CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative and
assessments. summative assessments.
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different types different types of
of assessments information about student
preparedness, progress, and
proficiency.
Decides on the purpose for Develops and adapts the Demonstrates purposeful
assessment and skills to be range of appropriate use of a wide range of
assessed to select assessments to address assessments to support
appropriately matches pre-, questions about students’ differentiated student
formative and summative learning needs and learning needs and reflect
assessments.9/25/18 progress. progress.
3/15/19
Integrates a variety of Draws flexibility from a
Selects assessments based characteristics into repertoire of appropriate
on clear understanding of assessments to allow assessment options and
the purposes and students with a range of characteristics to maximize
characteristics of learning needs to student demonstration of
assessments to support demonstrate what they knowledge.
student learning. know.
Formative assessments,
both formal and informal,
adjusts questioning as
needed to engage students
in higher level thinking,
students discuss learning
objectives to improve their
understanding of content
area material. 9/25/18

To check my students
understanding after a math
lesson. Students were given
a “Ticket” out the door.
This allowed me to get
some informative feedback
about students’ learning. It
also measured the different
strategies that were used
during the lesson. 3/15/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Use data from required
assessments to assess
student learning.
Follows required processes
5.2 Collecting and for data analysis and draws
analyzing assessment conclusions about student
data from a variety of learning
sources to inform
instruction.
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Collects a variety of formal
and informal assessment
data on student learning.
9/27/18
3/11/19
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.3/11/19
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide
planning and
differentiation of
instruction.
Infuses assessments
strategically and
systematically throughout
instruction to collect
ongoing assessment data
appropriate for the range of
learner needs.
Uses results of ongoing
data analysis to plan and
differentiate instruction for
maximum academic
success.

I use a variety of
assessment strategies that
are both formal and
informal to adjust lessons
and to understand students’
progress in their learning.
As a quick assessment of
student understanding of
our social lesson, students
participated in a computer
quiz called Plickers. I was
able to collect data, using a
QR code, where I could
quickly see if students were
struggling in particular
area. 9/28/18

I use informal and formal

assessments in more
content including
Language Arts, Math,
Social Studies. For
example: in Social Studies
students created Travel
Brochures in our study of
Ancient China.3/11/19
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 data variety of data on student broad range of data work and fosters colleagues
5.3 Reviewing data,
as required by site and individually and with learning individually and individually and with ability to identify and
both individually and
district processes. colleagues and identifies with colleagues to identify colleagues to analyze address causes for
with colleagues, to
learning needs of trends and patterns among student thinking and achievement patterns and
monitor student
individual students. groups of students. identify underlying causes trends.
learning
for trends.9/26/18
3/31/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

As a grade level we
participate in Data Chats in
which we look at student
data from the previous
year. We search for areas of
weakness and decide on
how to best meet the needs
of our students in those
areas of concern. We also
look at trends in previous
student data to see how we
can improve as a grade
level in our instruction and
support. 9/26/18

During our grade level

PLC, my 6th grade team
reviewed and discussed
data. Data is used to plan
intervention and/or
extension.3/28/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses data from
assessments provided by
site and district to set
learning goals for the class.
5.4 Using assessment
data to establish Plans instruction using
learning goals and to available curriculum
plan, differentiate, and guidelines.
modify instruction
Uses data from available
assessments to establish
content-based learning
goals for class and
individual students in
single lessons or sequences
of lessons.
Plans adjustments in
instruction to address
learning needs of
individual students.
Uses a variety of
assessment data to set
student learning goals for
content and academic
language. 9/27/18
During our grade level
PLC, my 6th grade team
reviewed and discussed
data. Data is used to plan
intervention and/or
extension.3/28/19
Use formative assessment
to inform me of my
instruction and student’s
needs. Math -white board
check, ticket out the door.
Reteach a lesson based off
of formative assessment.
9/27/18
Uses a broad range of data
to set learning goals for
content and academic
language that are integrated
across content standards
for individuals and groups.
Plans differentiated
instruction targeted to meet
individual and group
learning needs.
Modifies lessons during
instruction based on
informal assessments.
Reflects on data
continuously to make
ongoing refinements to
learning goals for content
and academic language for
the fill range of students.
Uses data systematically to
refine planning,
differentiate instruction,
and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups.

I modify lessons for my

English Language Learners
in their research for a
Science Biome Project. I
deliver the content in
“chucks”, so ELL students
were provided time to
process a little at a time. I
continued to build on their
knowledge and
understanding of the
material.3/6/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and summative learning goals through
assessment results. single lessons or sequence
5.5 Involving all Recognizes the need for of lessons that include goal
students in self- individual learning goals. setting exercises.9/27/18
assessment, goal-
setting, and progress Monitors progress using Provides students with
monitoring available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward class
or individual goals.
Students receive trimester
and yearlong goals such as
AR goals. I am looking for
ways to set more
immediate goals that will
help students realize goals
that can be met in a shorter
time frame.9/27/18
Applying
Models and scaffolds
student self-assessment and
goal setting processes for
learning content and
academic language
development.
Guides students to monitor
and reflect on progress on a
regular basis.3/1/19
I have implemented student
data tracking as a way to
drive my math instruction
and assist students to
develop a sense of
ownership. Students track
their own progress and
data. 3/1/19
Integrating
Implements structures for
students to self-assess and
set learning goals related to
content, academic
language, and individual
skills.
Integrates student self-
assessment, goal setting,
and progress monitoring
across the curriculum.
Innovating
Provides systematic
opportunities for student
self-assessment, goal
setting, and progress
monitoring.
Develops students’ meta-
cognitive skills for
analyzing progress and
refining goals towards high
levels of academic
achievement.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available technologies
to record assessments,
determine proficiency
levels, and make required
5.6 Using available communications about
technologies to assist student learning.
in assessment, analysis,
and communication of
student learning
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning. 9/28/18
AR is an online program,
where student practice
reading comprehension.
The data is delivered to me.
I can see the data in
multiple formats. This
information is review and
discussed with each student
and their families, once a
month. 9/28/18
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about student
learning with
administration, colleagues,
families, and students.
Ensure that
communications are
received by those who lack
access to technology.
9/21/18
SBAC, FAST, STAR tests
scores are all online. I
received data and review to
support instructional
decision making to meet
students’ learning goals.
9/21/18
Integrates a variety of Use a wide range of
technologies into the technologies to design,
development, implement, and analyze
implementation, analysis of assessments and provides
assessments, and for an in depth and ongoing
communication of student communication regarding
learning to all audiences. student learning to all
3/6/19 audiences.
I have incorporating using
a new “app” called
Freckle.com in one of my
Math and Language Art
centers. Students are able
to automatically work on a
variety of subjects that are
prefect for them. This
program meets individual
student’s needs. 3/6/19
CSTP 5: Assessing Students for Learning
Element Emerging
Provides students with
feedback through assessed
work and required
summative assessments.
5.7 Using assessment Notifies families of student
information to share proficiencies, challenges,
timely and and behavior issues
comprehensible through school mandated
feedback with students procedures.
and their families
Suggestions:
AR results and STAR
results sent home
All tests and quizzes are
sent home to be signed
DATA CHATS
Exploring
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 as needs
arise regarding struggling
students or behavior issues.
Applying
Provides students with
clear and timely
information about
strengths, needs, and
strategies for improving
academic
achievement.9/28/18
Provides opportunities for
comprehensible and timely
two-way communications
with families to share
student assessments,
progress, raise issues
and/or concerns, and guide
family support.
I provide feedback to
students to assist their
understanding of their
strengths, weakness, or
specific areas for
improvement. I provide
students with rubrics
students to assess their own
work before I score their
work. 9/28/18
Integrating Innovating
Integrates the ongoing Facilitates students’
sharing of comprehensible leadership in seeking and
feedback to students from using ongoing
formal and informal comprehensible
assessments in ways that communications about
support increased learning. individual student progress
and ways to provide and
Communicates regularly monitor support.
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family
needs.2/12/19
I communicate weekly
with each family in my
class to share arrange of
information. Including
assessments, AR/STAR
Reports, Fastbridge
Reports, Progress Reports,
and Report Cards.2/12/19