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
assessments. and summative
assessments.
5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
information about
student preparedness,
progress, and proficiency.
Decides on the purpose Develops and adapts the Demonstrates purposeful
for assessment and skills range of appropriate use of a wide range of
to be assessed to select assessments to address assessments to support
appropriately matches questions about students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. 12/2/19 4/23/20 knowledge.
7/21/19

I include a preliminary I’ve developed

assessment at the start of assessments alongside a
each semester to inform colleague using Edulastic
my first unit. I then have – a program that allows
checks for understanding me to develop digital
throughout class, exit assessments from a bank
slips, and practice of thousands of
problems that inform questions. I really like
lessons up until the unit that this program mimics
assessment. After the unit the formatting of the
assessment, I give Smarter Balanced state
students a day to review test and that there are
their assessment and go questions available that
over the rubric and they are released from the
can choose to take developer of SBAC.
alternative assessments 12/2/19
for portions on the test
that they feel they can Level of development was
improve. 7/21/19 maintained. 4/23/20
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. student learning. informal assessment data throughout instruction to
Follows required on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety assessment data
analyzing
analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
assessment data
conclusions about lessons or sequence of planning and broad range of of learner needs.
from a variety of
student learning lessons based on analysis differentiation of assessments to provide
sources to inform
of assessment data. instruction. comprehensive Uses results of ongoing
instruction.
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success. 4/23/20
7/21/1912/2/19

Students have the In addition to providing

opportunity to opportunities for
demonstrate students to demonstrate
understanding of the understanding, I have
learning goal during the collect data from the Fall
initial warm-up activity, and Winter Renaissance
as a pair or group, and in Star tests for all students
the exit slip for the day. to identify trends in math
Depending on the abilities and lexile level
feedback provided across our school for
throughout the lesson specific grad levels to
adjustments are made to determine areas of
following lessons as growth. 4/23/20
needed. 7/21/1912/2/19
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 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. causes for trends. 4/23/20
7/21/19 12/2/19

I review that data for Set up meetings with lead

student unit scores
following each unit test
with the EL Specialist,
SPED teachers, and AP
when necessary. I also do
provide feedback for
students on their exit slip
for the following day and
I will share this feedback
with parents and
homeroom teachers from
time to time. 7/21/19
teachers to examine CA
Dashboard data, identify
successes for specific
subgroups, areas of need
for all students and
subgroups, and establish
LCAP metrics based on
this analysis. 4/23/20

A team of teachers and

administrators met for a
Data Dive Day to review
SBAC data for our school
from last year and some
of the preview data that
was received this year.
We looked through the
data to determine if we
could find any trends and
developed a plan for
focusing on improving
core credit completion
rates and incorporating
additional digital
assessments to better
prepare our students
overall. 12/2/19
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 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. 7/21/19 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.
12/2/194/23/20

I use quizzes, unit Edulastic assessments

summative assessments,
group projects, openers,
class surveys, and exit
slips as data to inform the
planning of future
lessons. 7/21/19
create an automatic
report for what skills
need to be targeted for
both individual students
and across whole classes.
I utilize the information
from these reports to
inform my instruction.
12/2/19

Level of development was

maintained. 4/23/20
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-
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 7/21/19 12/2/19 achievement.
own progress toward 4/23/20
class or individual goals.
Rubrics based on a 4-
point mastery scale are
provided for students
prior to a summative
assessment so that
students understand
what they are expected to
achieve, they can hold on
to these during the
assessment and they
reviewed after the
assessment along with
the assessment so that
they can reflect on how
they did. If a student feels
they can improve on a
standard they can ask to
take an alternative
assessment for that
standard. 7/21/19

I remained integrating for

this element of CSTP 5.
12/2/19
Level of development was
maintained. 4/23/20
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
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. 12/2/19 student learning to all
communication of
students. Ensure that 4/23/20 audiences.
student learning
communications are
received by those who
lack access to technology.
7/21/19
I developed a Google
Progress reports are Form about Goal Setting
mailed out to to better gauge how
parents/guardians after students felt about
each unit. Homeroom setting and reflecting on
teacher is updated about goals. This form was also
attendance daily and used as a conversation
parents are reached out starter for introducing
to each time a student is SMART goals. Results
absent. Parent conference from this form were
is initiated if student shared with parents so
progress in class is of that we could work as a
concern and homeroom team to develop common
teacher and school goals with input from all
counselor are also looped stakeholders at parent
in to the discussion. conferences. 12/2/19
7/21/19
Level of development was
maintained. 4/23/20
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
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. 4/23/20
feedback with issues through school Communicates with timely two-way with families to share a
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. 7/21/19 12/2/19
behavior issues.

Learning goals are Once a month students Students are regularly

communicated to parents are presented with a communicated with
in a back to school night printout of how they data about their progress and
event and the syllabus. showing how they are parents are updated on a
My contact information is doing in the class to be weekly basis. 4/23/20
provided if families have reviewed and signed by
questions or concerns. parents. While it is
7/21/19 challenging to contact
parents every single day I
reserve a little time once
a week to call and set up
conferences if necessary
with students who have
seemed to struggle that
week. 12/2/19