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.
I am here because while I Through ILP, I was able to In addition to choice and
am aware of the advance this skill two one pagers using UDL
importance of pre- levels on the rubric. My framework, we have used
assessment, check-ins one-pager assignment differentiated
and assessments during helped me to apply pre- assessments and work to
the units, adjustment to assessments and check- allow students a greater
teaching and then finally in, which culminated in chance to succeed. This
a summative, it’s only an engaging, personal has included more
something I do summative assessment challenging math and
sometimes. on main idea and spelling for high
supporting details in achieving students.
In some units I would call nonfiction text. Moving Students have responded
myself exploring, but in forward, I plan to create with high achievement in
other’s I will not do more summative math and more
enough check in assessment options for engagement from the
assessments that should students. challenging spelling
guide my next words.
instructional choices. I May 6, 2022
feel I am a strong April, 2023
emerger on this rubric.
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.
I am here because I am I have begun to collect I have been revisiting the
very into the NWEA-MAP exit tickets and goals and tests scores
data and WIDA data. I specifically design more regularly and
know my students’ lessons that allow tracking progress using
weaknesses, typically in students to provide IXL. Students have
language usage, and thus evidence of their progress responded to more
will put an emphasis on throughout the learning progress monitoring by
key vocabulary for books sequence. taking on a greater
and STEM units, but again challenge, which has
this falls short of I use NWEA MAP along allowed them to take
differentiation. with class work and more ownership of their
informal and formal own learning and build
assessment to community surrounding
differentiate instruction students growth.
and increase student
growth and April, 2023
independence.

September, 2022
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
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.
I review WIDA and NWEA We do this in co-teaching
MAP assessment data and pairs, as an ELA
make note of relevant department, whole school
skill deficiencies for and individually. We
groupings and work level, notice and discuss the
expectations and growth. trends and set goals. I
This data is taken twice a don’t feel we go as far as
year, and progress is analyzing the why. As a
monitored during school we skip that step
conferencing. and go straight to goals
setting and an action
September, 2021 plan.

On my own, I can begin to

consider the why, as well
as mentioning this to my
department and co-
teacher.

Bits and piece of how I

feel about my school will
emerge during this year,
and here is one: I don’t
feel I could mention this
to anyone and have it
made a bit of different in
how we proceed with
looking at data.

May 6, 2022
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
data to establish
learning goals and to Plans instruction using
plan, differentiate, available curriculum
and modify guidelines.
instruction
I feel this is a big
disconnect for me and my
school. We do all this
testing, but it doesn’t
always inform instruction
the way it should. While I
am certainly a part of
this, it’s an institutional
challenge.
A next step here is to
make these adjustments
and create plans that
meet specific student
needs. When we get into
small groups next
quarter, we can really
begin to address this.
Exploring Applying Integrating Innovating
Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments to establish assessment data to set data to set learning goals continuously to make
content-based learning student learning goals for for content and academic ongoing refinements to
goals for class and content and academic language that are learning goals for content
individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans differentiated
Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
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.
We use WIDA, NWEA- In Social Studies, we have
MAP and our own content been building our
related assessments, academic vocabulary by
which has always been studying relevant and
the case. I have grown to frequently occurring
use this data to help words in the articles we
differentiate lessons and read and content we
adjust during the units to watch and explore. Some
address areas of need. students will have
This was apparent during different Lexile level
my POP Cycle and ILP readings with the same
related work regarding content. I have used chat
engaging assessments. GPT to create these
readings. They are not
May 6, 2022 perfect, and require some
modifications, but it saves
a lot of time using this
method and students are
all able to access the
content.
April, 2023
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives,
outcomes, and
summative assessment
results. Recognizes the
5.5 Involving all
need for individual
students in self-
learning goals.
assessment, goal-
setting, and progress
Monitors progress using
monitoring
available tools for
recording.
I am emerging because I
don’t monitor progress
with students. I feel as
though I do the other
steps on Exploring but
since I am leaving out this
critical part of check ins
that allow students to
take more ownership of
their progress towards
the goals, I am on square
one here.
Exploring Applying Integrating Innovating
Begins to encourage Models and scaffolds Implements structures Provides systematic
students to establish student self-assessment for students to self-assess opportunities for student
learning goals through and goal setting and set learning goals self-assessment, goal
single lessons or processes for learning related to content, setting, and progress
sequence of lessons that content and academic academic language, and monitoring.
include goal setting language development. individual skills.
exercises. Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
opportunities in single progress on a regular and progress monitoring refining goals towards
lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
We set goals with I create models of student I have carefully gone over
students at the beginning led conference materials rubrics with my students
of this year and revisited and provided sentence for major projects, so
and adjusted, if needed, starters, live practice they are able to assess
these goals. The goals audiences and idea to their own learning as
were monitored using help students prepare to they go. This also helps
formal and informal show their learning. me frontload my work;
assessments throughout this way, I am not
the year, with a monthly Students respond by reexplaining expectations
IXL diagnostics check, the taking ownership of their during worktime, but
results of which were own projects, as rather instructing
sent home to parents. responsibly gradually students to look at their
shifts to the learner. rubrics.
Progress monitoring for
units was done by December, 2022 This creates more
reviewing relevant autonomy in my students,
rubrics and students and a sense of them
comparing their work to meeting these steps on
the rubric for self- the rubric for themselves
assessment. and not to please me. In
turn, it creates more
May 6, 2022 responsibility in my
students.
April, 2023
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. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

I have not considered I have incorporated the

presenting the data in IXL diagnostic test, which
ways beyond what also provides students
NWEA-MAP and WIDA with work
provide, which I have recommendations and
always found adequate. I leveled resources. We
would like to know more share results and discuss
about this. them amongst teaching
teams and during student
May 6, 2022 support meetings.

December, 2022
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.
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.
behavior issues.
Students and families One of my strengths is We regularly
have received prompt meeting with parents communicate summative
feedback using Seesaw about the data. We have NWEA MAP data home at
and support resources, conferences surrounding my current school.
when needed, to assist in the data after we take Informal data such as test
shoring up areas of need. each assessment in the scores and reading
fall and spring. I explain comprehension work is
October, 2021 what skills are being also sent home. When
asked of the students, there is a need, families
how we asses based on come in to discuss the
the rubrics, and next data and construct
steps for success, often necessary learning
associated with the skills support plans.
asked of students by the
rubric. I have not April, 2023
expanded beyond this
during our year and can
improve with more
regular contact with
families regarding
academic progress.
May 6, 2022
CSTP 5: Assessing Students for Learning