CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
assessments.(9/25/21)
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.(9/25/21)
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 matched questions about students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative progress. (11/26/22) progress.
assessments.(5/7/22)
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
Selects assessments students with a ranges of characteristics to
based on clear learning needs to maximize student
understanding of the demonstrate what they demonstration of
purposes and know. (5/1/23) knowledge.
characteristics of
assessments to support
student
learning.(5/7/22)
CSTP 5: Assessing Students for Learning
I spend time researching I create lessons and study I created alternate
and planning different guides based on the portfolios for each unit for
assessments for my assessments in the students that need
students. I change the Connexus curriculum. I accommodations. I update
type of assessment when have knowledge of portfolios each year to
possible to access student different assessment ensure they are meeting
growth and range. I see types and their purpose. I the needs and skill sets of
the benefits of certain use this knowledge to those specific students.
assessments to assess create alternative Students have the
specific skills, but need portfolios/essays that opportunity to practice
more knowledge on this. support student learning. different writing skills in
(9/25/21) (5/7/22) each unit such as creative,
descriptive, and analytical
writing. (5/1/23)

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 informal assessment data throughout instruction to
Follows required learning.(5/7/22) on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in (11/26/22) assessment data
analyzing
analysis and draws planning for single appropriate for the range
assessment data
conclusions about student lessons or sequence of Uses analysis of a variety Uses data analysis of a of learner needs.
from a variety of
learning lessons based on analysis of data to inform planning broad range of
sources to inform
of assessment and differentiation of assessments to provide Uses results of ongoing
instruction.
data.(9/25/21) instruction.(5/7/22) comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction. (5/1/23)
CSTP 5: Assessing Students for Learning
I make adjustments to I check the Connexus Students are asked to
some lessons after grade book and data complete a variety of
reviewing assessments. I views for assessment assessments including
try to review material or data, as well as speaking check quicks, quizzes,
create a new activity if with colleagues. I do tests, discussions, and
assessments show a lack informal checks for portfolios to demonstrate
of understanding. understanding and can their knowledge. I review
(9/25/21) document this in my students’ data after each
notebook or student’s log unit and collaborate with
on Connexus. I use this my PLC on what subjects
knowledge to help plan students still need to gain
lessons to meet the needs a deeper understanding
of all my students. of.
(5/7/22) (5/1/23)

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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual patterns among groups of identify underlying causes patterns and trends.
students.(9/25/21) students. for trends.(11/26/22) (5/1/23)
CSTP 5: Assessing Students for Learning
I review assessment
details, but should do this
more often with
colleagues. My English 11
PLC reviews some data as
well as setting a student
achievement goal each
semester. (9/25/21)
As PLC Lead, I facilitate
I regularly review data on collaborative discussions
my own, with my teacher that assess our students’
team, and PLC. I reflect data as a whole and
daily on my students’ indivudaully. This helps
progress, grades, and our PLC address concerns
thinking patterns. and find solutions.
(11/26/22) (5/1/23)
CSTP 5: Assessing Students for Learning
Uses data from Uses data from available Uses a variety of Uses a broad range of data Reflects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals 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.(5/7/22) 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. (11/26/22) students.
data to establish Plans instruction using
learning goals and to available curriculum Plans adjustments in Plans differentiated Plans differentiated Uses data systematically
plan, differentiate, guidelines.(9/25/21) instruction to address lessons and modifications instruction targeted to to refine planning,
and modify learning needs of to instruction to meet meet individual and group differentiate instruction,
instruction individual students. students’ diverse learning learning needs. and make ongoing
needs.(5/7/22) (11/26/22) adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on (5/1/23)
informal assessments.
(11/26/22)
I review data from I review my students’ This year, I started using I contine to check
assessments, but need to MAP (Measure of Power Bi which is my PowerBi Reports on a
review it more closely to Academic Progress) school’s data platform to weekly basis. I also refer
set learning goals for my Testing Scores in learn more about my to reports sent out by the
class. I make some Language Arts: Reading students as a whole admin about students of
adjustments to the and Math. I use the data instead of just how they concern. If a student is on
curriculum mostly by to help me create lessons do in English. I also the list then I schedule a
providing detailed that meet the specific skill continue to use students’ call with them and their
instructions and rubrics. levels of my students as a MAP assessment scores caretaker. I reach out to
(9/25/21) whole and in smaller from the beginning, mild, my supervisor when I
groups. The students that and end of the year. need advice on how to
score in the (11/26/22) support the student.
Lo/LoAverage and Hi/ (5/1/23)
HiAverage range can
benefit from
differentiation and lesson
modifications.
(5/7/22)
CSTP 5: Assessing Students for Learning
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 opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all individual learning goals. include goal setting development.(9/25/21) individual skills.
students in exercises. (11/26/22) Develops students’
self-assessment, Monitors progress using Guides students to meta-cognitive skills for
goal-setting, and available tools for Provides students with monitor and reflect on analyzing progress and
progress monitoring recording. opportunities in single progress on a regular Integrates student refining goals towards
lessons or sequence of basis.(9/25/21) self-assessment, goal high levels of academic
lessons to monitor their setting, and progress achievement.
own progress toward monitoring across the (5/1/23)
class or individual goals. curriculum.(11/26/22)

I have all students create During my lessons, Students are asked to self
goals at the beginning of students have assess and grade
the year. These goals are opportunities to themselves for certain
academic and self-assess their skill portfolios. Students have
nonacademic. Students levels and growth. the option to revise their
are given opportunities to Students are asked to set quizzes, tests, essays, and
work towards their goals. personal academic goals disucsions. I meet with
Also, to reflect on the related to unit students one-on-one to
goals and make assessments and help them revise their
adjustments when standards. I provide work.
needed. I tell students my students with example (5/1/23)
goals and how I have goals before asking them
achieved previous goals to set their own goals.
to lead by example. (11/26/22)
(9/25/21)
CSTP 5: Assessing Students for Learning
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 student and ongoing
in assessment,
student learning. colleagues, and families administration, learning to all audiences. communication regarding
analysis, and
about student colleagues, families, and (11/26/22) student learning to all
communication of
learning.(9/25/21) students. Ensure that audiences.
student learning
communications are (5/1/23)
received by those who
lack access to technology.

Connexus allows teachers I use Connexus to grade I use a variety of

to see students' results and assess students'
individually and as a results individually and as
whole class. My school a whole class. I review
regularly updates spreadsheets with data
spreadsheets with data for student achievement. I
for student achievement. I use a variety of
need to learn more about technologies such as
the resources available Google Drive, Nearpod,
for this. All staff and and my class website. All
families have access to staff and families have
view student gradebooks. access to view student
(9/25/21) grade books. I
communicate with
students and families by
messaging and calling
them to discuss their
grades and growth.
(11/26/22)
technologies such as
Google Drive, Nearpod,
and my class website. I
continue to learn about
new reousres and
technologies to support
student learning. I learn
more about new
resources from this
program and discussion
posts from my
classmates.
(5/1/23)
CSTP 5: Assessing Students for Learning
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
Seeks to provide feedback academic in ways that support individual student
5.7 Using assessment
Notifies families of in ways that students achievement.(9/25/21) increased learning. progress and ways to
information to share
student proficiencies, understand. (11/26/22) provide and monitor
timely and
challenges, and behavior Provides opportunities support.
comprehensible
issues through school Communicates with for comprehensible and Communicates regularly (5/1/23)
feedback with
mandated procedures. families about student timely two-way with families to share a
students and their
progress, strengths, and communications with range of assessment
families
needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. family support.(9/25/21) (11/26/22)

I grade students’ work I regully meet with

Students are given and leave detailed students and careatkers
feedback for all feedback or a rubric in to discuss progress and
assignments in less than a less than a week. Students assessment feedback. I
week. Students have are encouraged to use this also send messages and
access to the rubric prior feedback to improve texts to communicate
to completing the throughout the year. I with families about
assignment. Students are communicate with student progress. I leave
encouraged to use this students and families detailed feedback on
feedback to improve about their areas of students’ rough drafts to
throughout the year. strength and help them revise their
Students and families improvement. Students writing for the final draft.
have the option to call or are encouraged to set up (5/1/23)
meet on Zoom to further an appointment to meet
discuss feedback and one-on-one for individual
revisions. support.
(9/25/21) (11/26/22)