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 assessment, formative
summative assessments. and summative
assessments.
5.1 Applying Begins to identify specific
knowledge of the characteristics of
purposes, assessments that yield
characteristics, and different types of
uses of different information about
types of assessments student preparedness,
progress, and
proficiency.
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 progress. learning needs and
summative assessments. 7/14/22 reflect progress.
Updated 12/5/2022
Selects assessments 4/28/2023 Draws flexibility from a
based on clear repertoire of appropriate
understanding of the Integrates a variety of assessment options and
purposes and characteristics into characteristics to
characteristics of assessments to allow maximize student
assessments to support students with a ranges of demonstration of
student learning. learning needs to knowledge.
demonstrate what they
know. 7/14/22
Updated 12/5/2022
4/28/2023
I utilize UBD strategies when
designing/adjusting my
curriculum and communicate
the purposes of the
assessments to students; I
continually use student
performance data on these
assessments to adjust future
assessments to fit my
students’ learning needs.
7/14/22
I have students keep track of
their own areas of strength
and weakness as per the
term's journal entry rubric
and request differentiated
assignments from NoRedInk
to support their continued
development of their specific
needs. 12/5/2022
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Students keep track of their

progress across assessments,
both formative and
summative, throughout the
term and semester; they are
also empowered to ask me
for more targeted practice
based on any needs that they
identify. 4/30/2023
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 informal systematically
assessments. student learning. assessment data on student throughout instruction to
Follows required learning. 7/14/22 collect ongoing
5.2 Collecting and processes for data Make adjustments in Uses analysis of a variety Updated 12/5/2022 assessment data
analyzing analysis and draws planning for single of data to inform 4/28/2023 appropriate for the range
assessment data conclusions about lessons or sequence of planning and of learner needs.
from a variety of student learning lessons based on analysis differentiation of Uses data analysis of a broad
sources to inform of assessment data. instruction. range of assessments to Uses results of ongoing
instruction. provide comprehensive data analysis to plan and
information to guide differentiate instruction
planning and differentiation for maximum academic
of instruction. 7/14/22 success.
Updated 12/5/2022
4/28/2023
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use a broad range of
assessments throughout each
term, including different
types of
questions/activities/prompts
to accommodate diverse
learning styles; I then
analyze student performance
on those assessments and
use that data to adapt future
assessments and instruction
based on the needs that I
identify. 7/14/22

Term 1 Plan: I include a

variety of formative and
summative assessments
throughout the term to allow
for varied opportunities to
demonstrate student
learning. 12/5/2022

The formative and

summative assessments
build on one another
throughout the term and
help me to identify areas of
students need and adjust my
instruction accordingly.
4/30/2023
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment additional assessment variety of data on student broad range of data work and fosters
both individually data as required by site data individually and learning individually and individually and with colleagues ability to
and with colleagues, and district processes. with colleagues and with colleagues to colleagues to analyze student identify and address
to monitor student identifies learning needs identify trends and thinking and identify causes for achievement
learning of individual students. patterns among groups underlying causes for trends. patterns and trends.
of students. 7/14/22 12/5/2022 4/28/2023
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I track student progress I look at possible causative
across all the different factors regarding student
kinds of assessments and performance and compare
activities that I with my colleagues teaching
administer, including similar classes to ensure
informal learning student success. 12/5/2022
activities; when possible,
I reach out to my Colleagues in the preceding
students’ other teachers and succeeding grade levels
to get additional data examine our student data in
(particularly if a relation to one another and
students’ performance in relation to previous years
has begun to decline). in order to identify and
7/14/22 examine trends that could
indicate further areas of
student need. 4/30/2023

Uses data from Uses data from available Uses a variety of Uses a broad range of data to Reflects on data
assessments provided by assessments to establish assessment data to set set learning goals for content continuously to make
5.4 Using assessment
site and district to set content-based learning student learning goals for and academic language that ongoing refinements to
data to establish
learning goals for the goals for class and content and academic are integrated across content learning goals for content
learning goals and to
class. individual students in language. 7/14/22 standards for individuals and and academic language
plan, differentiate,
single lessons or Updated 12/5/2022 groups. 4/28/2023 for the fill range of
and modify
sequences of lessons. students.
instruction
Plans instruction using Plans differentiated
available curriculum Plans adjustments in Plans differentiated instruction targeted to meet Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. instruction to address lessons and individual and group to refine planning,
learning needs of modifications to learning needs. 4/28/2023 differentiate instruction,
individual students. instruction to meet and make ongoing
students’ diverse Modifies lessons during adjustments to match the
learning needs. 7/14/22 instruction based on informal evolving learning needs
Updated 12/5/2022 assessments. 4/28/2023 of individuals and
groups.
Using Common Core NBPTS Self-Assessment:
objectives, my prior Using data from my own self-
teaching experiences, assessment to identify areas
and additional sources, I of growth that can improve
set clear goals on a term my instruction in order to
basis and utilize UBD benefit my students and
strategies to ensure the improve the learning
class activities meet environment. 4/9/2023
those class objectives.
The objectives are
planned out before each
term starts and approved
by the Head Teacher. I
maintain resources to
help support students’
individual learning
needs. 7/14/22

I align assessments to the

relevant Common Core
and learning objectives
for content and academic
language; modifications
are then made to
accommodate any
students’ differentiated
needs. 12/5/2022
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 students to self-assess and opportunities for student
outcomes, and learning goals through and goal setting set learning goals related to self-assessment, goal
summative assessment single lessons or processes for learning content, academic language, setting, and progress
results. Recognizes the sequence of lessons that content and academic and individual skills. monitoring.
5.5 Involving all need for individual include goal setting language development. 7/14/22
students in self- learning goals. exercises. Updated 12/5/2022 Develops students’ meta-
assessment, goal- Guides students to 4/28/2023 cognitive skills for
setting, and progress Monitors progress using Provides students with monitor and reflect on analyzing progress and
monitoring available tools for opportunities in single progress on a regular Integrates student self- refining goals towards
recording. lessons or sequence of basis. assessment, goal setting, and high levels of academic
lessons to monitor their progress monitoring across achievement.
own progress toward the curriculum. 7/14/22
class or individual goals. Updated 12/5/2022
4/28/2023
SMART Goals: Students fill
out SMART Goals worksheets
each semester, tracking and
reflecting on their progress
as they continue through the
class. They write journal
entries about their progress
at the end of each semester.
7/14/22

Follow-up journal prompt at

the end of each term to
evaluate where students are
in terms of the SMART Goals
they set. 12/5/2022

Students continue to monitor

their progress across the
terms and semesters while
also contextualizing it in
relation to what will be
required in the next grade
and make plans for
improvement to reach their
goals. 4/30/2023
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Uses available Explores use of Uses technology to
technologies to record additional technologies design and implement
assessments, determine to implement individual assessments, record and
proficiency levels, and assessments, record analyze results, and
5.6 Using available
make required results, and communicate about
technologies to assist
communications about communicate with student learning with
in assessment,
student learning. administration, administration,
analysis, and
colleagues, and families colleagues, families, and
communication of
about student learning. students. Ensure that
student learning
communications are
received by those who
lack access to technology.
7/14/22
Students do many of
their assessments
digitally (essays, posters,
research, etc) and receive
much of their feedback
digitally. I use Google
Classroom to regularly
communicate with
students about
assignments and
expectations (parents
and administrators also
have access to the Google
Classrooms so they can
stay informed). I am
proactive about
answering emails and
ensuring necessary
parental contact.
7/14/22
Integrating Innovating
Integrates a variety of Use a wide range of
technologies into the technologies to design,
development, implement, and analyze
implementation, analysis of assessments and
assessments, and provides for an in depth
communication of student and ongoing
learning to all audiences. communication
12/5/2022 4/28/2023 regarding student
learning to all audiences.
I use digital tools to develop
assessments, students
complete many of their
assessments digitally, and I
monitor and communicate
student progress primarily
through digital platforms
such as Google Classroom
and Alma. 12/5/2022
I provide extensive feedback
on digital student
submissions using digital
platforms such as Google
Docs, Google Classroom, and
Turnitin.com in order to give
students specific analytical
information regarding areas
of strength and areas of
improvement. 4/30/2023
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 comprehensible leadership in seeking and
assessed work and based on formative information about feedback to students from using ongoing
required summative assessments from single strengths, needs, and formal and informal comprehensible
assessments. lessons or sequence of strategies for improving assessments in ways that communications about
lessons. Seeks to provide academic achievement. support increased learning. individual student
Notifies families of feedback in ways that 7/14/22 progress and ways to
5.7 Using assessment student proficiencies, students understand. Updated 12/5/2022 Communicates regularly with provide and monitor
information to share challenges, and behavior 4/28/2023 families to share a range of support.
timely and issues through school Communicates with assessment information that
comprehensible mandated procedures. families about student Provides opportunities is comprehensible and
feedback with progress, strengths, and for comprehensible and responsive to individual
students and their needs at reporting timely two-way student and family needs.
families periods. Contacts communications with
families as needs arise families to share student
regarding struggling assessments, progress,
students or behavior raise issues and/or
issues. concerns, and guide
family support. 7/14/22
Updated 12/5/2022
4/28/2023
Students receive grades,
along with teacher
feedback, an average of
one week after
submitting assignments.
They are encouraged to
keep their submissions
and feedback for
posterity. Assessments,
announcements, and
other important
communication is always
reiterated on Google
Classroom, so families
are able to access this
information at will.
7/14/22

Student receive timely

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

and detailed feedback
regarding all activities
and assessments; parents
have multiple digital
platforms from which to
contact me and to
monitor their child’s
progress. 12/5/2022

Students and parents are

able to access grades,
behavioral comments,
and general feedback via
Google Classroom,
iSchool, and Alma
(depending on which
aspect they are looking
for). I make sure to keep
these platforms up-to-
date consistently so there
are no surprises. Parents
are also able to
communicate with me
via these platforms,
although I don’t often
hear from them.
4/30/2023