CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integra ng Innova ng

Is aware of the purposes and Explores the use of di erent Decides on the purpose for Develops and adapts the range Demonstrates purposeful use
characteris cs of forma ve types of pre-assessment, assessment and skills to be of appropriate assessments to of a wide range of
and summa ve assessments. forma ve and summa ve assessed to select address ques ons about assessments to support
assessments. appropriately matches pre-, students’ learning needs and di eren ated student learning
5.1 Applying knowledge forma ve and summa ve progress. (04/05/23) needs and re ect progress.
of the purposes, Begins to iden fy speci c assessments. 07/17/2022
characteris cs, and uses characteris cs of assessments Integrates a variety of Draws exibility from a
of di erent types of that yield di erent types of Selects assessments based on characteris cs into repertoire of appropriate
informa on about student clear understanding of the assessments to allow students assessment op ons and
assessments
preparedness, progress, and purposes and characteris cs with a ranges of learning characteris cs to maximize
pro ciency. of assessments to support needs to demonstrate what student demonstra on of
student learning. they know. 07/17/2022 knowledge.
(04/05/23)
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying
I use targeted forma ve and
summa ve assessments for
each content Unit that address
both the Unit theme, and the
focus skill for each Unit. The
format of the assessments can
range from wri en, mul ple-
choice, or project-based based
on the focus skills for each
unit. 07/17/2022
Evidence
Integra ng Innova ng
Mul ple-choice assessments
u lize a weighted mul ple-
choice format, where each
answer is worth di erent point
values varying based on how
well the answer addresses the
Historical Thinking Skill the
ques on is u lizing. Project-
based assessments engage
students on various skills
ranging from historical
interpreta on, historical
thinking, and academic
ar cula on. Wri en
assessments help students
sharpen their ability to use
evidence to support their
perspec ves, and to
communicate those
perspec ves clearly and
e ec vely. 07/17/2022

I con nue to u lize

assessments for each unit,
which include a pre-test at the
beginning of the unit to
iden fy students' prior
knowledge, as well as
forma ve assessments
throughout the unit such as
exit ckets, quizzes, and class
discussions to monitor student
progress and provide
feedback. I o en provide
di erent op ons for students
to demonstrate their
understanding, such as
allowing students to choose
between wri ng an essay or
crea ng a visual
representa on.
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 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integra ng Innova ng
Use data from required Explores collec ng Collects a variety of formal Designs and integrates an Infuses assessments
assessments to assess addi onal data using and informal assessment assessment plan that strategically and
student learning. supplemental assessments. data on student learning. provides formal and systema cally throughout
07/17/2022 informal assessment data instruc on to collect
Follows required processes Make adjustments in (11/23/2022) on student learning. ongoing assessment data
5.2 Collec ng and for data analysis and draws planning for single lessons (04/05/23) appropriate for the range
analyzing assessment conclusions about student or sequence of lessons Uses analysis of a variety of of learner needs.
data from a variety of learning based on analysis of data to inform planning Uses data analysis of a
sources to inform assessment data. and di eren a on of broad range of assessments Uses results of ongoing
instruc on. instruc on. 07/17/2022 to provide comprehensive data analysis to plan and
informa on to guide di eren ate instruc on for
planning and di eren a on maximum academic
of instruc on. success.
(11/23/2022)
(04/05/23)
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying
Forma ve and summa ve
assessments are used at
least once per unit, and
some mes mul ple mes
as needed for more
complex lessons or topics. I
use data from these
assessments to inform my
own understanding of
students’ prior knowledge
(forma ve), and how well
their prior knowledge
expanded by the unit’s end
(summa ve). My
conclusions inform not only
how I will modify the
lessons for the Unit, but
also whether any content
or academic skills would
bene t from reteaching or
Evidence further prac ce.
07/17/2022
I have been increasingly
using programs such as
Google Forms, EdPuzzle
etc., which help me
quan fy student growth
and progress. This has
allowed me to cater
speci c di eren a on,
reteaching, and review
strategies to best support
the needs of my students
this year. (11/23/2022)
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Integra ng Innova ng
I have been able to be er
use data to inform the
needs of my students in US
History this year. I have
no ced a level of learning
loss in my students this
year that signi cantly
exceeds the previous
school year, and this is
re ected primarily in
assessment data and
academic wri ng skills. This
has provided me with an
opportunity to use
the data from assessments
where students have
performed poorly to
pinpoint the skills in which
students need more
support. (11/23/2022)
I o en design summa ve
unit assessments that
include mul ple choice,
short answer, and essay
ques ons that assess
students' understanding of
the content, as well as their
ability to analyze and
interpret primary and
secondary sources related
to the unit's topics.
Addi onally, I o en provide
opportuni es for forma ve
assessments throughout
the unit, such as exit slips,
think-pair-share ac vi es,
and class discussions, to
gather informal data on
student learning and
understanding.

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 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integra ng Innova ng
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collabora ve
5.3 Reviewing data, available assessment data addi onal assessment data variety of data on student broad range of data work and fosters colleagues
both individually and as required by site and individually and with learning individually and individually and with ability to iden fy and
with colleagues, to district processes. colleagues and iden es with colleagues to iden fy colleagues to analyze address causes for
monitor student learning needs of individual trends and pa erns among student thinking and achievement pa erns and
learning students. groups of students. iden fy underlying causes trends. (04/05/23)
for trends. 07/17/2022
Weekly sta mee ngs are This school year, I have
occasionally u lized to split made a point to par cipate
sta between grade-levels in re ec ve mee ngs with
to go through the en re other teachers to share
grade student-by-student best prac ces, analyze
to compare student student work, and iden fy
performance between trends in student learning
classes, as well as address and achievement. Similarly,
any speci c needs for each I have used these mee ngs
student that other teachers to improve in collabora ng
may not have iden ed. with teachers from other
Teachers can also share subject areas to develop
personal interac on with cross-curricular lessons
students that help inform that integrate history with
Evidence our understanding of our other subjects, such as
students’ lives outside of literature, art, or science.
class. Teachers can then This has been a result of a
use this informa on to school wide e ort to
be er understand our facilitate regular mee ngs
students as whole with colleagues to discuss
individuals, and use student progress, share
informa on about how insights and strategies, and
students perform and develop solu ons to
behave in other classroom common challenges.
to iden fy trends of
concern and trends of
success in either academic
performance or behavior.
07/17/2022
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 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integra ng Innova ng
Uses data from Uses data from available Uses a variety of Uses a broad range of data to Re ects on data
assessments provided by assessments to establish assessment data to set set learning goals for content con nuously to make
and academic language that
site and district to set content-based learning student learning goals for ongoing re nements to
are integrated across content
learning goals for the class. goals for class and content and academic standards for individuals and learning goals for content
individual students in single language. 07/17/2022 groups. (04/05/23) and academic language for
5.4 Using assessment lessons or sequences of (11/23/2022) the ll range of students.
data to establish Plans instruc on using lessons. Plans di eren ated instruc on
learning goals and to available curriculum targeted to meet individual
Uses data systema cally to
plan, di eren ate, and and group learning needs.
guidelines. Plans adjustments in Plans di eren ated lessons re ne planning,
(11/23/2022)
modify instruc on instruc on to address and modi ca ons to di eren ate instruc on,
(04/05/23)
learning needs of individual instruc on to meet and make ongoing
students. students’ diverse learning Modi es lessons during adjustments to match the
needs. instruc on based on informal evolving learning needs of
assessments. (11/23/2022)
individuals and groups.
(04/05/23)
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying
Assessment data allows me
to make adjustments to
curriculum on a class-by-
class basis in order to
address the learning needs
of my classes on a period-
by-period basis.
07/17/2022
I have made adjustments to
various lessons this year to
more speci cally target the
learning needs of my students,
based on assessment
performance data and other
metrics. My 11th grade
students this year have tested
in reading/wri ng at a 6th
grade level, which is
signi cantly lower than in past
years. As such, I have had to
Evidence modify my approach to
reading and wri ng ac vi es
to focus more on founda onal
skills. (11/23/2022)
I prefer for each class to be
learning about the same
topics on my yearly pacing
plan, but there is room for
making di eren ated
adjustments to meet the
needs of individual classes.
Some classes may be more
pro cient in academic
wri ng and reading, while
others may bene t from a
more visual approach to
the lesson, with heavier
sca olding for academic
wri ng. 07/17/2022
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Integra ng Innova ng
I frequently provide sca olded
secondary source
readings alongside digital
organizers for my regular level
US History class. I nd that my
students this year struggle
with the language of primary
sources, so by using fewer
primary sources in conjunc on
with secondary sources o ers
them more clarity in terms of
what informa on is presented
in many of the primary
sources. I also have found that
reading as a group, and having
students annotate and take
notes on readings, has been a
more e ec ve prac ce in
terms of aiding student
comprehension of reading
material in class. (11/23/2022)
I have, in my e orts to
diversify my assessments, also
grown in using data from
forma ve and summa ve
assessments to set group
learning goals that address
areas of strength and
weakness for the class as a
whole. For example, if the
data shows that the majority
of students struggle with
analyzing primary source
documents, I can then set a
new group goal to improve
their skills in this area.

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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integra ng Innova ng
Informs students about Begins to encourage Models and sca olds Implements structures for Provides systema c
learning objec ves, students to establish student self-assessment students to self-assess and opportuni es for student
outcomes, and summa ve learning goals through and goal se ng processes set learning goals related to self-assessment, goal
assessment results. single lessons or sequence for learning content and content, academic se ng, and progress
5.5 Involving all Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
students in self- individual learning goals. se ng exercises. development. 07/17/2022 skills. (04/05/23)
assessment, goal- Develops students’ meta-
se ng, and progress Monitors progress using Provides students with Guides students to monitor Integrates student self- cogni ve skills for analyzing
monitoring available tools for opportuni es in single and re ect on progress on assessment, goal se ng, progress and re ning goals
recording. lessons or sequence of a regular basis. 07/17/2022 and progress monitoring towards high levels of
lessons to monitor their across the curriculum. academic achievement.
own progress toward class (04/05/23)
or individual goals.
Helping students set As part of an increasing
individual and realis c e ort to implement
goals rela ve to content student self-assessment, I
knowledge and academic have begun to provide
skills such as historical students with prompts or
thinking is essen al to my ques ons each unit related
goal of helping students to the content and skills
adopt and nurture a being taught, and ask them
growth mindset in class to re ect on their own
and beyond. Students are learning and progress
encouraged to celebrate towards the goals set in
incremental progress, and previous lessons.
to view their learning as a For example, a er a lesson
Evidence
progressive incremental on the causes and e ects
process. 07/17/2022 of the Civil Rights
Movement, I asked
Students do this by students to write about
engaging in occasional self- what they learned, how
assessment methods such they feel about their
as KWL (Know/Want to understanding of the
know/Learned) charts that material, and what they
target speci c skills for s ll need to work on. Then,
each units. Self-assessment I reviewed these journals
is conducted every two and provided feedback on
weeks, or twice per Unit. the progress made towards
07/17/2022 the learning goals.
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integra ng Innova ng
Uses available technologies Explores use of addi onal Uses technology to design Integrates a variety of Use a wide range of
to record assessments, technologies to implement and implement technologies into the technologies to design,
determine pro ciency individual assessments, assessments, record and development, implement, and analyze
levels, and make required record results, and analyze results, and implementa on, analysis of assessments and provides
5.6 Using available
communica ons about communicate with communicate about assessments, and for an in depth and ongoing
technologies to assist in
student learning. administra on, colleagues, student learning with communica on of student communica on regarding
assessment, analysis,
and families about student administra on, colleagues, learning to all audiences. student learning to all
and communica on of
learning. families, and students. 07/17/2022 audiences. (04/05/23)
student learning (11/23/2022)
Ensure that
communica ons are
received by those who lack
access to technology.
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 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integra ng Innova ng
Using technology is a par cular I use my school’s chosen
strength of mine in the classroom. Learning Management System
This extends beyond my own use (LMS), Google Classroom/
of technology in the classroom to Google Suite, to create online
facilitate input for students. I
quizzes, exams, and
a empt to empower students
with the knowledge to become
assignments that are aligned
pro cient in technology used in with the subject ma er and
lessons and in class. I aim not to academic language goals. The
use technology simply for the sake LMS is also used to facilitate
of using technology, but to u lize discussion forums,
that technology in a way that collabora ve projects, and
contributes to the Unit’s focus virtual eld trips that enable
skills while informing students’ students to explore historical
general digital literacy beyond my events and concepts in greater
own classroom. 07/17/2022
depth. I also u lize Blooket to
I have been making strides to
engage students in interac ve
become more e cient with my assessments that provide
use of digital pla orms and digital immediate feedback and
data, a emp ng to u lize both in support di eren ated
Evidence a way that enhances my own learning, while also
ability to adapt instruc on and “gamifying” the learning
facilitate be er student learning process. As a method for
across the board. Making material facilita ng ongoing
accessible is helpful for students communica on regarding
who may be absent for any
student learning to all
number of reasons. The Google
Classroom becomes a virtual 'hub'
audiences, I use a range of
of sorts for students to know communica on tools such as
when and where par cular topics email and TalkingPoints for
were covered in class, or when parent communica on.
work was assigned. Students do Furthermore, I u lize video
not have to ask what they missed, conferencing tools such as
and do not have to wait to get a Zoom or Google Meet to
physical copy from me speci cally, conduct parent-teacher
as they can print the assignments conferences and engage in
from home or in their Study Hall
virtual o ce hours to provide
course. This helps facilitate and
develop their own sense of agency
addi onal support to students.
and accountability in accessing
classroom material.
(11/23/2022)
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 CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integra ng Innova ng
Provides students with Provides students with Provides students with clear Integrates the ongoing sharing Facilitates students’ leadership
feedback through assessed addi onal feedback based on and mely informa on about of comprehensible feedback in seeking and using ongoing
work and required summa ve forma ve assessments from strengths, needs, and to students from formal and comprehensible
assessments. single lessons or sequence of strategies for improving informal assessments in ways communica ons about
lessons. Seeks to provide academic achievement. that support increased individual student progress
5.7 Using assessment No es families of student feedback in ways that students learning. (04/05/23) and ways to provide and
informa on to share pro ciencies, challenges, and understand. 07/17/2022 Provides opportuni es for monitor support.
mely and behavior issues through school comprehensible and mely Communicates regularly with
comprehensible mandated procedures. Communicates with families two-way communica ons with families to share a range of
feedback with students about student progress, families to share student assessment informa on that is
strengths, and needs at assessments, progress, raise comprehensible and
and their families
repor ng periods. Contacts issues and/or concerns, and responsive to individual
families as needs arise guide family support. student and family needs.
regarding struggling students (04/05/23)
or behavior issues.
07/17/2022
Students receive frequent One way that I aim to provide
individualized feedback on comprehensible feedback to
lessons and assessments. This students is by using rubrics,
feedback a empts to iden fy providing wri en comments,
strengths and room for
and holding 1-on-1
improvement in a way that
students will be able to apply in conferences as needed. In
the future. 07/17/2022 these conferences, I explain to
students how I arrived at a
Communica on with families is par cular grade or score and
an aspect that has room for provide speci c sugges ons
improvement. Families are for improvement.
provided with access to Furthermore, I hold parent-
PowerSchool to monitor their teacher conferences by
child’s progress. However, request in order to share
Evidence some mes parents may struggle
assessment informa on and
with accessing PowerSchool.
Other mes, families can be discuss student progress.
hard to reach, may provide the During these conferences, I
school with outdated contact am able to provide parents
informa on, or may require a with speci c examples of their
translator for interac ons. child's work, explain
However, I ensure that the assessment scores and grades,
families of struggling students and discuss strategies for
receive three points of contact suppor ng their child's
when possible: Email, Phone learning at home.
Call, and Wri en note home.
Parents also have the
opportunity to schedule 1-on-1
conferences with me when
needed. 07/17/2022
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