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
assessments.
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different different types of
types of assessments information about
student preparedness,
progress, and proficiency.
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 learning needs and reflect
summative assessments. progress. progress.
7/15/23
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. 11/2023 knowledge.
student learning.
7/15/23
I make decisions about During the course of a
the purpose of lesson or series of
assessment and the lessons, I check for
specific skills or understanding through
knowledge to be formative and summative
assessed, enabling me to assessments. Formative
choose the most suitable assessment is used within
pre-, formative, and the math curriculum to
summative assessments. promote student
By aligning the learning. 11/2023
assessments with the
intended goals, I ensure
they effectively measure
my students' learning and
provide valuable
feedback for my
instructional planning
and their ongoing
progress monitoring.
7/15/23

I carefully select
assessments based on my
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

clear understanding of
their purposes and
characteristics, all with
the goal of supporting my
students' learning. I
choose assessments that
align with the intended
learning outcomes and
provide valuable insights
into their progress and
areas for growth,
allowing me to make
informed instructional
decisions and tailor my
teaching to meet their
needs effectively.
7/15/23
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 learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required 7/15/23 on student learning. collect ongoing
analyzing processes for data Make adjustments in assessment data
assessment data analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of of data to inform broad range of of learner needs.
sources to inform student learning lessons based on analysis planning and assessments to provide
instruction. of assessment data. differentiation of comprehensive Uses results of ongoing
7/15/23 instruction. information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 11/2023 success.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I analyze assessment data I collect a variety of I identify and use
to make informed formal and informal multiple sources of
adjustments in my assessment data to gain information to inform my
planning for individual insights into my students' understanding of student
lessons or a series of learning progress. This progress toward meeting
lessons. By carefully includes administering learning goals, such as
reviewing the data, such quizzes, observing their performance tasks,
as formative assessments, performance during class standardized tests,
classwork, and student activities, reviewing their teacher made tests, and
performance, I can completed assignments, conferring with students.
identify areas of strength and engaging in one-on- For writing, I create an
and areas that require one discussions. By assessment for Patterns
further support, enabling gathering a range of of Power. 11/2023
me to tailor my assessment data, I can
instruction to better meet better understand each
the specific needs of my student's strengths, areas
students and enhance for improvement, and
their learning outcomes. adjust my instruction
7/15/23 accordingly. 7/15/23

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 learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
7/15/23 students. causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I review and monitor I evaluate and analyze a
additional assessment class set of student work
data both individually to determine next steps
and collaboratively with for instruction. Also, I
colleagues to gain a participate in ongoing
comprehensive monitoring of the English
understanding of my Learners’ content
students' learning needs. progress through and
Through this process, I language skills within the
identify specific areas structure of grade level
where individual teams during PD.
students require 11/2023
additional support or
enrichment, allowing me
to personalize instruction
and provide targeted
interventions to ensure
their academic growth.
7/15/23

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 goals continuously to make
5.4 Using assessment
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish
learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to
class. individual students in language. 7/13/23 integrated across content and academic language
plan, differentiate,
single lessons or standards for individuals for the fill range of
and modify
sequences of lessons. and groups. students.
instruction
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
7/15/23 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I carefully plan I utilize a variety of The writing assessments
adjustments in my assessment data to are designed so that
instruction to address the establish meaningful students can demonstrate
unique learning needs of student learning goals for their knowledge and
each individual student. both content knowledge skills by applying it to
By analyzing their and academic language real-world situations.
assessment data, development. By Student Work is analyzed
monitoring their analyzing the assessment to determine next steps
progress, and considering results, I can identify for instruction; students
their strengths and areas areas where students are grouped for targeted
for growth, I tailor my need to improve and set instruction. 11/2023
teaching strategies, specific, measurable goals
materials, and support to that target their
provide targeted individual needs,
instruction that supports fostering their growth in
their learning and both subject matter and
promotes their overall language proficiency.
academic success. 7/15/23
7/15/23

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-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
5.5 Involving all
summative assessment single lessons or processes for learning related to content, setting, and progress
students in self-
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
assessment, goal-
need for individual include goal setting language development. individual skills.
setting, and progress
learning goals. exercises. Develops students’ meta-
monitoring
Guides students to Integrates student self- cognitive skills for
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
I regularly inform my I create opportunities for I provide the same rubric
students about the students to actively or criteria for student
learning objectives, monitor their own self-assessment, peer
desired outcomes, and progress toward both assessment and teacher
the results of summative class-wide and individual assessment and feedback.
assessments. I emphasize goals. Through self- Rubrics and criteria
the importance of reflection, goal-setting, provide students with a
understanding their and regular check-ins, clear understanding of
progress and encourage students develop a sense what they did well and
them to set individual of ownership and what needs
learning goals, responsibility for their improvement. I provide a
recognizing that learning, fostering their student facing checklist
personalized goals can autonomy and self- and/or rubric and it is
empower them to take directed growth. 7/15/23 similar to the teacher
ownership of their facing rubric. Also, I
learning journey and provide examples of
strive for personal student work at different
growth. 7/15/23 levels of achievement to
support students with
writing. 11/2023
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, 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 and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
7/15/23 students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

I explore the use of I clearly communicate

various technologies to information about
implement individual academic progress to
assessments, record students and their
assessment results, and families. Besides grades,
facilitate communication report cards, and written
with administration, comments on their
colleagues, and families assignments, I
regarding student communicate weekly
learning. By leveraging through ParentSquare.
technology, I enhance the 11/2023
efficiency, accuracy, and
accessibility of
assessments, while
promoting effective
collaboration and
transparent
communication to
support the holistic
development of my
students. 7/15/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with
feedback through additional feedback
assessed work and based on formative
required summative assessments from single
assessments. lessons or sequence of
lessons. Seeks to provide
5.7 Using assessment
Notifies families of feedback in ways that
information to share
student proficiencies, students understand.
timely and
challenges, and behavior 7/15/23
comprehensible
issues through school
feedback with
mandated procedures. Communicates with
students and their
7/15/23 families about student
families
progress, strengths, and
needs at reporting
periods. Contacts families
as needs arise regarding
struggling students or
behavior issues.
I follow school-mandated I provide students with
procedures to notify additional feedback
families about their based on formative
child's academic assessments from
proficiencies, challenges, individual lessons or a
and any behavior issues. series of lessons. I strive
Through regular to deliver feedback in a
communication, I ensure clear and understandable
that families are kept manner, using language
informed and involved in and methods that
their child's progress and resonate with students,
well-being, fostering a ensuring they can grasp
collaborative partnership the strengths of their
between home and work and areas for
school. 7/15/23 improvement, and
fostering a growth
mindset. 7/15/23
Provides students with Integrates the ongoing Facilitates students’
clear and timely sharing of leadership in seeking and
information about comprehensible feedback using ongoing
strengths, needs, and to students from formal comprehensible
strategies for improving and informal assessments communications about
academic achievement. in ways that support individual student
increased learning. progress and ways to
Provides opportunities provide and monitor
for comprehensible and Communicates regularly support.
timely two-way with families to share a
communications with range of assessment
families to share student information that is
assessments, progress, comprehensible and
raise issues and/or responsive to individual
concerns, and guide student and family needs.
family support.
I facilitate effective
communication of
students' learning
progress to families,
supporting teachers and
instructional aides in
providing targeted
assistance to enhance
student achievement.
This communication is
carried out through
various channels,
including evening events
such as Classroom
Meeting Night and Back
to School Night, during
which I showcase
methods for families to
support their students in
achieving learning goals.
11/2023
CSTP 5: Assessing Students for Learning