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
formative and summative pre-assessment,
assessments. formative 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.7/14/23 progress.
11/1/23
Selects assessments Draws flexibility from a
based on clear Integrates a variety of repertoire of appropriate
understanding of the characteristics into assessment options and
purposes and assessments to allow characteristics to
characteristics of students with a ranges of maximize student
assessments to support learning needs to demonstration of
student learning. demonstrate what they knowledge.
know.7/14/23 11/1/23
I use play/exploration
time as a pre-assessment
for skill building and
questions practice
worksheets, sketchbook
assignments, and more to
gauge where students are
at with a specific skill
(formative assessment). I
use a final project as the
summative assessment as
well as a written student
reflection on process,
mistakes, final piece, etc.
I also like to use review
games and quizzes with
Blooket, Quizlet, and
Quizizz. These usually can
show data in some way.
I7/14/23
One thing I need to get
better at is effectively
analyzing the data in a
timely manner and giving
feedback to students to
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
optimize their growth.
7/14/23
Everything above is still
relevant. I have started to
give more choices for
certain projects and for
the semester finals.
Students are also
reminded that they can
always propose an idea to
show me they know the
content.11/1/23
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 throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.7/14/23
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of 11/1/23
sources to inform learning lessons based on analysis instruction.7/14/23 assessments to provide
instruction. of assessment data. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.11/1/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
As part of our “Teacher
Binders” at my school, we
are supposed to have
reflections for lessons. I
do reflect but don’t
always write it down and
should more often, so that
I can use this information
to plan the next year.
7/14/23
The evidence from 5.1
also applies here.
7/14/23
Integrating Innovating
The evidence from 5.1
also applies here.
7/14/23
Students build online
portfolios where they
post their art and have
blog posts where they
answer reflection
questions. This helps to
give me an idea on where
students are at in the
process of lessons and
projects. 11/1/23
I use assessment data to
help differentiate my
teaching and future
assignments. 11/1/23

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 with learning individually and individually and with colleagues ability to
both individually and
district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
with colleagues, to
learning needs of identify trends and student thinking and causes for achievement
monitor student
individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 7/14/23 causes for trends.
11/1/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
We spend time on
professional development
days meeting with our
departments or grade
level meetings to discuss
and analyze where
students are at. 7/14/23
We do not have any
specific team meetings for
English Learners and I
think that could be very
beneficial and want to at
least meet with our ELD
teacher once or twice
every semester
personally. 7/14/23
As an art teacher, I do not
normally review CELDT
or other assessment
results on my own. I am
not sure how to get access
to those results. We do
review our stats on
CAASPP and Renaissance
Star Testing and every
teacher picks standards in
English or Math to
incorporate into their
curriculum.7/14/23

Analyzing student data

along with grade level
and subject area. We plan
certain standards for ELA
and Math that we want to
incorporate into our
classes to fill in gaps. I
started to make more of a
note on what foundations
specific students were
missing so I can help
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
support those students as
much as I can. 11/1/23
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
site and district to set content-based learning student learning goals for 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. individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups.7/14/23 students.
5.4 Using assessment
Plans instruction using Plans differentiated 11/1/23
data to establish
available curriculum Plans adjustments in lessons and modifications Uses data systematically
learning goals and to
guidelines. instruction to address to instruction to meet Plans differentiated to refine planning,
plan, differentiate,
learning needs of students’ diverse learning instruction targeted to differentiate instruction,
and modify
individual students. needs. meet individual and and make ongoing
instruction
group learning adjustments to match the
needs.7/14/2311/1/23 evolving learning needs of
individuals and groups.
Modifies lessons during
instruction based on
informal
assessments.11/1/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating

After reviewing the

CAASPP and Renaissance
Star Testing results every
teacher picks standards in
English or Math to
incorporate into their
curriculum for that
semester.
Example: Students were
struggling with main idea
in ELA, so we analyzed
main ideas in art and
used evidence that we
observed to defend the
main idea. 7/14/23

Everything above is still

relevant. I also utilize
pre-assessments more
heavily now so that I can
plan ahead more
productively.11/1/23

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. individual skills.11/1/23
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. 11/1/23 achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I want to incorporate Students self-assess after
some level of teaching every project and
students about standards sometimes during them
and coming up with goals as well. Student
and steps to reach them responses impact my
as a whole class. curriculum planning.
I need to have a better 11/1/23
routine and location for
our learning goals.
Sometimes I would put
the standards and goals
on the whiteboard and
sometimes on the
projector. 7/14/23

Students are taught how

to critique and assess
their own learning and
art as well as critique
others. I need to
implement this strongly
and with scaffolding in
my intro to art classes
and not just the higher
level classes. 7/14/23

Students are given self

reflections at the end of
projects to analyze their
own growth or struggles.
Students grade
themselves on the same
rubric I grade them on.
7/14/23
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 provide
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in-depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences.7/14/23 learning to all audiences.
communication of
students. Ensure that 11/1/23
student learning
communications are
received by those who
lack access to technology.

I use grades, digital

portfolios for student art
and reflections, online
review games, and other
programs to analyze
learning.7/14/23

We send out grades for

midterms and send
families Happy/Sad
letters. Teachers fill out
Google Forms for each
student depending on
their class, grade,
behavior, etc. They are
then compiled into one
letter for each student
with each teacher’s
comments. 7/14/23

I want to create a digital

art letter to post on our
school website/send
home/post on school
Instagram where we can
highlight student
achievement. 7/14/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Have not incorporated the
previous goals yet.
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 achievement. in ways that support individual student
5.7 Using assessment
Notifies families of in ways that students 11/1/23 increased progress and ways to
information to share
student proficiencies, understand. learning.7/14/23 provide and monitor
timely and
challenges, and behavior Provides opportunities support.
comprehensible
issues through school Communicates with for comprehensible and Communicates regularly
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.7/14/23 family support.7/14/23
11/1/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating

I need to be in contact Students get the most

with parents/guardians We utilize electronic comprehensive feedback
more often and grading, email, Talking in a timely manner on
consistently. I do respond Points app, teacher larger projects. They are
to emails and texts from conferences, etc. Our always allowed to rework
them in a timely and parent/guardian them after grading if they
appropriate manner. involvement is low (not choose. I also give in
7/14/23 answering phone calls, progress feedback as
emails, texts, or coming to needed. 7/14/23
open houses or
conferences). Many
families work a lot and do
not speak English so we
need to have better
outreach so that students
can feel more supported
and teachers can work
with families to adapt as
needed.7/14/23
Communications are sent
in English and Spanish
and Talking Points will
automatically translate if
you assign the parents’
home language.7/14/23

In regards to feedback for

students, I do feel like I
have actually been
slacking more in some
ways. Students are getting
feedback throughout class
and projects but not so
much after. I need to be
more timely. 11/1/23
Would like to focus more
next semester on family
communications. I want
to start utilizing
TalkingPoints early on in
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
the semester to set a
precedent. 11/1/23