CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. (9/25/21) and summative
assessments.
(4/26/2022)
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.
(9/25/21)
I am still at this level.
(4/26/2022)
I feel that the alternate I added this after
summative written interacting with peer’s
assessments I provide to posts in the discussion.
my students is in the While I do incorporate
exploring category, but various assessments to
after interactions with my collect student data and
peers’ posts and ideas information about
this week, I changed my comprehension and
rating. I want to grow my progress, I am actively
incorporation and use of working to include more
various pre- and self-reflection and
formative assessments assessment. I was
into my classroom. prompted to recall other
(9/25/21) activities I and my
student-teaching mentor
used in the classroom.
This is something I want
to include and alter in my
current practice.
(9/25/21)
This semester is my
second time teaching my
Applying Integrating Innovating
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 (3/7/2023). knowledge.
(11/19/2022).
I am required to use the This semester, I have
in-house assessments and taken greater control of
learning path required by my in-lesson and
my school. While this can summative assessments.
be limiting, I am actively With approval, I have
creating and integrating removed the school-
additional pre- provided assessments
assessments and and created more
alternative post- authentic demonstration
assessments for students portfolios and writing
to demonstrate their assignments for my
understanding in students. Students
meaningful and authentic complete daily quick
ways. checks (short multiple-
This semester, I am choice style checks for
building on my understanding) at the end
foundation of adding self- of their lessons, and they
reflection and polls and work throughout the unit
implementing data from on their summative
this and last year to writing-based
better support, design, assessments. I have put in
and understand the additional time
purpose of meaningful scaffolding and breaking
CSTP 5: Assessing Students for Learning
content. This has given formative and summative down the writing tasks to
me additional space and assessments in the support all students to
reflection to consider the classroom (11/19/2022). succeed (3/7/2023).
different assessment
types: strengths,
weaknesses, and areas
for improvement in my
curriculum. I feel that I
am now fully in this
category because I am
actively engaged in
conversations and
revisions to the various
assessments and
assessment types that I
use in my classroom.
(4/26/2022)
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. (9/25/21) student learning. informal assessment data throughout instruction to
Follows required (4/26/2022) on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in assessment data
analyzing
analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
assessment data
conclusions about lessons or sequence of of data to inform broad range of of learner needs.
from a variety of
student learning lessons based on analysis planning and assessments to provide
sources to inform
of assessment data. differentiation of comprehensive Uses results of ongoing
instruction.
(9/25/21) instruction. (4/26/2022) information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction success (3/7/2023).
(11/19/2022).
CSTP 5: Assessing Students for Learning
Alternate portfolios and I am incorporating more
rough draft formal informal assessments
(teacher-created) during lessons this
assessments are semester. It has yielded
encouraged in my class. additional information
Students received details about student learning
and individualized and understanding. I am
feedback on these also working more
assessments to further diligently to include
and extend their informal and formal
understanding and skills. verbal assessments in my
Informal assessments are phone calls this semester.
incorporated in lessons to Having students address
see where student where they are struggling
understanding is in the (self-reflection) and
moment to make needed content questions is
adjustments in current or yielding valuable data to
future lessons. Exploring incorporate into my
different strategies to virtual lessons (in the
include additional formal form of additional
and informal assessments resources, questions to
targeting specific skills consider, and support)
and learning to provide and live lessons. I am also
specific support based on actively revising and
data. (9/25/21) adding to my Fillable
Notes this semester.
These additions have
been primarily based on
student data from last
year, phone calls from
this year, and data from
portfolios and quizzes.
(4/26/2022)
5.3 Reviewing data, Reviews and monitors Reviews and monitors Reviews and monitors a
both individually and available assessment data additional assessment variety of data on student
This semester, I am
adapting and adding to
the school-provided
curriculum and last year’s
lessons to design and
implement additional
formal and informal
assessments to collect
more data on student
learning. I am also using
data from a variety of
sources: lesson activities,
formal summative and
formative assessments,
polls and self-reflection,
MAP Growth test results,
past student data from
my class, and current
student data from their
previous English classes
to inform and guide my
lesson planning. I provide
all students with
differentiated resources
and learning - I still
provide Fillable Notes,
study guides, suggested
outlines for written
responses. This year I am
revising and adding to my
resources and including
Lesson Introduction
Notes that include clear
content explanations,
videos, and additional
resources to better
support all students to
successful mastery of
content learning
(11/19/2022).
Reviews and monitors a
broad range of data
I am adding to my
resources and
adaptations this year. I
continue to use my
knowledge of last year's
and my current students'
data to integrate and
embed assessments that
extend deep content
learning and student
understanding. I am
infusing resources and
modifications to lessons
and assessments that
support the wide range of
learners in my class so all
have access to support
for mastery learning and
demonstration. I review
and discuss student data
with my team, PLC, and
department for ongoing
improvements,
adaptations, and
additions to support all
students for a maximum
of student success
(3/7/2023).
Facilitates collaborative
work and fosters
CSTP 5: Assessing Students for Learning
as required by site and data individually and learning individually and individually and with colleagues' ability to
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
identifies learning needs identify trends and student thinking and causes for achievement
with colleagues, to
of individual students. patterns among groups of identify underlying patterns and trends
monitor student
(9/25/21) students (11/19/2022). causes for trends. (3/7/2023).
learning
I am still at this level
(4/26/2022).
I work closely with my I continue to work closely In addition to my MAP
small group and PLC to with my PLC to monitor team engagement and
monitor and review student trends across all staff support, this year,
student assessment data. English 11 classes. This my school saw an
Goals are created at both year, I am an active increase in late-enrolling
levels to target student member of the MAP students. Due to the
learning and needs. Growth team and the nature of online,
Future lessons and CHAMPS team. Both of independent learning, I
assessments are altered these teams are designed noted struggles in
as needed to support to implement monitoring students who enrolled
deep understanding and and achievement for late and monitored my
address student populations grade book distributions
misunderstanding or across grade levels and and student achievement.
comprehension needs. subjects. MAP Growth As I reviewed the trends
Rubrics and feedback are targets whole-school data and data, I worked with
detailed and clear for analysis in Math and my small team to monitor
students to Reading. CHAMPS has our three classrooms. At
understanding skills bloomed this year - we the end of semester A, I
demonstration, needed continue to monitor ran and collected data
areas of growth, and student achievement for from our entire English
individualized learning credit-deficient students; 11 team and lead a
goals/grows. (9/25/21) however, we are also discussion in PLC
implementing practices meetings where we
I am exploring the next and supports for grade reviewed, interpreted,
level as I join and levels that best support and discussed the trends
participate in the MAP credit-deficient students and how we can better
team this year; however, I to successful completion support new students in
am not yet actively of current classes and our program and
exploring a variety of recovering previous classrooms (3/7/2023).
data. I still look at past missed credit
performance, prior final (11/19/2022).
grades, and trends for my
class. I am beginning to
explore additional forms
CSTP 5: Assessing Students for Learning
of data and assessment
results as we enter the
end of the semester.
(4/26/2022)
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. (9/25/21) 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 (5/1/2022) Plans differentiated
learning goals and to
available curriculum lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
and modify
instruction to address students’ diverse learning meet individual and differentiate instruction,
instruction
learning needs of needs. group learning needs. and make ongoing
individual students. adjustments to match the
(9/25/21) Modifies lessons during evolving learning needs
I am still at this level. instruction based on of individuals and groups
(5/1/2022) informal assessments (3/7/2023).
(11/19/2022).
Learning goals are set by I use formative In my PLC, we have seen As a member of my
school-provided assessment data to make a growth in 75% of school's MAP team, I am
curriculum for most adjustments in live lesson students passing English active in school-wide
lessons. I include instruction and in small- 11 at the mid-semester diagnostic testing. I
adjustments based on group or one-on-one point. This was achieved support both students
individualized learning calls. Modifications and through conscious data and staff in
needs in live lessons and differentiated analysis, specific supports understanding MAP
small group/ one-on-one assessments are provided based on current student testing and
instruction interactions. based on student need. progress and review of understanding the
(9/25/21) Audio recordings, graphic past performance, and in growth and adaptive
organizers, and looking at where students nature of this testing
additional supports are excelled and struggled timeline and
provided to all students last year. In looking at requirement. I apply
to support understanding and considering trends student data and results
and successful from previous years, I am in my lessons to bolster
completion of adjusting and modifying students continued
assessments. (9/25/21) lessons and resources to growth and development
best meet the needs of throughout the school
This semester, I am students in my classes. In year. My team created a
getting more involved my credit recovery PLC, website that supports
with revising and adding we saw a 13% increase in MAP proctoring and
CSTP 5: Assessing Students for Learning
specific lesson and unit
goals into my practice.
While learning goals are
still school-provided, I am
adding more specific
lessons and learning
goals into portfolios,
lessons, and teaching. As
we move through the
school year and I get to
know both my students
and my content better, I
am adding more specific
and guided learning goals
based on data from past
assessments, student
questions, and reflections
(both student and
teacher). (4/26/2022)
5.5 Involving all Informs students about Begins to encourage
students in self- learning objectives, students to establish
assessment, goal- outcomes, and learning goals through
setting, and progress summative assessment single lessons or
monitoring results. Recognizes the sequence of lessons that
need for individual include goal setting
learning goals. (9/25/21) exercises.
Monitors progress using Provides students with
available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
(9/25/21)
classes passed in quarter understanding the
1 between last and this importance of this test,
year. In working with my and I am currently
PLC and CHAMPS, Project working on adding a
Success, and MAP teams, I Reading and Explaining
am reviewing and results page for
processing data from a additional clarification
wide variety of classes and support in reading,
and tests that provide a interpreting, and
better understanding of applying student data and
the students in my results in the classroom
classes. I also feel that (3/7/2023).
teaching credit recovery
has made me a better
English 11 teacher this
year. In seeing where
students struggled in the
traditional class and
scores in credit recovery,
I am breaking down tasks
more effectively and
bolstering a deep
understanding of the
skills needed to be
successful in English
Langugae Art
(11/19/2022).
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
(4/26/2022) I feel I am Develops students’ meta-
still at this level this Integrates student self- cognitive skills for
semester. (3/7/2023). assessment, goal setting, analyzing progress and
and progress monitoring refining goals towards
Guides students to across the curriculum high levels of academic
monitor and reflect on (3/7/2023). achievement.
progress on a regular
basis. (4/26/2022)
CSTP 5: Assessing Students for Learning
I feel I am still at this level
this semester
(11/19/2022).
Learning goals and School-provided I am proud of the In Homeroom, I am
objectives are currently curriculum includes personal growth I see in working to incorporate
for all students. I openly additional activities and this element. I am actively more reflection and goal-
discuss and identify opportunities to deepen working to incorporate setting with my students.
learning goals and areas understanding. I more student self- I include a conversation
of overall needed specifically addressed assessment and goal about goals and task
readjustments to my and detailed the setting and modeling this students to gauge and
students. I understand importance of these process during lessons evaluate their progress
that students need activities and identified to and calls. I am receiving week-to-week to support
opportunities for specific students how to self- positive feedback from accountability and
and individualized monitor and check their students and caretakers reflection growth. As this
learning goals. I understanding. Activities about the reflection and year has progressed, I
encourage and support in lessons incorporate growth they are have been applying my
my homeroom students self-checks and experiencing from students' identified goals
in identifying and monitoring towards interactions in my class. I and areas of growth in
meeting individualized learning goals and am including more homeroom lessons and
learning goals. This is content understanding. examples and models conversations
something I am working (9/25/21) based on my own (real or (3/7/2023).
toward incorporating for revised for the purpose of
all my English students as student understanding)
well. (9/25/21) experiences. I
consistently use academic
language and content-
specific language in my
lessons and phone calls.
Every call ends with a
reflection question this
semester. I am also
providing more formal
and informal self-
reflection assessments in
my lessons this semester.
(4/26/2022)

I still incorporate self-

reflection in my lessons
and calls. I also request
feedback from my
students and caretakers
CSTP 5: Assessing Students for Learning
to improve and revise my
resources so students
have the supports they
need to be successful in
my class (11/19/2022).

This is an area where I

would like to continue to
grow my skills. I feel that
I am still at this level, and
it has been challenging to
add more and deep
student self-assessment
into my lessons
(3/7/2023).
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
(9/25/21) about student learning. colleagues, families, and audiences (3/7/2023). student learning to all
communication of
(4/26/2022) students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology
(11/19/2022).
I feel that I am currently This semester, I feel I am Since my classroom is I work closely with my
in-between Exploring and fully in the Emerging completely virtual, my small team and PLC to
Emerging. I work with my category. In addition to lessons and grade book continue refining and
PLC and small team to working with my small are also technology revising our lessons and
discuss and implement team and PLC, I actively focused. I am actively resources to best support
assessment data into the look for and investigate implementing new student mastery. I
classroom. I do work with additional technology to assessment and feedback collaborate with my
families for my implement in the platforms to increase English team, MAP team,
homeroom students and classroom. While I cannot communication between and CHAMPS team to
English students as change certain myself, students, and develop communication
needed, but I am working assessments in the digital caretakers about and best practices to
to expand my resources lessons, in resources and performance and growth bolster student learning
for determining live lessons, I incorporate in the classroom. I also and success in the
proficiency levels and more informal work on two different classroom based on data
CSTP 5: Assessing Students for Learning
encompassing assessments to gauge cross-curriculum groups and student assessments.
communications. student understanding. I that focus on data I am one of the diagnostic
(9/25/21) share information and collection and analysis of testing team members,
data with my small team, student test results and and I am readily available
PLC, and supervisor, and performance. In working to colleagues to review
work with my leadership on these teams, this year, reading and
and CHAMPS PLC to I am actively engaged in understanding student
understand effective creating effective and assessment results and
strategies to implement comprehension data how to implement this
in the classroom to collection and analysis data in the classroom
collect student learning tools and communicating (3/7/2023).
data. (4/26/2022) more effectively with the
entire support team
about student
performance, growth, and
areas of needed
improvement
(11/19/2022).
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 (4/26/2022) increased learning. progress and ways to
information to share student proficiencies, students understand. provide and monitor
timely and challenges, and behavior (9/25/21) Provides opportunities Communicates regularly support (3/7/2023).
comprehensible issues through school for comprehensible and with families to share a
feedback with mandated procedures. Communicates with timely two-way range of assessment
students and their families about student communications with information that is
families progress, strengths, and families to share student comprehensible and
needs at reporting assessments, progress, responsive to individual
periods. Contacts families raise issues and/or student and family needs
as needs arise regarding concerns, and guide (11/22/2022).
struggling students or family support.
behavior issues. (4/26/2022)
(9/25/21)
CSTP 5: Assessing Students for Learning
Feedback provided to I included feedback on all I am continually working As I develop as an
students is written work submitted to learn more about the educator, I am finding
comprehensive and by my students. Included technology and pathways more ways to empower
individualized on all with feedback is a available through our and support student
submitted written suggested outline for the online school and leadership and success. I
(formative and assignment with the platform. One tool we use work with my students to
summative) work. rubric embedded in the for students struggling grow their self-advocacy
Students are encouraged suggested outline. academically to and self-reflection skills
and able to meaningful Students are still communicate timely and throughout the year.
engage and apply encouraged to with comprehensible During Homeroom, we
feedback to written work meaningfully reflect upon feedback is the Progress review student-generated
and resubmit to and apply feedback to Monitoring Meeting. I goals and progress. I hold
demonstrate growth and revise and resubmit their regularly hold and attend my student accountable
earn additional credit. work to earn up to full these meetings. The to their goals in progress
Real-time feedback and credit. student, caretaker, all of with positive
student data is used to My grade book is the student’s current reinforcement when
make in-the-moment completely digital. All teachers, their school seeing success and
adjustments to lessons. grades and feedback are counselor, and the grade- support when they are
Reflection of student data available to both students level assistant principal falling behind. I
from the previous and caretakers. In attend via secure communicate with
lesson(s) and work is feedback on a question conference call. I share students and their
used to inform needed that did not earn full data about the student’s caretakers quarterly with
areas of adjustment and credit, I leave my phone current progress and progress updates and
alterations to future number and contact summarize goals, clarification about
lessons. information for students expectations, and progress, growth, and
Feedback is timely. If and caretakers to reach supports to be successful strategies that we
student issues arise and out for additional both in English and as an use/can explore to
the student is not clarification and support. independent online support continued
addressing the needed I also send student. When I hold success and growth
areas of growth, I do communication to both these meetings, I also (3/7/2023).
reach out to the the student and share Homeroom
caretaker(s). I provide caretakers about key supports that have
evaluation and support to misunderstandings or worked, current struggles
both the student and missing requirements. the student and caretaker
family members for These communications have shared with me, and
students who are offer one-on-one phone foster space for all
struggling. My school also calls or Zoom meetings to participants to share
has specific procedures guide the student (and current struggles
for supporting students caretaker if they would (students and caretaker)
who are struggling that like to join) through the supports (teachers,
include caretaker assignment to show school counselor), and
participation and students where expectations (assistant
CSTP 5: Assessing Students for Learning
engagement. (9/25/21) misunderstandings or principal).
missing requirements are As a member of the
seen in the student’s Learning Coach Mentor
submitted work. team, I call
(4/26/2022) parents/guardians who
are having trouble
logging into and
navigating their Learning
Coach account. I routinely
work with families for
support as both a teacher
and a Learning Coach
Mentor (11/19/2022).