CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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.
Exploring-Explores the
use of different types of
pre-assessment,
formative and summative
assessments.
Begins to identify specific
characteristics of
assessments that yield
different types of
information about
student preparedness,
progress, and proficiency
Date: September 2022
Evidence: Lessons are
designed to center
around a central theme of
a unit. Unit includes both
formative and summative
assessments. This (LINK)
copy shows how the
formative assessments in
the Think-Pair Shares are
embedded within a
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 matches questions about students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
Applying-Decides on the Integrating-Develops and
purpose for assessment adapts the range of
and skills to be assessed appropriate assessments
to select appropriately to address questions
matches pre-, formative about students’ learning
and summative needs and progress.
assessments. Selects Integrates a variety of
assessments based on characteristics into
clear understanding of assessments to allow
the purposes and students with a ranges of
characteristics of learning needs to
assessments to support demonstrate what they
student learning. know.
Date: March 2023 Date: April 2024
Evidence: Lessons Evidence: All the
include an activity called assessments for the seven
an exit ticket (LINK), units taught were
where students answer designed using a
questions that would backwards planning
form a formative framework under a
assessment to check how Constructivist mindset.
well students understood Each assignment and
the content of a lesson assessment, such as this
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

lesson, and then will have and if they are introduction paragraph
the summative demonstrating mastery that forms as a quiz for a
assessment of a Kahoot that the lesson centered end of week formative
quiz on the final day of around. End of the assessment (LINK) form
the weekly lesson. upcoming unit will have the initial draft that will
their upcoming be used for the
summative essay, which summative assessment
required students to be [essay] at the end of the
able to demonstrate unit. This helps students
mastery of the main independently build their
themes of the unit to get a foundational skills,
B or higher on the essay. applies varied historical
thinking skills and
Level of Development: integrates blended
Applying-Decides on the learning by using key ELA
purpose for assessment concepts like gist
and skills to be assessed statements in their
to select appropriately writing, while providing
matches pre-, formative growth points and areas
and summative of improvement within
assessments. Selects each summative essay.
assessments based on
clear understanding of
the purposes and
characteristics of
assessments to support
student learning.
Date: October 2023
Evidence: Both my
formative and summative
assessments in my
lessons are backwards-
planned, with any
assessment or
assignment implemented
in the unit being
completed as part of the
first draft for the
summative assessment to
end the unit: a DBQ
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

essay. By setting this
routine after unit 1,
students know that one of
the primary goals of my
classroom is to become
better writers, not simply
be a class of rote
memorization. This
(LINK) copy of a day's
lesson shows the
different types of
assessments I use in
order to determine how
effective my teaching is
and if students are
demonstrating mastery of
the content/skills from
the lesson.
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 on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Emerging-Use data from Exploring-Explores Applying-Collects a Integrating-Designs and
required assessments to collecting additional data variety of formal and integrates an assessment
assess student learning. using supplemental informal assessment data plan that provides formal
Follows required assessments. Make on student learning. Uses and informal assessment
processes for data adjustments in planning analysis of a variety of data on student learning.
analysis and draws for single lessons or data to inform planning Uses data analysis of a
conclusions about sequence of lessons and differentiation of broad range of
student learning. based on analysis of instruction. assessments to provide
Date: September 2022 assessment data. Date: October 2023 comprehensive
Evidence: Data is Date: March 2023 Evidence: Once information to guide
collected each week with Evidence: Looking at assignments are graded, planning and
at least one assignment results of summative average is looked at for differentiation of
graded to see what assessments such as each assignment to see if instruction.
progress students are Kahoot (LINK), I can see most students are Date: April 2024
making at to meeting the what students are demonstrating mastery Evidence: Upon the
state standards. mastering in main points (3/4) for their grade. If completion and grading
Processes for following such as vocabulary mastery is shown, then of each assignment, the
up with students with a acquisition. I can also see that informs that data is used to calculate if
non-passing grade is what items may have to students were able to the majority of students
followed to inform be retaught if a majority meet the lesson goals. If are able to prove their
students how to improve of students are not most students have lower master of the
their grade and let demonstrating mastery in scores, then that data skills/content being
families know about how a certain topic or informs me that the assessed with a 3 or 4/4
they are doing. vocabulary word. lesson needs to be re- as their grade. If the data
introduced so that highlights that students
students can obtain were unable to
mastery of the content demonstrate mastery,
and standard. Here then I look at which
(LINK) (LINK)(LINK) are concepts from the lesson
some examples of how I need to be retaught to
collect assessment date allow all of our diverse
with grading to see if learners to access the
students are content and demonstrate
demonstrating mastery of their capabilities in this
the lesson. I make sure material. These examples
that grades are updated from each of my classes
each week so that the (LINK) (LINK) (LINK)
progress reports sent to (LINK) (LINK) provide a
parents every 5 weeks clear breakdown of
are reflecting the most success in each individual
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

recent data of students. question, which permits
me to see which areas
have the highest success
rate and what are things
to reintroduce in a
different format, along
with information that I
can provide to parents for
the progress reports.
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 colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. causes for trends.

Emerging-Attends staff, Exploring-Explores Applying-Collaborates Integrating- Reviews and

grade level, department, collecting additional data
and other required using supplemental
meetings and assessments. Make
collaborations. Identifies adjustments in planning
student and teacher for single lessons or
resources at the school sequence of lessons
and district level. based on analysis of
Date: September 2022 assessment data.
Evidence: I attend staff Date: March 2023
meetings, grade-level Evidence: During grade-
meetings and meetings level and department-
with my coach every level teacher meetings, all
week. teachers give input in
I have identified how students are doing in
resources available to their main aspect of their
provide support at my classroom, along with any
school (dean, counselor, students of concern
and psychologist). based on the data
available. This data is
reviewed once a month,
with the last update done
at the end of March 2023.
with colleagues to
improve student learning
and reflect on teaching
practice at the classroom
level. Interacts with
members of the broader
professional community
to access resources that
support teacher
effectiveness and student
learning.
Date: October 2023
Evidence: This year has
brought the opportunity
to collaborate in a cross-
grade project. Near the
end of this semester, the
6th graders I teach will be
going into a debate with
the 7th graders at our
school. Myself and the 7th
grade history teacher
monitors a broad range of
data individually and
with colleagues to
analyze student thinking
and identify underlying
causes for trends
Date: April 2024
Evidence: The success of
students’ learning within
my classroom was used
as an exemplar with the
following video by the
district I work at (LINK).
After the teaching
session, I reviewed this
information with my
coach to highlight the
successes and areas of
growth, and see what
information can be
shared with other
teachers, not just at my
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
The meeting agenda
(LINK) and the data for
the class I teach (LINK)
are the main points to
catalog the information to
continually monitor
student learning. In
addition, Both I and the
other core content
teachers have worked
with the resource
specialist teacher in order
to provide specific data
on students with special
needs via the use of
student passports for any
individualized lesson
plans.
Applying
collaborated on finding a
suitable topic and that
will interest the vast
majority of
students(LINK) [Should
those under 18 be
banned from social
media?] and can support
effective teacher
practices within having
more student ownership.
This goes with ISTE
standard 2.3a: Create
experiences for learners
to make positive, socially
responsible contributions
and exhibit empathetic
behavior online that build
relationships and
community. By having
this cross-grade debate,
students get their own
independence on what to
argue on a theme is very
important to many of
them. Some others will
also face off against their
siblings, which
contributes to that
community building our
school is planning.
Integrating Innovating
grade level or school, but
with all teachers. This
aligns with ISTE standard
3.4.d Establish Strategic
Partnerships: Establish
partnerships that support
the strategic vision,
achieve learning
priorities and improve
operations, as
collaboration to share
best practices is an
important resource to
cultivate teacher leaders
at every school site. By
allowing all teachers to
see what is effective and
my areas of growth, I
know I can use the
feedback given to build
myself as a better teacher
and be a leader to new
teachers who are looking
for ways to measure
student learning in the
moment.
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 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
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to 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
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Exploring-Begins to Level of Development:
encourage students to Applying-Uses a variety
establish learning goals of assessment data to set
through single lessons or student learning goals for
sequence of lessons that content and academic
include goal setting language. Plans
exercises. Provides differentiated lessons and
students with modifications to
opportunities in single instruction to meet
lessons or sequence of students’ diverse learning
lessons to monitor their needs.
own progress toward Date: October 2023
class or individual goals. Evidence: The main
Date: September 2022 assessment data I use is
Evidence: Lesson plans the results of the
are designed to give summative assessments
students a choice in how for each unit, which are
they can successfully DBQ essays. The other
meet the learning goals main assessment data
and state standards in come from the i-Ready
each lesson, that build up test results, and this
over the course of the information provided by
unit. Here is an example our school site forms the
of a week's lesson basis for the learning
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

outline(LINK). goals for our grade level
Level of Development: based on the successes
Exploring-Begins to and deficits present in the
encourage students to test results. When
establish learning goals designing my lesson
through single lessons or plans, I look at the
sequence of lessons that average reading/English
include goal setting proficiency level from the
exercises. Provides i-Ready test results. (The
students with average is between the 2-
opportunities in single 3rd grade). With that
lessons or sequence of data, I make sure my
lessons to monitor their lessons will still teach the
own progress toward content expected for a
class or individual goals. 6th grade level but with
Date: March 2023 supports in place to
Evidence: Students are accommodate for the gap
provided linear in reading mastery.
information/questions in Certain supports include
the presentation of the guided reading, where
content. By proving this the information is
content, I make sure that discussed as a class so
each class can that all students can
successfully meeting the obtain the main
lesson goals for the day’s information needed to
lesson. All classes will complete the mastery
also know that the expected within a lesson.
lessons within a unit all This(LINK) copy of a
go into the summative day's lesson
assessment (5 paragraph demonstrates how I
DBQ essay) at the end of incorporate the results of
the unit, such as this my data in planning to
one(LINK). include differentiation
within the lesson.

Level of Development:
Applying-Uses a variety
of assessment data to set
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

student learning goals for
content and academic
language. Plans
differentiated lessons and
modifications to
instruction to meet
students’ diverse learning
needs.
Date: April 2024
This school year has seen
a routine set where
students will complete
periodic grade checks.
There, students will put
their current grade (A, B,
C or NP) and at least a
pair of missing/low
scoring assignments.
Then, they will reflect on
these outcomes and set
goals of what they will
like to improve to obtain
higher grades, as set with
these examples (LINK)
(LINK) This helps lift all
of our scholars to know
that each teacher is there
to support them all and to
inform them that they
have the opportunity to
improve their
performance.
5.5 Involving all Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
students in self- learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
assessment, goal- outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
setting, and progress summative assessment single lessons or processes for learning related to content, setting, and progress
monitoring results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
need for individual include goal setting language development. individual skills.
learning goals. exercises. Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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
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.

Exploring-Explores use of Applying-Models and

additional technologies to scaffolds student self-
implement individual assessment and goal
assessments, record setting processes for
results, and communicate learning content and
with administration, academic language
colleagues, and families development. Guides
about student learning. students to monitor and
Date: September 2022 reflect on progress on a
Evidence: I use the regular basis.
technology programs that Date: March 2023
our school utilizes Evidence: Lesson plans
(GoGuardian) to see how are designed to give
students are performing students a choice in how
in their assessments. I they can successfully
also use programs to take meet the learning goals
notes on any concerns and state standards in
using our restorative each lesson, that build up
behavior matrix with our over the course of the
technology, mostly on unit. Students use a
Google Docs (LINK). writing system called a
Claim-Evidence-
Level of Development: Reasoning format. In this
Exploring-Explores use of system, students have the
additional technologies to choice to choose what
implement individual topic they want to write
assessments, record for their claim, choose
results, and communicate what evidence from the
with administration, documents we analyze
colleagues, and families they want to use and then
about student learning. defend their choices in
Date: March 2023 the reasoning. Students
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Evidence: Our school has are provided guided
a software called information/questions in
Deanslist where we can the presentation of the
put in any notes on a content so they can
student if there is a ensure they are
concern or disruption in successfully meeting the
the classroom. This lesson goals for the day’s
makes it easier to track lesson in addition to
individual actions and if having the necessary
there's a noticeable content for the end of
pattern with how a unit summative
student behaves assessment activity. This
throughout all of their (LINK) copy of a day's
classes. lesson illustrates how I
provide key points for
goal-setting (i.e. getting a
3 or 4 on an important
writing assessment),
progress monitoring via
chunked activities to
complete the writing
assessment as well as the
direct feedback examples
(LINK) (LINK) (LINK) I
give to all students for
these assessments to that
they can improve on their
work as they set
themselves up for the
summative assessment
using the work they have
done.

Applying-Models and
scaffolds student self-
assessment and goal
setting processes for
learning content and
academic language
development. Guides
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

students to monitor and
reflect on progress on a
regular basis.
Date: April 2024
Evidence: The units from
this school year have
been backwards planned
to have open-ended
thematic questions for
each scholar to respond
to. By establishing a
routine for their writing
with the Claim-Evidence-
Reasoning style of
writing, each scholar
knows what to expect
with their responses, yet
know that if they have the
right evidence and text-
to-text or text-to-world
connections, they can
earn the highest grade,
even if their viewpoint is
not something that
concurs with other
scholars. Each student is
given guided
points/questions in each
lesson, all that will be
used for the summative
assessment at the end of
the unit. This lesson
(LINK) demonstrates
how each rubric is set,
and informal progress
monitoring can happen
for our diverse scholars
as they have embedded
accommodations such as
chunking and highlighted
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

sections with direct
feedback (LINK).
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
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Exploring-Explores use of Applying-Uses technology
additional technologies to to design and implement
implement individual assessments, record and
assessments, record analyze results, and
results, and communicate communicate about
with administration, student learning with
colleagues, and families administration,
about student learning. colleagues, families, and
Date: September 2022 students. Ensure that
Evidence: I use the communications are
technology programs that received by those who
our school utilizes lack access to technology.
(GoGuardian) to see how Date: October 2023
students are performing Evidence: I use the
in their assessments. I technology programs that
also use programs to take our school utilizes to see
notes on any concerns how students are
using our restorative performing in their
behavior matrix with our assessments. I also use
technology, mostly on programs to take notes
Google Docs (LINK). on any concerns using
our restorative behavior
Exploring-Explores use of matrix with our
additional technologies to technology. Our school
implement individual emphasizes the i-Ready
assessments, record program(LINK) for
results, and communicate assessments made at
with administration, various points in the year
colleagues, and families (beginning, new semester
about student learning. and end of the school
Date: March 2023 year) to see the progress
Evidence: Our school has each student is making in
a software called their development of
Deanslist where we can English-Language Arts
put in any notes on a and Mathematics. If little
student if there is a to no progress is made,
concern or disruption in the data highlights the
the classroom. This area in each subject that
makes it easier to track the student is having
individual actions and if difficulty to provide
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

there's a noticeable support in that part of the
pattern with how a subject. Our school has a
student behaves software called Deanslist
throughout all of their where we can put in any
classes. notes on a student if
there is a concern or
disruption in the
classroom, which is
analyzed in grade-level
meetings if there are any
students of concern for
constant and/or serious
disruptions in the
classroom in order to
collaborate and find ways
to help the student in a
positive-mindset. This
goes with ISTE
standard2.2a Advance a
shared vision: Shape,
advance and accelerate a
shared vision for
empowered learning with
technology by engaging
with education
stakeholders. This use of
technology connects me
with other stakeholders,
such as the leadership of
our school, deans and
parents. By having all
stakeholders obtain data
with no wait time, we can
provide the necessary
support to our students
so they can keep on
improving or find ways to
help our students in a
restorative manner.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Applying-Uses technology
to design and implement
assessments, record and
analyze results, and
communicate about
student learning with
administration,
colleagues, families, and
students. Ensure that
communications are
received by those who
lack access to technology.
Date: April 2024
Evidence: A routine has
been established where
updates to student
learning can be cross-
checked with data from
their assessments, and
adjustments to their units
follow their results. In
addition, I follow through
with using software like i-
Ready or Membean
(LINK) to continue to
track the progress
students have made in
their growth within
mathematics and English-
Language Arts. If there
has not been any growth
demonstrated, the
software and pinpoint
which are the areas of
most concern, and as an
educator, I would focus
on reteaching that
concept to help all
diverse learners.
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 feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of feedback in ways that increased learning. progress and ways to
information to share student proficiencies, students understand. Provides opportunities provide and monitor
timely and challenges, and behavior for comprehensible and Communicates regularly support.
comprehensible issues through school Communicates with timely two-way with families to share a
feedback with mandated procedures. families about student communications with range of assessment
students and their progress, strengths, and families to share student information that is
families needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.

Emerging-Provides Exploring-Provides Applying-Provides

students with feedback students with additional students with clear and
through assessed work feedback based on timely information about
and required summative formative assessments strengths, needs, and
assessments. from single lessons or strategies for improving
Notifies families of sequence of lessons. academic achievement.
student proficiencies, Seeks to provide feedback Provides opportunities
challenges, and behavior in ways that students for comprehensible and
issues through school understand. timely two-way
mandated procedures. Communicates with communications with
Date: September 2022 families about student families to share student
Evidence: Students in the progress, strengths, and assessments, progress,
class get updates on their needs at reporting raise issues and/or
grades when work is periods. Contacts families concerns, and guide
graded and when as needs arise regarding family support.
test/quizzes are graded. struggling students or Date: October 2023
The schools sends letters behavior issues. Evidence: Students in the
home for students with a Date: March 2023 class get updates on their
non-passing (NP) grade Evidence: Students can grades when work is
every 5 weeks. click on their grade for graded and when
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
my class using a program
called Powerschool,
where they can see each
individual assignment
grade. Our school has a
policy that students with
3 or more non-passing
grades are contacted to
help the student improve
their grades. If I am
among the 3 or more
classes that the student is
not passing, then I help
add information to
explain why the student
is not passing their
history class.
Applying Integrating Innovating
test/quizzes are graded.
Students in my class get
direct feedback on key
assignments in the unit
leading up to the
summative assessment.
The schools coordinates
contact for students with
a non-passing (NP) grade
[below a C] with progress
reports I also make sure
to use an application
called Parentsquare to
leave messages to the
parents of the students
who have a non-passing
grade and to remind
families of key
assignments such as tests,
such as this example
(LINK).
Applying-Provides
students with clear and
timely information about
strengths, needs, and
strategies for improving
academic achievement.
Provides opportunities
for comprehensible and
timely two-way
communications with
families to share student
assessments, progress,
raise issues and/or
concerns, and guide
family support.
Date: April 2024
Evidence: Each scholar
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

receives periodic updates
on their grades once the
weeks’ assignments are
placed onto PowerSchool
All scholars also get
direct feedback on some
of the most important
assignments going into
the essay that will serve
as the summative
assessment. In addition,
progress reports are sent
to all students, with
particular attention to
scholars with a non-
passing grade (NP) for
services such as tutoring
using an application
called Parentsquare, with
a recent example of a post
here (LINK).