CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes and Explores the use of different
characteristics of formative types of pre-assessment,
and summative assessments. formative and summative
5.1 Applying assessments.
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 for
assessment and skills to be
assessed to select
appropriately matches pre-,
formative and summative
assessments. 10/1/18
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning. 10/1/18
10/1/18- During the
course of a lesson or
series of lessons, I
incorporate pre-lesson
progress monitoring,
checking for
understanding during
and summative
assessment after a series
of lessons. Students
assessments are adjusted
and reflected upon in
order to direction
measure learning goals.
Develops and adapts the
range of appropriate
assessments to address
questions about students’
learning needs and progress.
Integrates a variety of
characteristics into
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know.
5/9/19- My students
frequently reflect upon
their learning and I use
feedback to adapt future
instruction or review past
lessons. Students use
technology and print in
order to provide me with
needs and feedback.
Students use knowledge
of individual Multiple
Intelligences strengths
and weaknesses to
inform their own
learning. I also adapt
assessments individually
to accommodate for
range of student needs.
12/13/19- I daily
develop and adapt the
range of appropriate
assessments to address
questions about students’
learning needs and
progress through Google
Forms as students self-
reflect upon their own
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.
5/2/2020- NBPTS
Proposition 4
Teachers think
systematically about their
practice and learn from
experience. I use a
purposeful repertoire of
assessment including
projects, videos, Google
applications, oral
presentations and
traditional pencil-and-
paper methods to support
differentiated learning
needs of my students. I
use experiences from
years past on how to best
support my GATE-
identified students to
provide more challenging
instruction. For example,
a student who is GATE
identified created a
Google Form tutorial to
teach classmates financial
literacy skills about loans
and checks. Other
students completed
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

learning before, during Flipgrid video responses
and after a unit. to questions about
financial literacy.

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. 10/1/18 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. comprehensive Uses results of ongoing
10/1/18 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

10/1/18- This is an area 5/9/19- I collect student 12/13/19- I apply a
of growth, as I do want to data through Google variety of sources, both
analyze data collected in Forms, Flipgrid, Aeries, digital and traditional,
order to inform future print sources, in  planning and
instruction. I do self- assessments and other differentiation of
reflect on the success of technology sources instruction. For example,
lessons in order to make online. I analyze data I
adjustments and across media to use IXL or Prodigy online
modifications. understanding student to collect data about
needs and strengths. I student math levels and
use this information to then differentiate
plan instruction around instruction tailored to my
student needs and students learning needs.
strengths.

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues’ ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. 10/1/18 causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
10/1/18- I am able to use
data information to plan
appropriate instruction
and academic activities
based upon groups of
student patterns. Data
trends among students
will also help me to
inform future
instructions, especially if
student learning goals are
not achieved.
Integrating Innovating
5/9/19- The focus of this 5/2/2020- TLMS Domain
year’s PLCs has been III: Promoting
data-driven to professional learning for
understand students continuous improvement.
through previous CAASPP As a teacher-leader, I
data and recent practice guide colleagues in use of
CAASPP scores. I work technology, such as the
with my grade level first grade team in using
partner and the fifth Dojo Portfolios, to include
grade teachers to families in student
understand student learning achievement.
trends in needs, strengths Across vertical and
and growth. horizontal grade levels, I
collaborate with
12/13/19- I integrate a colleagues to look at
broad range of data, from practice CAASPP test data
online math programs to in order to inform current
tests to student self- and future instruction.
reflections, to set learning
goals for content and
academic language across
content standards. 
Currently, using data
from our first science unit
test, I realized my
students were lacking
core foundational
academic vocabulary.  I
designed an online Go
Formative study guide
and vocab quiz for our
students to learn
scientific content
language for the unit.
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.
10/1/18
10/1/18- I am able to 12/13/19- My Semester 3
differentiate or modify ILP allowed me to analyze
learning goals to meet the a variety of data collected
knowledge, skills and during a math unit in
Abilities of my students. order to reflect upon and
Learning goals are design future lessons for
updated frequently based my students needs. I
on periodic assessment of make ongoing
student adjustments during a
Progress lesson based on formative
feedback gathered.
5/9/19- Although I do
modify instruction based
upon informal
assessments, I would like
to grow in this area by
consistently using data
collected to make
refinements. Data that is
systematically collected
can help me in making
instructional decisions
for my students.
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
outcomes, and learning goals through and goal setting
summative assessment single lessons or processes for learning
results. Recognizes the sequence of lessons that content and academic
5.5 Involving all
need for individual include goal setting language development.
students in self-
learning goals. exercises.
assessment, goal-
Guides students to
setting, and progress
Monitors progress using Provides students with monitor and reflect on
monitoring
available tools for opportunities in single progress on a regular
recording. lessons or sequence of basis. 10/1/18
lessons to monitor their
own progress toward
class or individual goals.
10/1/18- Students are
provided with substantial
support when they are
learning the strategies for
self-assessment in the form
of graphic organizers,
specific procedures,
questions for students to
routinely ask themselves.
Students are provided with
clear learning goals and
performance criteria before
beginning assignment.
Rubrics and criteria
provide students with a
clear understanding of
what they did well and
what needs improvement.
I do want to improve upon
showing student examples
at various levels.
5/9/19- I would like to
grow in this area by
providing scaffolds for
my students to self-assess
and set their own
Integrating
Implements structures
for students to self-assess
and set learning goals
related to content,
academic language, and
individual skills.
Integrates student self-
assessment, goal setting,
and progress monitoring
across the curriculum.
12/13/19- My students
and I set learning goals
before the beginning of a
unit and use Google
Forms to reflect upon
learning throughout a
unit in order to adjust in
order to reach goals.
Innovating
Provides systematic
opportunities for student
self-assessment, goal
setting, and progress
monitoring.
Develops students’ meta-
cognitive skills for
analyzing progress and
refining goals towards
high levels of academic
achievement.
5/2/2020- At multiple
points throughout a
lesson, I provide
opportunities for
formative assessment
using nonverbal hang
signals. I also use more
formal assessment types
like Google Forms and
self-reflection forms. In
adapting Growth Mindset
to work with my
classroom, I have led
class discussions on
mindfulness, meditation
and psychology in order
to help my students
develop metacognitive
skills. I have also taught
my students the use of
SMART goals process for
both academic and non-
academic goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

learning goals. My
students are
developmentally ready to
self-assess if they are
reaching their target
goals and adjust in order
to be successful.
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 provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. 10/1/18 learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

10/1/18- I believe that 5/9/19- I enjoy
one of my strengths is researching and
uses multiple implementing new
technologies in technologies for my own
communicating student development and for my
learning to parents, students as to prepare
families and them for their 21st
administration. I century futures. I
communicate daily with consistently use
parents to ensure communication
students are prepared in technologies like Dojo
order to be successful in and email to speak with
achieving learning goals. students and families.
I communicate using
grades, report 12/13/19- I use educator
cards/progress reports, pages on social medias to
conferences, rubrics, weekly seek out new
apps, newsletters, phone technologies for my
calls and notes. classroom to design
student assessments. I
also share assessment
data with families in
order to create a system
of support for students.

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that increased learning. progress and ways to
student proficiencies, students understand. Provides opportunities provide and monitor
challenges, and behavior for comprehensible and Communicates regularly support.
issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment
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
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as needs arise regarding concerns, and guide student and family needs.
struggling students or family support. 10/1/18
behavior issues.
10/1/18- I communicate
daily about student
learning goals to assist
families, support
teachers,
Instructional aides in
providing appropriate
support to improve
student achievement. I
use the methods
described above to make
assessment information
clear.

5/9/19- I mainly use

Dojo and Aeries to
communicate student
assessments with
students and families. I
would like to grow in this
area by allowing my
students access to their
assessment data in order
to share with families and
reflect upon learning.