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
5.1 Applying different types of
knowledge of the information about student
purposes, preparedness, progress, and
characteristics, and proficiency.
uses of different types
of assessments
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
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know.12/12/19
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
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.
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.
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
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
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
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
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
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
as required by site and individually and with learning individually and individually and with ability to identify and
district processes. colleagues and identifies with colleagues to identify colleagues to analyze address causes for
learning needs of individual trends and patterns among student thinking and achievement patterns and
5.3 Reviewing data, students. groups of students. identify underlying causes trends.
both individually and for trends. 7/15/19
with colleagues, to
monitor student Reviews and monitors a
learning broad range of data
individually and with
colleagues to analyze
student thinking and
identify underlying causes
for trends. 12/12/19
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
CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from assessments
provided by site and district
to set learning goals for the
class.
5.4 Using assessment Plans instruction using
data to establish available curriculum
learning goals and to guidelines.
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
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
Uses a broad range of data Reflects on data
to set learning goals for continuously to make
content and academic ongoing refinements to
language that are integrated learning goals for content
across content standards for and academic language for
individuals and groups. the fill range of students.
12/12/19
Uses data systematically to
Plans differentiated refine planning,
instruction targeted to meet differentiate instruction,
individual and group and make ongoing
learning needs. adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
12/12/19
I use a broad range of data
to set learning goals that are
also very realistic for each
student. During meetings
that have occurred with the
school faculty, we have
made individualized plans
for each student based on
their standardized
assessment scores. 12/12/19
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
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Informs students about Begins to encourage Models and scaffolds
learning objectives, students to establish student self-assessment and
outcomes, and summative learning goals through goal setting processes for
assessment results. single lessons or sequence learning content and
5.5 Involving all Recognizes the need for of lessons that include goal academic language
students in self- individual learning goals. setting exercises. development. 7/15/19
assessment, goal-
setting, and progress Monitors progress using Provides students with Guides students to monitor
monitoring available tools for opportunities in single and reflect on progress on a
recording. lessons or sequence of regular basis. 7/15/19
lessons to monitor their
own progress toward class
or individual goals.
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
Implements structures for Provides systematic
students to self-assess and opportunities for student
set learning goals related to self-assessment, goal
content, academic setting, and progress
language, and individual monitoring.
skills.12/12/19
Develops students’ meta-
Integrates student self- cognitive skills for
assessment, goal setting, analyzing progress and
and progress monitoring refining goals towards high
across the curriculum. levels of academic
12/12/19 achievement.
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

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.
student learning Ensure that
communications are
received by those who lack
access to technology.
7/15/19

I use the Gradelink website I regularly use a variety of

to record homework, technologies such as
classwork and formal Google classroom, Google
assessments for each Slides, Google Forms,
student. Parents are given Google Docs and other
an access code so they can learning apps to help
keep current with how their students reach the objective
child is doing in terms of of each day. 12/12/19
their schoolwork. Students
are also given a paper copy
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 Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
Notifies families of student to provide feedback in ways support increased learning. individual student progress
proficiencies, challenges, that students understand. Provides opportunities for 7/15/19 and ways to provide and
and behavior issues through comprehensible and timely monitor support.
school mandated Communicates with two-way communications Integrates the ongoing
5.7 Using assessment procedures. families about student with families to share sharing of comprehensible
information to share progress, strengths, and student assessments, feedback to students from
timely and needs at reporting periods. progress, raise issues and/or formal and informal
comprehensible Contacts families as needs concerns, and guide family assessments in ways that
feedback with students arise regarding struggling support. 7/15/19 support increased learning.
and their families students or behavior issues. 12/12/19

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