CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
Students are given the
STAR 360 at the
beginning, middle and
end of the year and these
are used to show growth.
I compare the end of year
from 5th grade and the
beginning assessment for
6th grade to place them in
their initial groupings. I
do not do separate
reading assessments. We
also use a supplemental
program called STRIDE
Arcade Academy which
helps to bridge the gap.
(8/26/21)

Writing Assessments will

be given once per unit to
assess what skills still
need to be worked on
(9/13/21-06/22)

I give exit tickets and

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Quizziz at the end of class
to check student
comprehension of a
lesson. (ongoing).

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 lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
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

I use STRIDE quizzes and
assessment materials
which help me assess
students after they have
read or completed a
lesson. These online
assessments quickly and
accurately let me know
where students stand and
the data helps me to plan
future lessons.

I collect and analyze data

from many different
sources of assessments
from the informal ones
we do during class to the
formal ones done in the
OLS. (ongoing)

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. causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

During the school year
we have PD’s, PLC’s and
Team Meetings where we
analyze data from our
students and collaborate
with fellow teachers. For
our CFA Cycle 1 we are
assessing standard Rl.6.2
Finding Central Theme.
We assessed students
9/24 and will analyze
student data and then
plan for reteach and
reassessment in October.

During our PD’s we have

had speakers like Mike
Mateos to further our
teaching practice and
ideals.(9/1/21)

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
5.4 Using assessment
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish
learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to
class. individual students in language. integrated across content and academic language
plan, differentiate,
single lessons or standards for individuals for the fill range of
and modify
sequences of lessons. and groups. students.
instruction
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate 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.
I use assessments and
lesson quizzes to create
learning goals for
students. I invite students
in a flexible grouping
format as needed based
on results to reteach,
reinforce and practice to
help students reach
mastery. I use data to
adjust student goals and I
communicate any
changes to them and their
families. (ongoing)

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
5.5 Involving all
summative assessment single lessons or processes for learning related to content, setting, and progress
students in self-
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
assessment, goal-
need for individual include goal setting language development. individual skills.
setting, and progress
learning goals. exercises. Develops students’ meta-
monitoring
Guides students to Integrates student self- cognitive skills for
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
All student work is
analyzed to determine
next steps for instruction.

Students are also

responsible for creating
and tracking their success
and progress towards
learning goals each
quarter. They are
individualized and I help
them to be sure they are
SMART goals.

I give Rubrics for each

writing assignment which
details what they are
doing well and what they
need help in.
(9/13,9/27). For the
most recent writing,
Write a Fable, students
were given the rubric
before they started their
writing. They receive 10
points for submitting
their Graphic Organizer
pre-writing document, 30
points on meeting the
characteristics of a fable,
creating a strong moral
with a problem and a
resolution and 10 points
for correct
spelling/grammar usage.
They were asked to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

“grade themselves”
before they submitted the
Fable to make sure they
included everything
needed to earn an A.
(Week of 9/17)
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. 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

My school is virtual and
we use our OLS (Online
School) for assessments,
lessons, practice work,
assignment turn in,
Gradebook,
Announcements,
communication between
students/families/staff.

For those families that

lack access to technology,
we provide a laptop,
printer/scanner and wifi
access as well.(ongoing)

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.
behavior issues.
Because we are virtual,
most all communication
outside of our live classes
is through email. We also
make calls to families but
find we are more
successful at emailing. I
sent out a newsletter
along with a weekly
schedule each Friday
afternoon.
I email families when
students are missing
assignments, when
students look like they
may need additional
support and any
announcements that I
need to convey to
families.

We communicate goals
through IEP meetings,
through NewRow/Zoom
meetings, email
correspondence and
phone calls. (ongoing)