CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the Explores the use of different types of Decides on the purpose Develops and adapts Demonstrates
purposes and pre-assessment, formative and for assessment and skills the range of purposeful use of a
characteristics of summative assessments. to be assessed to select appropriate wide range of
formative and appropriately matches assessments to assessments to
summative Begins to identify specific pre-, formative and address questions support differentiated
5.1 Applying
assessments. characteristics of assessments that summative assessments. about students’ student learning needs
knowledge of the
yield different types of information learning needs and and reflect progress.
purposes,
about student preparedness, Selects assessments progress.
characteristics, and
progress, and proficiency. based on clear Draws flexibility from
uses of different
understanding of the Integrates a variety of a repertoire of
types of
purposes and characteristics into appropriate
assessments
characteristics of assessments to allow assessment options
assessments to support students with a ranges and characteristics to
student learning. of learning needs to maximize student
demonstrate what they demonstration of
know. knowledge.
I check for content retention by using I applied this element I develop and adapt a
both formative and summative when students were range of assessments
assessments. Each historical topic tasked to complete a to address questions
requires students to be aware of large culminating case about students'
geography and vocabulary terms so I study project. learning needs and
quiz them formatively on this Teacher collaborated progress effectively. By
information. My summative with colleagues (Spanish carefully selecting and
assessments are often group related and art teachers) and modifying
or a large written piece or oral developed a cross- assessments, I ensure
presentation. content rubric that they are appropriate
(9/24/22) measured student for assessing diverse
knowledge on the same learners'
topic: How do people understanding and
contribute to the progress. Additionally,
development of justice? I integrate a variety of
Students examined the characteristics into
same topic in various assessments to provide
classes and were all students, regardless
evaluated on their of their learning needs,
writing skills and art with opportunities to
abilities. demonstrate what they
(4/15/23) know. Through these
efforts, I create a fair
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I assess students' and inclusive
understanding and assessment
knowledge retention environment that
through a combination accurately reflects
of formative and students' knowledge
and skills, fostering a
summative assessments.
more equitable
To gauge their grasp of
learning experience for
historical topics, I all.
employ formative (4/25/24)
assessment techniques
by quizzing them on
geography and
vocabulary terms. This
ongoing evaluation
helps me track their
progress and identify
areas that require further
attention. For
summative assessments,
I often assign group
projects, lengthy written
assignments, or oral
presentations. These
comprehensive
evaluations provide a
more holistic view of
students' learning
outcomes.
(12/1/23)
5.2 Collecting and Use data from required Explores collecting additional data Collects a variety of Designs and integrates Infuses assessments
analyzing assessments to assess using supplemental assessments. formal and informal an assessment plan strategically and
assessment data student learning. assessment data on that provides formal systematically
from a variety of Make adjustments in planning for student learning. and informal throughout instruction
sources to inform Follows required single lessons or sequence of lessons assessment data on to collect ongoing
instruction. processes for data based on analysis of assessment data. Uses analysis of a variety student learning. assessment data
analysis and draws of data to inform appropriate for the
conclusions about planning and Uses data analysis of a range of learner needs.
student learning differentiation of broad range of
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

instruction. assessments to provide Uses results of ongoing
comprehensive data analysis to plan
information to guide and differentiate
planning and instruction for
differentiation of maximum academic
instruction. success.
At the end of each unit Teacher collects and analyze I collect a variety of
and after summative assessment data in varying ways to formal and informal
assessments have been inform current and future classroom assessment data on
graded, I am then able instruction. student learning to gain a
to plan more Students take both formative comprehensive
accordingly the next assessments and summative understanding of their
unit. I am able to see assessments to provide teacher with progress and needs. By
what should be results to inform instruction. analyzing this data, I
modified or excluded inform my planning and
out. I can also analyze  Teacher ends the differentiate instruction
who has trouble majority of classes effectively. I utilize
grappling the Spanish with an exit ticket. insights from various
language since my  Teacher checks for assessments to tailor
sections are taught in understanding at instruction to meet
Spanish. the start and end of individual student needs,
(9/24/22) class with a thumbs ensuring that every
up/thumbs down student receives the
check. support and challenge
 Teacher gives short they require to succeed.
quizzes to measure Through this data-driven
student content approach, I create a
knowledge. dynamic and responsive
4/15/23 learning environment
that promotes growth
and achievement for all
After completing each unit and students.
assessing the summative tasks, I am (4/25/24)
then able to strategically plan for the
upcoming unit. This allows me to
identify areas that require
modifications or exclusions.
Additionally, I can analyze the
students who are facing challenges in
grasping the Spanish language, as my
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

instruction is conducted in Spanish.
This analysis helps me tailor my
teaching approach to better support
their language learning needs.
(12/1/23)
Reviews and monitors Reviews and monitors additional Reviews and monitors a Reviews and monitors Facilitates
5.3 Reviewing data, available assessment assessment data individually and variety of data on student a broad range of data collaborative work and
both individually data as required by site with colleagues and identifies learning individually and individually and with fosters colleagues
and with and district processes. learning needs of individual students. with colleagues to colleagues to analyze ability to identify and
colleagues, to identify trends and student thinking and address causes for
monitor student patterns among groups identify underlying achievement patterns
learning of students. causes for trends. and trends.
At my charter school, It can be a This year, I have joined a I review and monitor a
challenge to collaborate with high quality work PLC at broad range of data
colleagues when it comes to content. my school. individually and
To be exact, my school has a middle Teacher collaborated collaboratively with
school team that is made up of one with colleagues and colleagues to analyze
math/science teacher, one ELA mapped out the CCSS student thinking and
teacher, one art teacher, and one Writing standards identify underlying
Spanish language arts teacher. currently taught in each causes for trends. By
Having only single subject teachers trimester, in each grade, examining data from
who are not in the same content in each language on multiple sources,
department as I have made it difficult butcher paper. Students including assessments,
to truly prep together. in grades K-8th use CCSS observations, and
I am however, able to collab with the Writing standards when student work samples,
Spanish teacher since we both teach practicing writing I gain valuable insights
in the same language. assessments. into student learning
(9/24/22) 4/15/23 and development.
Through collaborative
analysis with
This academic year, I colleagues, we deepen
have become a member our understanding of
of a highly esteemed student needs and
Professional Learning brainstorm effective
Community (PLC) at my strategies for
school. As a teacher, I addressing them. This
have actively data-driven approach
collaborated with my enables us to make
colleagues to informed decisions and
meticulously outline the implement targeted
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Writing standards of the interventions,
Common Core State ultimately fostering
Standards (CCSS) that student growth and
are currently being success.
taught during each (4/25/24)
trimester, in every grade
level, and in various
languages. To visually
represent this
comprehensive mapping,
we utilized butcher
paper. It is noteworthy
that students from
kindergarten to 8th
grade extensively utilize
the CCSS Writing
standards as a
benchmark during their
writing practice and
assessments.
(12/1/23)
Uses data from Uses data from available assessments Uses a variety of Uses a broad range of Reflects on data
assessments provided to establish content-based learning assessment data to set data to set learning continuously to make
by site and district to goals for class and individual student learning goals for goals for content and ongoing refinements to
set learning goals for students in single lessons or content and academic academic language learning goals for
the class. sequences of lessons. language. that are integrated content and academic
across content language for the fill
5.4 Using Plans adjustments in instruction to standards for range of students.
assessment data to Plans instruction using address learning needs of individual Plans differentiated individuals and groups.
establish learning available curriculum students. lessons and Uses data
goals and to plan, guidelines. modifications to Plans differentiated systematically to refine
differentiate, and instruction to meet instruction targeted to planning, differentiate
modify instruction students’ diverse meet individual and instruction, and make
learning needs. group learning needs. ongoing adjustments
to match the evolving
Modifies lessons learning needs of
during instruction individuals and groups.
based on informal
assessments.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
At the end of each unit Teacher utilized current assessment
and after summative data such as STAR Reading and
assessments have been ELPAC results to plan, differentiate,
graded, I am then able and modify instruction.
to plan more Students take various assessments
accordingly the next that help teacher plan, differentiate
unit. I am able to see and modify instruction in the most
what should be appropriate way.
modified or excluded Teacher analyzed student STAR
out. I can also analyze Reading results in order to plan out
who has trouble future reading assignments and task
grappling the Spanish in history class.
language since my Teacher observed ELPAC results
sections are taught in to differentiate, and
Spanish. modify instruction for both SPED
students and English learners.
Since this is an area of 4/15/23
growth for me, I would
like to collab with The teacher effectively utilized the
students and co-create latest assessment data, such as the
learning goals now that results from STAR Reading and
they recognize the ELPAC, to strategically plan,
structure of my class. personalize, and adjust their
(9/24/22) instructional approach. By
administering various assessments,
students provided valuable
information that guided the teacher
in developing appropriate strategies
to meet their individual needs.
To plan future reading assignments
and tasks in the history class, the
teacher carefully analyzed the
students' STAR Reading results. This
allowed the teacher to determine the
appropriate level of complexity and
adjust the content accordingly.
Applying Integrating Innovating
I utilize a variety of
assessment data to set
student learning goals for
both content and
academic language. By
analyzing assessment
results, I identify areas
for growth and establish
clear, measurable
objectives that guide
instruction. Additionally,
I plan differentiated
lessons and modify
instruction to meet the
diverse learning needs of
my students. Through
targeted adaptations and
adjustments, I ensure
that all students receive
the support and
challenges necessary to
achieve their learning
goals. This personalized
approach promotes
student engagement,
comprehension, and
success across a range of
abilities and
backgrounds.
(4/25/24)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Additionally, the teacher observed
the results of the ELPAC to tailor
instruction for both students with
special education needs and English
learners. This involved modifying
teaching methods, materials, and
activities to ensure that all students
could fully engage in the learning
process and make significant
progress towards their language and
academic goals.

By leveraging this assessment data,

the teacher created a supportive and
inclusive learning environment that
maximized the educational
opportunities for each student.
(12/1/23)
Informs students about Begins to encourage students to Models and scaffolds Implements structures Provides systematic
learning objectives, establish learning goals through student self-assessment for students to self- opportunities for
outcomes, and single lessons or sequence of lessons and goal setting assess and set learning student self-
summative assessment that include goal setting exercises. processes for learning goals related to assessment, goal
5.5 Involving all
results. Recognizes the content and academic content, academic setting, and progress
students in self-
need for individual Provides students with opportunities language development. language, and monitoring.
assessment, goal-
learning goals. in single lessons or sequence of individual skills.
setting, and
lessons to monitor their own Guides students to Develops students’
progress
Monitors progress progress toward class or individual monitor and reflect on Integrates student self- meta-cognitive skills
monitoring
using available tools goals. progress on a regular assessment, goal for analyzing progress
for recording. basis. setting, and progress and refining goals
monitoring across the towards high levels of
curriculum. academic achievement.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

This is an area of I model and scaffold
improvement. I have I am still exploring this element. student self-assessment
shared rubrics with my Teacher utilized Edutopia's peer and goal-setting
students as an attempt review choice board graphic processes for both
to be transparent with organizer to involve all students in learning content and
them bit have not self-assessment and monitoring academic language
really given them the progress. development. By
opportunity to self Students provided specific, demonstrating these
asses their own meaningful, and kind feedback to processes, I empower
products. other classmates first draft (5 students to take
This will allow them to paragraph essay) via Edutopia's peer ownership of their
create individual review choice board graphic learning journey.
learning needs for organizer. Additionally, I guide
themselves. 4/15/23 students in monitoring
(9/24/22) and reflecting on their
progress regularly.
Through ongoing
reflection and feedback,
students develop a
deeper understanding of
their strengths, areas for
growth, and progress
toward their goals. This
promotes a growth
mindset and encourages
students to take an active
role in their own
academic and language
development.
(4/25/24)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores use of additional Uses technology to Integrates a variety of Use a wide range of
technologies to record technologies to implement individual design and implement technologies into the technologies to design,
assessments, assessments, record results, and assessments, record and development, implement, and
5.6 Using available determine proficiency communicate with administration, analyze results, and implementation, analyze assessments
technologies to levels, and make colleagues, and families about communicate about analysis of and provides for an in
assist in required student learning. student learning with assessments, and depth and ongoing
assessment, communications about administration, communication of communication
analysis, and student learning. colleagues, families, and student learning to all regarding student
communication of students. Ensure that audiences. learning to all
student learning communications are audiences.
received by those who
lack access to technology.

My school is currently I am still exploring this element. I utilize technology to

using Parentsquare to Using a Google form, teacher
relay information to introduces case study topic: How do
students. I tend to people contribute to the development
communicate with of justice?
parents when there is a Students are prompted to complete
behavioral or academic Google form without any prior
issue present. This is knowledge on topic in order for
an area of growth since teacher to measure current
I do not really understanding of topic.
communicate student 4/15/23
success.
(9/24/22) Utilizes technological tools to
create and execute evaluations,
capture and evaluate outcomes, and
effectively share information
regarding student progress with
school administrators, peers,
families, and learners. Guarantees
that communication reaches
individuals who may not have
access to technology.
(12/1/23)
design and implement
assessments, record and
analyze results, and
communicate about
student learning with
various stakeholders,
including administration,
colleagues, families, and
students. I ensure that
communications are
accessible to everyone,
including those who lack
access to technology, by
using multiple
communication channels
such as email, phone
calls, printed materials,
and face-to-face
meetings. By leveraging
technology effectively, I
streamline assessment
processes, facilitate data
analysis, and foster
transparent
communication,
ultimately promoting
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

collaboration and
supporting student
success.
(4/25/24)
Provides students with Provides students with additional Provides students with Integrates the ongoing Facilitates students’
feedback through feedback based on formative clear and timely sharing of leadership in seeking
assessed work and assessments from single lessons or information about comprehensible and using ongoing
required summative sequence of lessons. Seeks to provide strengths, needs, and feedback to students comprehensible
assessments. feedback in ways that students strategies for improving from formal and communications about
5.7 Using understand. academic achievement. informal assessments individual student
assessment Notifies families of in ways that support progress and ways to
information to student proficiencies, Communicates with families about Provides opportunities increased learning. provide and monitor
share timely and challenges, and student progress, strengths, and for comprehensible and support.
comprehensible behavior issues needs at reporting periods. Contacts timely two-way Communicates
feedback with through school families as needs arise regarding communications with regularly with families
students and their mandated procedures. struggling students or behavior families to share student to share a range of
families issues. assessments, progress, assessment
raise issues and/or information that is
concerns, and guide comprehensible and
family support. responsive to
individual student and
family needs.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

After each summative I am currently applying I integrate the ongoing
assessment is graded, I this element. sharing of
make sure to hand Teacher practiced comprehensible
back student work culturally relevant family feedback with students
with a bit of feedback. I engagement strategies to from both formal and
tend to keep the communicate to students informal assessments,
feedback short and that their family supporting increased
simple so students do identities are understood learning through clear
not feel any confusion. and valued. and constructive
Students are encouraged communication.
I tend to communicate to use as much Additionally, I
with parents when background knowledge regularly communicate
there is a behavioral or or traits from home, in with families to share a
academic issue our bilingual classroom range of assessment
present. This is an area to make the class more information tailored to
of growth since I do diverse and respectful to individual student and
not really all identities. family needs. By
communicate student Teacher provided family providing clear and
success. materials in students’ relevant feedback to
(9/24/22) home languages. both students and
Teacher tasked students families, I foster a
with interviewing family collaborative approach
members on a variety of to learning that
issues such as historical promotes student
events or eras, family growth and success.
experiences of justice or (4/25/24)
injustice.
Teacher invited parents
to be guest speakers and
shared their immigration
experience with class.
Teacher invited parents
to participate in the
2022-2023 Jog-a-thon
event.
Teacher and students
surveyed the school's
surrounding
neighborhood and
completed a
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

"neighborhood
exploration" activity
where we talked about
socio-economics within
Santa Ana, CA.
4/15/23

After grading each

summative assessment, I
make it a point to return
the students' work along
with meaningful
feedback. My goal is to
provide concise and
straightforward feedback
to ensure that students
don't experience any
confusion.

In terms of
communication, I
typically reach out to
parents when there are
behavioral or academic
concerns. However, I
acknowledge that there
is room for improvement
in communicating
students' successes to
parents.
(12/1/23)