CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. and summative
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
Pre-assessments take
part at the start of the
lesson. Students share via
informal discussions
what they know about
the topic and share their
previous knowledge with
the rest of the class.
Formative assessments
will happen in the middle
of lessons in order assess
student learning. They
could involve worksheets,
activities and discussion
questions led by myself.
Summative assessments
can take part at the end of
the unit in an exam form,
activity or project.
9/25/17
Applying Integrating
Decides on the purpose Develops and adapts the
for assessment and skills range of appropriate
to be assessed to select assessments to address
appropriately matches questions about students’
pre-, formative and learning needs and
summative assessments. progress.
Selects assessments Integrates a variety of
based on clear characteristics into
understanding of the assessments to allow
purposes and students with a ranges of
characteristics of learning needs to
assessments to support demonstrate what they
student learning. know. 5/13/18
For each lesson I
implement various forms
of assessments to better
inform my understanding
of students’ progress.
From quick write
activities, discussions and
exit ticket are just some
examples strategies I
implement in classroom. I
very selective when it
comes to assessments as I
make sure they are
appropriate to the
learning outcomes.
Additionally at the
conclusion of units I
implement both
formative and summative
assessments to address
their needs and progress.
5/13/18
Innovating
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge.5/4/19
I implement various
forms of assessments
during a particular lesson
or unit to get a better
understanding of student
performance/
understanding. Students
are given various
opportunities to
demonstrate what they
learned through
discussions, study groups,
graphic organizers,
quizzes and culminating
projects. 5/4/19
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. 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 9/25/17 lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction.5/13/18 comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction.5/4/19 success.

I analyze student I implement various I implement various

performance and forms of assessments forms of assessments.
achievement based before each lesson and at Including graphic
assessments scores. I the end of the lessons. organizers, discussions
reflect on them and I Strategies like bell and projects to help guide
adapt my lessons based ringers, discussions and instruction. I look at data
on the student outcomes. exit tickets give me a and results from formal
9/25/17 better understanding of assessments like Iready
whether students are and SBAC. I analyze and
progressing towards the share results with
learning goals. I make colleagues to get a better
sure to integrate understanding on student
opportunities for both performance. 5/4/19
formative and summative
assessments. This
allowed English learners
and students with special
needs various methods to
demonstrate their
learning. 5/13/18
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 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. 9/25/17 causes for 5/4/19
trends.5/13/18

I conference with other I take part in PLC and
teachers to discuss department meetings to
student performance and review student
achievement. As assessment data and
department, we go over identify trends among
data of student students. Some of the
achievement to identify assessment data include
students who are danger is the IReady test, which
of meeting the standards. covers the Language Arts
For example, we look and Math subjects. As a
factors at home and team we review data and
anything impeding progress of students,
learning process of the especially those who are
student. We also look at not progressing towards
the student learning and the learnings goals. I take
emotional disabilities. this information to help
9/25/17 in planning and
differentiating my
instruction. I also meet
with resource teachers
and analyze their IEP
recommendations to
further develop my
planning. 5/13/18
I take part in PLC
meetings that help
analyze student
performance and results.
Additionally we discuss
the next steps to close the
gap on student
performance from our
achievement goals. As a
department/team we
implement a plan that
will target specific areas
of need to improve. We
check and consistently
provided feedback on the
success of these
strategies and if changes
need to be made. 5/4/19
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 9/25/17 Plans differentiated
learning goals and to
available curriculum lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
and modify
instruction to address students’ diverse learning meet individual and differentiate instruction,
instruction
learning needs of needs. group learning needs. and make ongoing
individual students. adjustments to match the
9/25/18 Modifies lessons during evolving learning needs
instruction based on of individuals and
informal assessments. groups.5/4/19
5/13/18

Using assessment data, I Data collected from As a department we

adapt lessons for assessments like the analyze results and
students to better SBAC and the IReady propose the next steps to
accommodate their allow me to plan close the achievement
needs. For example, if the accordingly. With this gap of students. We
student needs more time information I’m able see
collaborate on lesson
to complete assignments, student understanding
planning and discuss
if their having difficulty and at the same time
with vocabulary, I give improve my instruction, effective strategies to
them supplemental along with methods. help us achieve our
resources that will With this assessment achievement goals. As a
happen. If they’re having data I’m able to redirect team we also implement
a difficulty with the or assist students who various forms of
comprehension I go over need extra help. assessments to get a
material individual to Additionally, assessment better understanding of
check for understanding. information allows me to student performance and
9/25/17 set the learning goals for get a well-rounded
content and even understanding of student
language. I’m constantly performance. 5/4/19
reflecting on lesson and
analyzing student
outcomes. 5/13/18
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-
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. 9/25/17 across the curriculum. high levels of academic
lessons to monitor their achievement. 5/4/19
own progress toward
class or individual goals.

I ask students to check I provide opportunities

their progress by looking for students to take part
at their grades. I ask in routines, such as
students to reflect after reflecting and for revising
every unit and encourage their own work. I also
them highlight their take the time to model
strengths and and provide
weaknesses that opportunities for
contributed to their students to learn a
achievement. Asking variety of methods from
them to be honest with accessing their work. I
themselves and make communicate
changes to increase performance criteria
performance and effort. through rubrics and
9/25/17 examples of student work
5/4/19
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. student learning to all
communication of
students. Ensure that audiences. 5/4/19
student learning
communications are
received by those who
lack access to technology.

I use their online grade

book to record student
performance, which also
allows me to see their
achievement in other
classes. I analyze student
achievement data from
our school’s assessment
“Iready” to communicate
students student
progress. Emails are also
use to communicate with
counselors, teachers and
administrators about
student outcomes.5/4/19
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 provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support. 9/25/17-
feedback with issues through school Communicates with timely two-way with families to share a 5/13/18-12/4/18
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
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.

I use the schools online

grade book to post
student assessment daily.
Families has access to
this at any time. Parents
can reach me to discuss
their students’ outcome
by emailing me or
reaching me at my office
phone number. I also
make myself available by
appointment to face to
face with family members
to communicate
individual student
progress. 9/25/17-
12/14/18