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
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.
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.
07/15/21
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.
12/01/21
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.

Formative and summative I include exit tickets to

assessments can be done retrieve quick assessment
in a number of ways and responses. Sometimes I
is useful for checking utilize technology and use
students progress. applications like Padlet or
Depending on the needs of the discussion post
the student, the option on Google
assessment may be Classroom.
different. For a student
who may have difficult
executive functioning
skills, or may need me to
verbalize questions and
respond verbally, I will
teach in that manner. For
an ELL student, who’s
assessment may differ
from their peers based on
the level of ELL they are in
(emerging, expanding,
etc.)
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 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.
07/15/21

Collection of data includes

turn in rate, which is
accessible through google
classroom and physical
copies. Typically, that will
informally inform me if
students have difficulty
with an assignment, or
concept. A formal way to
collect data is by assessing
student scores after a
completion of a quiz or
exam. Looking at class
averages to see which
class needs more
scaffolding.

12/01/21
Still working on how to
collect data to ensure
student growth. I am
going to apply more
Google Forms in order to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

retrieve data on student
responses. I have been
also collecting data
through completion and
turn in rate.
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

07/15/21 12/01/21

When we conduct roll call As a school community we

as a faculty, we discuss work collectively to collect
turn in rates amongst our data and observations
students that we share. regarding our students.
This allows us to We conduct roll call with
understand if a student our head and heart team
needs more support along with collect score
rather through the data on assignments. I
academic team or mental continue to do what was
health team. mentioned in applying,
Another way I review, and however with the
monitor data is with the incorporation of
Spectrum Team or the technology and data
Gifted Program Team. collection from this
Typically, we look at test semester, I believe this
scores from previous will help me with my
schools, or reading level meetings with informing
scores to provide my colleagues with
adequate assistance. accurate data.

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
guidelines. instruction to address to instruction to meet
learning needs of students’ diverse learning
individual students. needs.
07/15/21
I plan differentiated
lessons and modifications
to instruction based on
the students need. As
mentioned, it is vital that I
meet with The Spectrum
team to gather insight on
how to support my
students in the spectrum
program. Same for my
ELL, executive functioning
and gifted students. For
all middle school students
it is helpful to conduct
differentiation because of
their mental maturity.
Guided readings, close
readings, chunking,
checklists, mind mapping,
adjustment of lexile levels
in readings, access to
audiobooks and clear
instruction is beneflical
for all students.
Integrating Innovating
instruction targeted to to refine planning,
meet individual and differentiate instruction,
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.
12/01/21
With planned meetings,
the incorporation of
technology and the
collection of data, I now
have enough evidence to
provide Ivy Prep tutoring
data information about
students with
exceptionalities. This is
also helpful for other
parties such as parents,
spectrum teachers, ELL
coordinator and more.
After modifying lessons
with chunking,
differentiation an
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 achievement.
own progress toward
class or individual goals.
07/15/21 12/01/21

Reflection and journaling I provide students with

are a major part of our PowerPoint presentations
learning process. Students printed out. I also provide
can reflect on their checklists for students
learning and journal who have trouble with
responses that respond to their executive
major concepts. The functioning. Lastly, I
metacognitive approach provide a “key
by asking students to be vocabulary” at the end of
aware of their learning each reading to help
environment outside of students who may need
the classroom, or ask some words defined. I
students to complete found that some of these
different diagrams to map methods are extremely
their learning. helpful for students who
have trouble maintaining
focus.
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 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.

Updated 12/01/21
07/15/21

Google forms has been a

wonderful asset for this
standard. It allows me to
utilize it and collect data
to check student learning,
and to analyze results.

12/01/21

Still working on my craft

of data collection. Our
school implements a
“check my progress”
assessment for all
students and as a school
community along with
advocates for our students
circle back and discuss
our students assessemnts
data.
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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior for comprehensible and Communicates regularly support.
comprehensible
issues through school Communicates with timely two-way with families to share a
feedback with
mandated procedures. families about student communications with range of assessment
students and their
progress, strengths, and families to share student information that is
families
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.

07/15/21 12/01/21

Parent support and Just finished my student

communication is vital for led conferences with
the students. Building and families. It consists of
maintaining a students deeply reflecting
relationship with the on their work and
parents, support teams progress throughout the
and other faculty semester. I provide data
members is beneficial such as grades and
because it allows a stream feedback for “glows and
of communication. grows” for students and
Parents can access and families alike. I ask
monitor student scoring students to share both
through Google formative and summative
Classroom. Beyond that, assessments to show
we have a grading system growth and progression.
that allows for
percentages in each
category so families and
students can monitor the
progression of grades.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Parents have access to
email me and call me via
school telephone along
with student support
meetings scheduled by the
school admin team.