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 and
assessments. summative assessments.
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different types different types of
of assessments 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.
Develops and adapts the
range of appropriate
assessments to address
questions about students’
learning needs and
progress. 7/13/22
Integrates a variety of
characteristics into
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know. 7/13/22
The range of assessment
types is broad. Form the
assessments, it’s clear to me
where the holes in
understanding are, and I
can address those in
upcoming lessons. The
assessments are never one-
dimensional; they address
several characteristics and
elements into a whole
product. Students had to do
a found poem for a text,
create a piece of art that
reflected the central idea of
their found poem, and then
they finished with reflective
questions. 7/13/22
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. 12/11/22
4/30/23
Students complete
narratives, journals, news
articles, collages, physical
art projects that are
reflective of the text, and so
many other things besides
more formal writing.
Students love the array of
writing assignments, and it
prepares them well for
college writing. 12/11/22
This has not stopped from
the last CSTP CTP. It’s only
grown. 4/30/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Use data from required
assessments to assess
student learning.
Follows required processes
5.2 Collecting and for data analysis and draws
analyzing assessment conclusions about student
data from a variety of learning
sources to inform
instruction.
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Collects a variety of formal
and informal assessment
data on student learning.
7/13/22
Uses analysis of a variety
of data to inform planning
and differentiation of
instruction. 7/13/22
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide
planning and differentiation
of instruction. 12/11/22
4/30/23
Infuses assessments
strategically and
systematically throughout
instruction to collect
ongoing assessment data
appropriate for the range of
learner needs.
Uses results of ongoing
data analysis to plan and
differentiate instruction for
maximum academic
success.

I give a wide range of There are several informal,

formal and informal
assessments, but I need to
be better at managing that
data and implementing it
quickly while it feels more
relevant. I give great
individual feedback, but I
want to get better at looking
at it and making collective
decisions to implement
quickly. I have gotten better
at this, but it’s a work in
progress. 7/13/22
formative assessments
throughout the units before
the summative, which can
take on an array of formats.
Often, there’s an element of
student choice involved.
Students are always given
rubrics and formatives are
often scaffolds for the
summative. 12/11/22
I’m not only informing
instruction after
assessments, but during
formative assessments in
class, I am analyzing to
make the best use of time at
the moment. 4/30/23
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
available assessment data additional assessment data variety of data on student broad range of data
5.3 Reviewing data, as required by site and individually and with learning individually and individually and with
both individually and district processes. colleagues and identifies with colleagues to identify colleagues to analyze
with colleagues, to learning needs of individual trends and patterns among student thinking and
monitor student students. groups of students. identify underlying causes
learning for trends. 7/13/22
My colleagues and I are in
a small team, and we are
always asking about how
students are doing,
academically and
emotionally. I talk to
certain parents frequently to
keep up and ensure students
are on track for success. It’s
part of what makes our
alternative program work
well; we have many of the
same students again, so it’s
not terribly difficult to tell
when something has
changed in a student.
7/13/22
Facilitates collaborative
work and fosters colleagues
ability to identify and
address causes for
achievement patterns and
trends. 7/13/22
12/11/22
4/30/23
I often suggest these
meetings or sit with other
teachers to identify patterns
in students that need to be
addressed. I am quick to
voice my thoughts after
seeing strange student
behavior or a change in
grades. 7/13/22
I’ve recently taken this a lot
more seriously. For the first
time, I have found a group
of trusted colleagues who
share my vision of not just
assigning essays. I’m
looking into integrating an
independent reading unit
and utilizing concept
albums as a means of
analysis. There are a lot
more nonfiction resources I
can use because of this.
12/11/22

This is something I’ve

continued to do in our team
meetings to better support
individual students. 4/30/23
CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from assessments
provided by site and district
to set learning goals for the
class.
Plans instruction using
available curriculum
5.4 Using assessment guidelines.
data to establish
learning goals and to
plan, differentiate, and
modify instruction
Exploring
Uses data from available
assessments to establish
content-based learning
goals for class and
individual students in single
lessons or sequences of
lessons.
Plans adjustments in
instruction to address
learning needs of individual
students.
Applying
Uses a variety of
assessment data to set
student learning goals for
content and academic
language. 7/13/22
Plans differentiated lessons
and modifications to
instruction to meet
students’ diverse learning
needs.
Integrating
Uses a broad range of data
to set learning goals for
content and academic
language that are integrated
across content standards for
individuals and groups.
12/11/22
Plans differentiated
instruction targeted to meet
individual and group
learning needs. 7/13/22
12/11/22
Modifies lessons during
instruction based on
informal assessments.
7/13/22
12/11/22
4/30/23
Innovating
Reflects on data
continuously to make
ongoing refinements to
learning goals for content
and academic language for
the fill range of students.
Uses data systematically to
refine planning,
differentiate instruction,
and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I look at a lot of individual
assessment data to set new
and updated student
learning goals. I figure out
if there’s a need for for
explicit instruction with
academic language, and I
implement it when needed.
7/13/22
Integrating Innovating
Differentiation is important
to me. I modify based on
informal assessments, but
sometimes it takes more
time to implement than I’d
like. I’ve started using more
groups, but I’d like to be
better at targeting group
learning needs.
Individually, I think I do a
great job of targeting
learning needs. 7/13/22
I’ve shown growth here by
using Google Forms as a
reflection tool to create
learning goals. I could be
more pointed about this and
plan on having student
conference individually to
help students craft and
maintain goals. Group
instruction has been much
better, and I’ve used
reflection tools to make the
grading fair and accurate.
12/11/22
I know there are moments I
could further differentiate
for specific students, but
reinforcing the class
routines and expectations
has helped a lot. 4/30/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment and students to self-assess and opportunities for student
outcomes, and summative learning goals through goal setting processes for set learning goals related to self-assessment, goal
assessment results. single lessons or sequence learning content and content, academic setting, 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. setting exercises. development. 7/13/22 skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to monitor Integrates student self- cognitive skills for
monitoring available tools for opportunities in single and reflect on progress on a assessment, goal setting, analyzing progress and
recording. lessons or sequence of regular basis. 7/13/22 and progress monitoring refining goals towards high
lessons to monitor their across the curriculum. levels of academic
own progress toward class 12/11/22 achievement.
or individual goals. 4/30/23

I model everything I teach: Students self-assess on their

every new type of writing,
every literary device, how I
expect students to analyze
text, and how to organize
and structure responses. I
give students time to reflect
usually in the beginning
and end of class. Often,
reflection is built into
assessments. I started
having students look back
at my feedback on papers
and have them tell me what
trends they notice in their
writing and how they can
either continue those trends
or modify their writing to
make it better. 7/13/22
formal writing using
Google Doc feedback and
Google Forms. Students
have given fair assessments
of themselves and have
grown in their revisions.
12/11/22
I could do this more often,
but embedding reflection
into more projects and even
smaller formative
assessments has been
fruitful. 4/30/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available technologies
to record assessments,
determine proficiency
levels, and make required
communications about
5.6 Using available student learning.
technologies to assist in
assessment, analysis,
and communication of
student learning
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning. 7/13/22
Uses technology to design Integrates a variety of Use a wide range of
and implement technologies into the technologies to design,
assessments, record and development, implement, and analyze
analyze results, and implementation, analysis of assessments and provides
communicate about student assessments, and for an in depth and ongoing
learning with communication of student communication regarding
administration, colleagues, learning to all audiences. student learning to all
families, and students. audiences.
Ensure that
communications are
received by those who lack
access to technology.
7/13/22
12/11/22
4/30/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
This is my weakest point as
a teacher. I tend to avoid
tech when I can, but with
the help of my MT and my
program head, I’ve started
to use more tech more
often. I need to use it in the
classroom more to ensure
that I’m not missing
moments to help all
students access material.
7/13/22
Applying Integrating Innovating
(Cont. from “Exploring:) I
am pretty good at keep
student families in the
know by using tech. I
always communicate using
tech with my admin and
colleagues. I do well at this,
and I ensure that my bosses
know when I’m struggling
to connect with someone.
7/13/22
I want to get better at
finding new ways to assign
assessments that are
inherently reflective with
technology. I want to
analyze results sooner and
find better ways to
implement review,
reteaching, and moving
forward. Some students
need more time with this
than others, which is why I
have been emailing certain
students to set up meetings.
I am communicating more
with parents and have seen
improvement. 12/11/22
Next school year, with the
implementation of my
podcast unit, there will be a
challenge for me to adapt
lessons, learn new tech, and
have students using the
internet in productive ways.
4/30/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
Notifies families of student to provide feedback in ways support increased learning. individual student progress
proficiencies, challenges, that students understand. Provides opportunities for 7/13/22 and ways to provide and
5.7 Using assessment and behavior issues through comprehensible and timely 12/11/22 monitor support.
information to share school mandated Communicates with two-way communications
timely and procedures. families about student with families to share Communicates regularly
comprehensible progress, strengths, and student assessments, with families to share a
feedback with students needs at reporting periods. progress, raise issues and/or range of assessment
and their families Contacts families as needs concerns, and guide family information that is
arise regarding struggling support. comprehensible and
students or behavior issues. responsive to individual
student and family needs.
7/13/22
12/11/22
4/30/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I give feedback constantly,
and I give students the
chance to resubmit
assessments once, using the
feedback I give them. They
know where they stand
because I use Google
Classroom to leave
comments on papers and on
the app itself for them. I
communicate with them
when I think they should
sign up for an office hours
appointment, and make sure
the students with lower
grades are aware that
there’s feedback in their
assignments for their
review. Students come to
office hours, we review
feedback together, and we
work to revise. 7/13/22
I have been working on
making my feedback even
more simple to take in,
using pointed questions for
students to use to probe in
revisions. I have generated
some very good
relationships with parents
to make sure I’m guiding
them with regard to the
needs of their student.
12/11/22
I’ve been working to send
just as much positive
feedback and less positive
feedback to students and
parents alike. Recently, I
shared a poem a student
wrote about her mother to
keep her in the loop.
4/30/23
CSTP 5: Assessing Students for Learning