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 9/20/20 assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
As we are 6 weeks into
school, 3 weeks into
curriculum, I am still
figuring out intentional
assessments. We have
administered both
reading and writing
assessment through
iReady. I am slowing
using that data to inform
my teaching. I have
noticed an inconsistency
with one student and I
am working with her to
identify the gaps in
knowledge.
9/20/20
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
assessments.9/20/20 student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment instruction. comprehensive Uses results of ongoing
data.9/20/20 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I’ve had most kids read to
me during check-in days
to check casually on
foundational skills. I plan
to start a running record
for our check ins to see
how they’re progressing.
I also use exit tickets and
journals to assess after
lessons. I am trying to
take notes during or after
lessons for more data on
student’s comprehension.
9/20/20
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 learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students patterns among groups of identify underlying patterns and trends.
9/20/20 students. causes for trends.
I would love to have a
grade team partner. I am
the only 2nd grade teacher
at my school. However, I
have adjusted lessons to
accommodate all
students. I am working on
supporting ELL’s more
explicitly. As I have said,
BOUSD are not very
supportive of ELL’s.
9/20/20
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
5.4 Using assessment 9/20/20 single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
9/20/20 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I am mostly following the I have adjusted learning
curriculum and using goals for a few students
those lessons to guide my who need greater support
instruction for learning to access content. But
goals. I do occasionally mostly, I stick to the
break free and do a curriculum and
lesson that isn’t assessments to drive
Benchmark, but always instructional learning
make sure it is connected goals.
explicitly to the
standards. 9/20/20 9/20/20
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 learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all need for individual include goal setting language development. individual skills.
students in self- learning goals. exercises. Develops students’ meta-
assessment, goal- 9/20/20 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. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals
9/20/20.
We are starting with
fluency goals and
addition fluency goals. I
have student’s self-assess
for fluency once a week
(we just started). I am
implementing goals for
math this week, too. We
talked about goals at the
start of the year. I would
like students to be a part
of parent/teacher
conferences and
participate in their own
goal setting.
9/20/20
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 learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
9/20/20 students. Ensure that
student learning
communications are
received by those who
lack access to technology.

I leave comments on
assessments where I am
checking for
understanding. I made
my first rubric for writing
an informational essay
today. I want to show
them before we start our
essay, so they know the
requirements. They will
also self-assess before
they turn the essay in.
I generally communicate
through Dojo once a week
for weekly need-to-
knows. I send weekly
home notes when kids
are awesome, both for
academics and just being
stellar second graders.
9/20/20
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 clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior 9/20/20 for comprehensible and Communicates regularly support.
comprehensible
issues through school Communicates with timely two-way with families to share a
feedback with
mandated procedures. families about student communications with range of assessment
students and their
progress, strengths, and families to share student information that is
families
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.
behavior issues.
9/20/20
I provide feedback for all
students. Would like to
improve this so we can
have conversations and
set those learning goals
for them (individually
driven).
I communicate with
families for the glows and
grows.
Currently preparing for
parent/teacher
conferences.
9/20/20
CSTP 5: Assessing Students for Learning