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   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.  7/14/18   knowledge.  5/5/19  
      Work  with  teaching  team   Work  with  teaching  team  
to  provide  assessments  in   to  provide  assessments  in  
variety  of  formats:   variety  of  formats:  
individual,  partner,  small   individual,  partner,  small  
group;  traditional  tests;   group;  traditional  tests;  
multiple  choice,  short   multiple  choice,  short  
answer;  oral  test;  final   answer;  oral  test;  final  
cumulative  assignments,   cumulative  assignments,  
etc.  7/14/18   etc.    Teacher  and  co-­‐
teacher  use  pre-­‐  and  
post-­‐tests  to  guide  
instruction  and  develop  
plans  for  whole  group,  
 
small  group,  and  one-­‐to-­‐
one  instruction.  Teacher  
and  co-­‐teacher  monitor  
student  involvement  in  
whole  group  lessons  and  
small  group  lessons  to  
determine  depth  of  
understanding.  Teachers  
review  student  classwork  
and  homework  to  
determine  understanding  
and  work  with  students  
afterwards  to  clarify  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
understanding  and  
misconceptions.  Some  
students  are  given  
additional  time  on  tests,  
some  take  tests  in  
different  testing  
environment,  and/or  
have  a  teacher  read  tests  
to  them  whereas  the  rest  
of  the  class  tests  on  their  
own.    5/5/19  
 

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.   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  data.   instruction.  7/14/18   comprehensive   Uses  results  of  ongoing  
information  to  guide   data  analysis  to  plan  and  
planning  and   differentiate  instruction  
differentiation  of   for  maximum  academic  
instruction.   success.  5/5/19  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
    Review  all  tests  as  a     Review  all  tests  as  a  
teaching  team,  before   teaching  team,  before  
administering,  to  make   administering,  to  make  
adjustments  based  on   adjustments  based  on  
student  needs.  Provide   student  needs.  Provide  
pre  and  post  tests,  as  well   pre  and  post  tests,  as  well  
as  ongoing  formal  and   as  ongoing  formal  and  
informal  assessments.   informal  assessments.  
Review  data  from   Review  data  from  
homework,  class   homework,  class  
assignments,  and  class   assignments,  and  class  
lessons/observations  to   lessons/observations  to  
inform  instruction.  Work   inform  instruction.  Work  
together  to  provide   together  to  provide  
opportunities  for   opportunities  for  
 
students  to  demonstrate   students  to  demonstrate  
knowledge  in  different   knowledge  in  different  
ways.  7/14/18   ways.  Reviewing  F&P  
reading  test  results  and  
finding  a  correlation  
between  reading  levels  
and  poor  math  test  scores  
–  then  read  tests  to  lower  
scoring  reading  students.  
Teacher  and  co-­‐teacher  
monitor  students  during  
lessons  to  check  for  
understanding  and  then  
reteach  to  students  who  
need  it.    5/5/19  
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  
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  
students.  7/14/18   causes  for  trends   5/5/19  
12/1/18.  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
    Work  with  coteacher  and   Work  with  coteacher  and   Reviewed  poor  math  
teaching  team  to  identify   teaching  team  to  identify   scores  with  co-­‐teacher  
students  with  similar   students  with  similar   and  teaching  team  to  find  
learning  patterns  and   learning  patterns  and   a  correlation  between  
strengths  and  areas  for   strengths  and  areas  for   low  scores  and  lower  
improvement.  Work   improvement.  Work   readers.  Then  made  
together  to  find  strategies   together  to  find  strategies   accommodation  to  read  
and  enrichment  to   and  enrichment  to   to  students  who  were  
support  students.   support  students.  Work   scoring  low  because  of  
7/14/18   with  co-­‐teacher  to  review   reading.  Saw  an  increase  
all  tests  and  data  to  find   in  math  scores.  5/5/19  
trends  and  identify  which  
students  need  reteaching.  
We  review  data  from  
math  tests  (pre  and  post),  
  spelling  tests,  social  
studies  tests,  and  F&P  
reading  data.  12/1/18  
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  
  adjustments  to  match  the  
Modifies  lessons  during   evolving  learning  needs  
instruction  based  on   of  individuals  and  groups.  
informal  assessments.   12/1/18  
7/14/18  
      Work  with  teaching  team   Work  with  teaching  team  
and  coteacher  to   and  coteacher  to  
implement  strategies  to   implement  strategies  to  
support  small  groups  and   support  small  groups  and  
individuals.  Reading  and   individuals.  Reading  and  
math  groups  have   math  groups  have  
different  goals  based  on   different  goals  based  on  
their  strengths  and  areas   their  strengths  and  areas  
for  improvement.  Daily   for  improvement.  
reflection  with  coteacher   Spelling  groups  for  
allows  for  modification  of   students  struggling  with  
lesson  plans  based  on   current  phonics  skills.  
 
observations  of  students   Daily  reflection  with  
from  the  day.  7/14/18   coteacher  allows  for  
modification  of  lesson  
plans  based  on  
observations  of  students  
from  the  day.    Trimester  
F&P  testing  allows  for  
flexible  grouping  and  
monitoring  of  student  
progress.  Identify  what  
specifically  students  need  
to  work  on  –  accuracy,  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
fluency,  comprehension,  
etc.  During  math  and  
spelling  lessons,  co-­‐
teachers  identify  students  
who  need  reteach  and  
pulls  groups  during  
lessons.  12/1/18  

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.  7/14/18       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.   across  the  curriculum.   high  levels  of  academic  
lessons  to  monitor  their   achievement.  
own  progress  toward   12/1/18  
class  or  individual  goals.  
7/14/18    
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
  3-­‐4  student  self  -­‐     3-­‐4  student  self  -­‐
assessments    a  year  in   assessments    a  year  in  
which  they  identify  their   which  they  identify  their  
strengths  and  areas  for   strengths  and  areas  for  
improvement.  Work  with   improvement.  Work  with  
students  in  reading   students  in  reading  
groups  to  identify  a  goal   groups  to  identify  a  goal  
(teacher  lead).    Work   (teacher  lead).    Work  
with  students  to  identify   with  students  to  identify  
a  personal  goal  for   a  personal  goal  for  
growth  in  writing.   growth  in  writing.    
7/14/18   Teacher  implemented  
self-­‐assessment  before  
and  after  all  math  tests.  
We  have  conversations  
 
about  how  much  students  
have  grown  when  they  
look  at  their  self-­‐
assessments.  They  can  
see  growth.  When  we  
review  math  tests,  we  
also  talk  about  our  
mistakes  and  what  we  
can  do  differently  next  
time.  On  self-­‐
assessments,  students  
also  identify  a  personal  
goal  they  have  for  the  
unit.    
 12/1/18  
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  
5.6  Using  available  
make  required   results,  and  communicate   communicate  about   of  assessments,  and   provides  for  an  in  depth  
technologies  to  assist  
communications  about   with  administration,   student  learning  with   communication  of   and  ongoing  
in  assessment,  
student  learning.   colleagues,  and  families   administration,   student  learning  to  all   communication  regarding  
analysis,  and  
about  student  learning.   colleagues,  families,  and   audiences.  7/14/18   student  learning  to  all  
communication  of  
students.  Ensure  that   audiences.  
student  learning  
communications  are  
received  by  those  who  
lack  access  to  technology.  

      Online  grade  book,    

ongoing  emails  and  
phone  communication  
with  parents,  online  
report  card  and  progress  
reports.  Online  grade  
book  allows  us  to  see  
trends  for  individual  
students  as  well  as  class.  
7/14/18  

 
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  
5.7  Using  assessment     lessons.  Seeks  to  provide   academic  achievement.   in  ways  that  support   individual  student  
information  to  share   Notifies  families  of   feedback  in  ways  that     increased  learning.   progress  and  ways  to  
timely  and   student  proficiencies,   students  understand.   Provides  opportunities   7/14/18   provide  and  monitor  
comprehensible   challenges,  and  behavior     for  comprehensible  and     support.  
feedback  with   issues  through  school   Communicates  with   timely  two-­‐way   Communicates  regularly  
students  and  their   mandated  procedures.   families  about  student   communications  with   with  families  to  share  a  
families   progress,  strengths,  and   families  to  share  student   range  of  assessment  
needs  at  reporting   assessments,  progress,   information  that  is  
periods.  Contacts  families   raise  issues  and/or   comprehensible  and  
as  needs  arise  regarding   concerns,  and  guide   responsive  to  individual  
struggling  students  or   family  support.  7/14/18   student  and  family  needs.  
behavior  issues.   5/5/19  
    Phone  calls  and  emails   Review  tests  with    
with  families  when   students  to  discuss  
needed  to  discuss  areas   mistakes  and  review  for  
for  growth,  weekly  Friday   better  understanding.  
folder  with  graded  work   Review  homework  with  
with  a  log  for  parents  to   students  to  show  areas  
make  comments/ask   for  improvement.  
questions.    Progress   Individual  conferences  
reports,  report  cards,   with  students  to  discuss  
conferences.  7/14/18   areas  for  improvement  
(daily,  weekly).  7/14/18  
   
Ongoing  communication  
with  parents  (phone  call,  
email,  conferences)  about  
students’  math,  spelling,  
and  reading  scores.  
Communication  about  
strategies  and  supports  
students  are,  or  should  
receive.  5/5/19