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.
Begins to identify specific
characteristics of
assessments that yield
different types of
information about student
preparedness, progress, and
proficiency.
Decides on the purpose for
assessment and skills to be
assessed to select
appropriately matches pre-,
formative and summative
assessments.
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning. 7/15/19
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. 7/15/19 progress.
Develops and adapts the Draws flexibility from a
range of appropriate repertoire of appropriate
assessments to address assessment options and
questions about students’ characteristics to maximize
learning needs and student demonstration of
progress. 12/12/19 knowledge.

Integrates a variety of
characteristics into
5.1 Applying assessments to allow
knowledge of the students with a ranges of
purposes, learning needs to
characteristics, and demonstrate what they
uses of different types know.12/12/19
of assessments

Develops and adapts the

range of appropriate
assessments to address
questions about students’
learning needs and
progress. 5/1/20

Integrates a variety of
characteristics into
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know.5/1/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
The formative assessment
at the end of each lesson is
based on the objective for
the day so I can check
whether students were able
to understand the skill or
concept taught during the
lesson. 7/15/19
Integrating Innovating
Students complete a small
exit ticket as a formative
assessment after each
lesson so I can check
progress. The results of
summative assessments like
tests are used to help
determine if students are
ready to move on or if they
need further practice and
review of a concept.
7/15/19
Teacher Same Level-
Students complete a small
exit ticket as a formative
assessment after each
lesson so I can check
progress. The results of
summative assessments like
tests are used to help
determine if students are
ready to move on or if they
need further practice and
review of a concept.
12/12/19
For the exit tickets, most
days, I have important
elements such as writing
the day’s objective and
having students answer a
question that is based solely
on the objective. 12/12/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

When I am developing my
lessons in the classroom, I
host a broad range of
appropriate assessments to
address questions about
students' learning. Most
often, these will come in
the form of an exit ticket
that addresses the objective
of the lesson. I also write
my own tests, quizzes, and
other forms of formative
assessment such as a
Kahoot.com game or other
learning game to see where
my students need
help. 5/1/20

Along with exit tickets, I

also assess student learning
and progress through
classwork that is done in
class. I have had students
complete a variety of
assessments within their
exit tickets such as drawing
what they learned through
an image, creating their
own question, or explain
what the most important
thing they learned in the
lesson was. Many ideas for
my formative assessments
come from this
website. 5/1/20
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
Follows required processes
for data analysis and draws
conclusions about student
learning
5.2 Collecting and
analyzing assessment
data from a variety of
sources to inform
instruction.
Exploring
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Applying
Collects a variety of formal
and informal assessment
data on student learning.
7/15/19
Uses analysis of a variety
of data to inform planning
and differentiation of
instruction.
Integrating
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.
12/12/19
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide
planning and differentiation
of instruction. 7/15/19
Innovating
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.12/12/19
Infuses assessments
strategically and
systematically throughout
instruction to collect
ongoing assessment data
appropriate for the range of
learner needs. 5/1/20
Uses results of ongoing
data analysis to plan and
differentiate instruction for
maximum academic
success.5/1/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Daily, I check homework
and collect informal
assessments, grade tests and
check student achievement
from STAR data. For
classwork, assessments take
different forms such as
presentations, posters, or a
question based on the
lesson. 7/15/19
Integrating
I use the data that I collect
from the students at the end
of the lesson to determine if
they are ready to move on
to the next concept, need to
review the day’s concept, or
need support on a related
skill in order to do the work
assigned. 7/15/19
When I am planning
instruction, I make sure that
I have plenty of
assignments that are
informally assessed and
formally assessed to make
sure that I know the
students are learning. The
assessment plan is that a
particular set of skills is
placed into the formal
assessment. 12/12/19
Innovating
Using the results of
ongoing analysis helps me
to plan and differentiate
instruction by seeing what I
can omit as a learning
activity and we have begun
using grammar warm-ups
and reading comprehension
as a push to reading
instruction. 12/12/19
Because I was focused on
objectives this year , I
would explain the parts of
the objective and halfway
through a lesson I would
come back to it and have
students explain how it is
being carried out during
our class activities. This
helps me adjust my
teaching and see where I
need to go back and do a
quick re-teach of a
concept. 5/1/20
Our formal assessment/
standardized assessment is
called the STAR Test which
assesses student reading
and math achievement.
After seeing scores for
reading going down, I
adjusted the independent
reading assignments to be
checked by parents and
signed off that the student
completed their
work. 5/1/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Reviews and monitors Reviews and monitors
available assessment data additional assessment data
as required by site and individually and with
district processes. colleagues and identifies
learning needs of individual
students.
Reviews and monitors a
variety of data on student
learning individually and
with colleagues to identify
trends and patterns among
groups of students.
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters colleagues
individually and with ability to identify and
colleagues to analyze address causes for
student thinking and achievement patterns and
identify underlying causes trends.
for trends. 7/15/19

Reviews and monitors a

5.3 Reviewing data, broad range of data
both individually and individually and with
with colleagues, to colleagues to analyze
monitor student student thinking and
learning identify underlying causes
for trends. 12/12/19

Reviews and monitors a

broad range of data
individually and with
colleagues to analyze
student thinking and
identify underlying causes
for trends. 5/1/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Individually, I review the
STAR data after students
have taken the test to see if
m instruction has been
effective for the time before
the testing window. In the
faculty meeting following
the test, we review all the
STAR data to look for
trends and causes for those
trends. 7/15/19

Teacher Same Level-

Individually, I review the
STAR data after students
have taken the test to see if
m instruction has been
effective for the time before
the testing window. In the
faculty meeting following
the test, we review all the
STAR data to look for
trends and causes for those
trends. 12/12/19

During our time doing

distance learning, my
colleagues and I have
noticed that some students
are not completing work on
time and therefore are not
able to do their best work.
We have discussions
through Zoom meetings.
The trends we found were
that some students were not
doing work at the time they
were supposed to and often,
we have concluded they are
either overwhelmed by the
work assigned or not
adjusting well to distance
learning. 5/1/20
CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from assessments
provided by site and district
to set learning goals for the
class.
Plans instruction using
available curriculum
guidelines.
5.4 Using assessment
data to establish
learning goals and to
plan, differentiate, and
modify instruction
Exploring
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.
Applying
Uses a variety of
assessment data to set
student learning goals for
content and academic
language. 7/15/19
Plans differentiated lessons
and modifications to
instruction to meet
students’ diverse learning
needs 7/15/19
Integrating
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.
12/12/19
Plans differentiated
instruction targeted to meet
individual and group
learning needs.
Modifies lessons during
instruction based on
informal assessments.
12/12/19
Plans differentiated
instruction targeted to meet
individual and group
learning needs.
Modifies lessons during
instruction based on
informal assessments.
5/1/20
Innovating
Reflects on data
continuously to make
ongoing refinements to
learning goals for content
and academic language for
the fill range of students.
5/1/20
Uses data systematically to
refine planning,
differentiate instruction,
and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
When planning for the year,
I review the content that I
taught to students of all
levels. When learning about
my class at the beginning of
the year, I am able to plan
and pace which
assignments are appropriate
and which might be too
easy or difficult depending
on the group.
I plan differentiated lessons
and modifications to
instruction by modifying
student seating
arrangement, time for
students to complete work,
and allowing a student to
use an iPad instead of
manually write. 7/15/19
Integrating Innovating
I use a broad range of data I am constantly looking to
to set learning goals that are make ongoing refinements
also very realistic for each to learning goals for
student. During meetings content. We as a faculty at
that have occurred with the my school, committed to
school faculty, we have using the same academic
made individualized plans language when speaking
for each student based on about essay writing terms
their standardized such as concrete details and
assessment scores. 12/12/19 commentaries. 5/1/20
Based on if students
understand the objective
and the lesson, I modify
either half way through or
after the lesson to identify
where students need extra
support and plan
accordingly. 12/12/19
I
plan differentiated instructi
on targeted to meet
individuals by modifying
expectations for students.
We have several students
with accommodations that
need to be met. One
student's accommodation
involved forgoing
homework so she can fully
focus on math and reading
instruction. 5/1/20
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 and students to self-assess and opportunities for student
outcomes, and summative learning goals through goal setting processes for set learning goals related to self-assessment, goal
assessment results. single lessons or sequence learning content and content, academic setting, and progress
Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
individual learning goals. setting exercises. development. 7/15/19 skills.12/12/19
Develops students’ meta-
Monitors progress using Provides students with Guides students to monitor Integrates student self- cognitive skills for
available tools for opportunities in single and reflect on progress on a assessment, goal setting, analyzing progress and
recording. lessons or sequence of regular basis. 7/15/19 and progress monitoring refining goals towards high
5.5 Involving all lessons to monitor their across the curriculum. levels of academic
students in self- own progress toward class 12/12/19 achievement.
assessment, goal- or individual goals.
setting, and progress Implements structures for
monitoring students to self-assess and
set learning goals related to
content, academic
language, and individual
skills.5/1/20

Integrates student self-

assessment, goal setting,
and progress monitoring
across the curriculum.
5/1/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
When beginning each
trimester, I have students
reflect on their performance
from the previous trimester
to identify what they did
well and what they can
improve upon. They do this
as a way self-assess their
work habits and time
management, ultimately in
order to achieve their
academic goals for the new
trimester. I review this
process a few times each
trimester so students
remember their goals and
continuously strive to
achieve them.
When writing essays, I
scaffold and give students a
checklist about how to
review their own work
before they turn it in.
7/15/19
Integrating Innovating
I have students continue
and revisit their academic
goals that they set at the
beginning of the year very
regularly so that they see
that can self assess their
learning goals and figure
out ways of going about
studying. 12/12/19
I integrate self assessments
within my curriculum and
self checks so that students
can see where they are in
terms of understanding the
content.12/12/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

The learning goals at the
beginning of each of my
lessons is the day's
objective. This objective
has an academic action verb
such as "identify,"
"describe," "demonstrate
my knowledge of" etc. I
have students self-assess
how they are doing with the
objective halfway through
the lesson and in the exit
ticket. 5/1/20

At the beginning of the

year, my homeroom sets
goals for what they want to
accomplish throughout the
year and at the beginning
and end of each trimester, I
have students revisit their
goals to see how they did
and how they can improve
their progress toward their
goals. 5/1/20

Uses available technologies Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
to record assessments, technologies to implement and implement technologies into the technologies to design,
determine proficiency individual assessments, assessments, record and development, implement, and analyze
levels, and make required record results, and analyze results, and implementation, analysis of assessments and provides
5.6 Using available communications about communicate with communicate about student assessments, and for an in depth and ongoing
technologies to assist in student learning. administration, colleagues, learning with communication of student communication regarding
assessment, analysis, and families about student administration, colleagues, learning to all audiences. student learning to all
and communication of learning. families, and students. 12/12/19 audiences. 5/1/20
student learning Ensure that
communications are
received by those who lack
access to technology.
7/15/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use the Gradelink website I regularly use a variety of Since I have been teaching
to record homework, technologies such as with distance learning, I
classwork and formal Google classroom, Google have been using a variety of
assessments for each Slides, Google Forms, technologies such as apps
student. Parents are given Google Docs and other for Zoom, Google
an access code so they can learning apps to help Classroom, Camera app,
keep current with how their students reach the objective and notability so that
child is doing in terms of of each day. 12/12/19 students can all learn with
their schoolwork. Students growing communication.
are also given a paper copy 5/1/20
of trimester progress
reports and report cards to
give to their parents. We
hold parent-teacher
conferences shortly after
the first trimester progress
report is sent home so that
parents are given an in-
person update of how their
child is doing. 7/15/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with
feedback through assessed additional feedback based
work and required on formative assessments
summative assessments. from single lessons or
sequence of lessons. Seeks
Notifies families of student to provide feedback in ways
proficiencies, challenges, that students understand.
and behavior issues through
school mandated Communicates with
procedures. families about student
progress, strengths, and
needs at reporting periods.
Contacts families as needs
arise regarding struggling
students or behavior issues.
Provides students with clear
and timely information
about strengths, needs, and
strategies for improving
academic achievement.
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. 7/15/19
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
7/15/19 and ways to provide and
monitor support.
Integrates the ongoing
sharing of comprehensible
feedback to students from
formal and informal
assessments in ways that
support increased learning.
12/12/19

Communicates regularly
with families to share a
5.7 Using assessment range of assessment
information to share information that is
timely and comprehensible and
comprehensible responsive to individual
feedback with students student and family needs.
and their families 12/12/19

Integrates the ongoing

sharing of comprehensible
feedback to students from
formal and informal
assessments in ways that
support increased learning.
5/1/20

Communicates regularly
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family needs.
5/1/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Any questions or comments
that the parents have about
their child’s progress is
communicated through
email and is responded to
by the teachers within a
24-48 hour window. Parents
are welcome to email
whenever they feel free to
do so and can ask about
student assessments or
progress. 7/15/19
Integrating Innovating
During back to school night,
each teacher meets with the
parents to give a general
overview of the curriculum
and learning goals for the year
for each subject. The main
way of communicating
assessments is through the
Gradelink website, updated at
least once a week.
Any questions or comments
that the parents have about
their child’s progress is
communicated through email
and is responded to by the
teachers within a 24-48 hour
window. 7/15/19
Teacher Same Level -
During back to school night,
each teacher meets with the
parents to give a general
overview of the curriculum
and learning goals for the year
for each subject. The main
way of communicating
assessments is through the
Gradelink website, updated at
least once a week.
Any questions or comments
that the parents have about
their child’s progress is
communicated through email
and is responded to by the
teachers within a 24-48 hour
window. 12/12/19
This year, I have been
communicating with parents
far more regularly than past
years to try to make sure
students are successful. We
hold conferences and
implement strategies that work
together to assist each student
in learning. 12/12/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

After students take their
first STAR Test
Assessment, each member
of
my faculty creates reports
that are shared with the
students of each
homeroom. This gives
students feedback on the
formal assessment and
students identify their own
ways of improving their
scores. 5/1/20

With the distance learning,

I have been
receiving numerous emails
about how students are
doing in the classes
and receiving feedback
about how students are
dealing with the changes
that come with the distance
learning. When these
emails come in, I answer
them as soon as I can and
have
professional commutation
with students and
parents. 5/1/20