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
assessments. and summative
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
Decides on the purpose for Develops and adapts the Demonstrates purposeful
assessment and skills to be range of appropriate use of a wide range of
assessed to select assessments to address assessments to support
appropriately matches questions about differentiated student
pre-, formative and students’ learning needs learning needs and reflect
summative assessments. and progress. progress.
Selects assessments based Integrates a variety of Draws flexibility from a
on clear understanding of characteristics into repertoire of appropriate
the purposes and assessments to allow assessment options and
characteristics of students with a ranges characteristics to
assessments to support of learning needs to maximize student
student learning. demonstrate what they demonstration of
know. 7/16/23 knowledge.
- Implement a
variety of
formative and
summative
assessments
and to seek
knowledge of
students
understanding
and be able to
adapt learning
accordingly.
- Provide
multiple ways
for students to
demonstrate
learning and
understanding
of content
knowledge in
creative ways.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Use data from required Explores collecting Collects a variety of formal Designs and integrates Infuses assessments
assessments to assess additional data using and informal assessment an assessment plan that strategically and
student learning. supplemental data on student learning. provides formal and systematically
assessments. informal assessment throughout instruction to
Follows required Uses analysis of a variety of data on student collect ongoing
5.2 Collecting and
processes for data Make adjustments in data to inform planning learning. assessment data
analyzing
analysis and draws planning for single and differentiation of appropriate for the range
assessment data
conclusions about lessons or sequence of instruction. Uses data analysis of a of learner needs.
from a variety of
student learning lessons based on analysis 7/16/23 broad range of
sources to inform
of assessment data. assessments to provide Uses results of ongoing
instruction.
comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
- I collect data on
student learning
through student
surveys, written
work, discussions
and Socratic
seminars, projects
and formal
assessments.
- I use collected
written data as
well as what I
observe in the
classroom by
interacting with
students to inform
planning and
instruction that
supports learning
of all students.
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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 Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to identify colleagues to analyze identify and address
with colleagues, to
identifies learning needs trends and patterns among student thinking and causes for achievement
monitor student
of individual students. groups of students. identify underlying patterns and trends.
learning
causes for trends.
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- Frequently
collaborate and
communicate
with other
educators to
support
student
learning and
emotional well-
being. The
school uses a
restorative
justice model to
handle student
conflict and ask
questions to
build trust with
students
instead of
traditional
discipline
models.
Educators also
work together
to implement
solutions to
better support
students.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 continuously to make
site and district to set content-based learning student learning goals for goals for content and ongoing refinements to
learning goals for the goals for class and content and academic academic language that learning goals for content
class. individual students in language. are integrated across and academic language
5.4 Using assessment single lessons or content standards for for the fill range of
data to establish sequences of lessons. individuals and groups. students.
learning goals and to Plans instruction using Plans differentiated lessons
plan, differentiate, available curriculum Plans adjustments in and modifications to Plans differentiated Uses data systematically
and modify guidelines. instruction to address instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
7/16/23 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
- I use assessment
data from formal
and informal
assessments to
dictate upcoming
lesson plans or
unit goals for
students.
- Based on the
results of the
assessments, I plan
activities and
lessons for
students to grow
in specific skills,
challenge
themselves, and
access support
when needed. I
believe in a high
support, high
challenge
environment that
meets all students’
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

learning needs.
7/16/23
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self- opportunities for student
outcomes, and learning goals through and goal setting processes assess and set learning self-assessment, goal
summative assessment single lessons or for learning content and goals related to content, setting, and progress
results. Recognizes the sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all need for individual include goal setting development. individual skills.
students in self- learning goals. exercises. Develops students’ meta-
assessment, goal- Guides students to monitor Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with and reflect on progress on assessment, goal analyzing progress and
monitoring available tools for opportunities in single a regular basis. setting, and progress refining goals towards
recording. lessons or sequence of monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
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- Students have
several
opportunities to
reflect on their
goals throughout
the year in terms
of writing and
historical
thinking skills.
- Students need
more time to
monitor and
reflect on their
progress on a
consistent basis.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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, assessments and
5.6 Using available
make required results, and communicate communicate about analysis of assessments, provides for an in depth
technologies to assist
communications about with administration, student learning with and communication of and ongoing
in assessment,
student learning. colleagues, and families administration, colleagues, student learning to all communication regarding
analysis, and
about student learning. families, and students. audiences. 7/16/23 student learning to all
communication of
Ensure that audiences.
student learning
communications are
received by those who lack
access to technology.

- I use a wide
variety of
technologies to
communicate,
create
activities,
deliver content
and analyze
student
learning and
am always
looking to
implement new
activities.
- Widely use
technology to
communicate
with students,
families and
colleagues.
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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 leadership in seeking and
assessed work and based on formative information about comprehensible using ongoing
required summative assessments from single strengths, needs, and feedback to students comprehensible
assessments. lessons or sequence of strategies for improving from formal and communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. informal assessments in individual student
information to share Notifies families of feedback in ways that ways that support progress and ways to
timely and student proficiencies, students understand. Provides opportunities for increased learning. provide and monitor
comprehensible challenges, and behavior comprehensible and timely support.
feedback with issues through school Communicates with two-way communications Communicates
students and their mandated procedures. families about student with families to share regularly with families
families progress, strengths, and student assessments, to share a range of
needs at reporting progress, raise issues assessment information
periods. Contacts families and/or concerns, and guide that is comprehensible
as needs arise regarding family support. and responsive to
struggling students or 7/16/23 individual student and
behavior issues. family needs.
- Students take
character virtue
survey at the
beginning of each
year to determine
strengths and set
goals for their
character
development and
academic
achievement.
- Messages are sent
out through Parent
Square to update
families of student
progress and
students are kept
updated through
Google Classroom
messages.
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