitors progress using lessons or sequence of basis. across the curriculum. high levels of academic
available tools for lessons to monitor their achievement.
recording.(9/27/20) own progress toward
(3/22/21) class or individual goals.
(12/11/21) (5/4/22)
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

After each assessment that Students know what
has been given, I meet with their goals are,
each student to talk however they now are
quickly about how they did setting their own
and how they felt they did. goals based on what
One area that I do this the they are striving for in
most often is after spelling their work. It may be a
tests. small goal, but when
EX: I have had a student they reach it they are
consistently get a 33% or encouraged to hit
40% on their spelling tests. another.
I have met with them and
spoke to their parent. We Students are made
decided to make a goal for aware of their goals
their child to work on as a class as well
remembering less words. as individually. As a
However, they need to be whole class, we
practicing just as much. monitor our goals in a
I see the need for fun way through a
individual learning goals formative assessment
because each student is class game. I am
not in the same place checking for
academically and each understanding while
student needs to be given students get excited
an opportunity to improve to learn and
to the best of their ability. show progress in
their learning. 
I keep written track of
each students testing
scores along side the grade
book in the computer. My
goal is for students to
begin to make their own
goals and see their
progress by illing out a
chart on how they have
been doing.

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to implement individual assessments, record and development, implement, and analyze
pro iciency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required results, and communicate about of assessments, and for an in depth and
technologies to assist
communications about communicate with student learning with communication of student ongoing communication
in assessment,
student learning. administration, administration, learning to all audiences. regarding student
analysis, and
colleagues, and families colleagues, families, and learning to all audiences.
communication of
about student learning. students. Ensure that
student learning
(9/27/20) (3/22/21) communications are
received by those who
lack access to technology.
(5/4/22)
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

One way I incorporate Students are assessed
new additional through multiple
technologies in the use methods, technology
of individual included. Parents have
assessments is by using access to their scores and
the program Raz Kids. made known on how to
Raz Kids tracks each help their child at home.
students reading level,
gives them
comprehension
questions based on
their story, and even has
them retell or read the
story to record it for
later listening. I am able
to use this to
communicate to parents
their childs’ reading
level as well as show my
administration how my
students are currently
doing. This is a program
that is not mandatory at
our school, but that I
chose to implement into
the classroom to better
assess student and help
them improve on an
individual level.

 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.(9/27/20) sequence of lessons. Seeks strategies for improving and informal assessments
communications about
to provide feedback in academic achievement. in ways that support individual student
5.7 Using assessment
Noti ies families of ways that students increased learning. progress and ways to
information to share
student pro iciencies, understand.( 3/22/20) Provides opportunities for provide and monitor
timely and
challenges, and behavior (5/4/22) comprehensible and Communicates regularly support.
comprehensible
issues through school timely two-way with families to share a
feedback with
mandated procedures. Communicates with communications with range of assessment
students and their
families about student families to share student information that is
families
progress, strengths, and assessments, progress, comprehensible and
needs at reporting raise issues and/or responsive to individual
periods. Contacts families concerns, and guide student and family
as needs arise regarding family support. needs.(9/27/20)
struggling students or (5/4/22)
behavior issues.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

On each assessment After an assessment, I communicate with
students receive written Students are met with and parents almost on a
as well as oral feedback they are made aware of daily basis. Part of being
from myself. Students their goals. I work to a small school means
are made aware of how improve their scores teachers personal
they are doing. In through small groups or phone numbers are
addition, their more guided practice. given out. There are
assessments are sent many bene its to this
directly to their parents I have been learning from aside from the negative
for review. my students and their aspects. One bene it
assessment scores in new being I cam quickly
ways to help them learn communicate with a
through fun and engaging parent or parents
activities. Students are through text message or
discussed to in regards to call them. In addition to
their goals and this, parents receive a
assessments, even in weekly newsletter in
kindergarten. tier child's contact
folder as well as a
weekly update email
with the newsletter
attached. Parents are
made aware of where
their child is and if they
are struggling on one
area or another. I work
with the families to
promote good practice
at home as well as
school.
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