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 Begins to identify specific
knowledge of the characteristics of
purposes, assessments that yield
characteristics, and different types of
uses of different information about
types of assessments student preparedness,
progress, and proficiency.
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
09/23/19
05/05/19
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to
learning needs to maximize student
demonstrate what they demonstration of
know. knowledge. 04/06/20
11/25/19

Assessments is an area This is an area I have This is an area that I

that I am still working on.
While I use a variety of
both formal and informal
assessments, I sometimes
feel that the assessments
I am using are
inadequate. I am able to
decide on the purpose for
assessment and the skills
that need to be assessed.
However, I would like to
get to the next level
which is integrating.
09/23/18
While I feel that I have
grown in this area, I do
not quite feel ready to
rate myself as
“integrating.” I have
grown in this past year. I continue to grow in. I let
use different types of my students choose how
assessments to allow my they show what they have
students to demonstrate learned. For example,
what they have learned. when working on a
My assessments are not culminating project, my
always quizzes/unit tests. students are able to
Instead, I have been choose how they
giving my students more complete their project. I
choices in the types of also allow my EL students
projects they complete. If and my students with
I am giving a quick learning needs to
quiz/exit ticket, I allow complete formative
some of my students with assessments verbally
learning needs or my EL when appropriate.
students verbal 04/06/20
assessments. 11/25/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

changed the way I assess
my students. I verbally
assess my EL students at
the recommendation of
my mentor teacher. I also
assess my students in a
variety of way and
through different
platforms. I assess exit
tickets, entrance tickets,
written response
exercises, etc. This is
something I will work on
next year. Specifically, I
will find ways to allow
my students to
demonstrate what they
know in a variety of ways.
05/05/19
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. 09/23/18 comprehensive Uses results of ongoing
information to guide data analysis to plan and
05/05/19 planning and differentiate instruction
differentiation of for maximum academic
instruction. 11/25/19 success. 04/06/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am required to collect a
variety of formal and
informal data that I have
to share with my
administrators. With my
data, I also have to submit
a reflection and I have to
include an explanation as
to how I will use the data
to inform planning and
differentiation of
instruction. I do a weekly
data reflection. I use the
data to inform
instruction. For example,
I noticed that my
students had a difficult
time understanding how
to analyze a primary
source so I had to go back
to re-teach the lesson and
I used a different
approach that was much
more successful.
09/23/18
This year at my school, I am constantly assessing
we have been diligently my students whether it’s
working in our PLCs to through exit tickets,
use assessments more checkpoints in the middle
purposefully. We have of the lesson or formative
designed assessment assessments at the end of
plans and use our the week. I keep track of
assessment data to guide my data to determine
instruction. For example, which students I need to
we use data from Lexia pull into small groups. I
and Renaissance to also continue to reflect on
deliver small group data with my grade-level
instruction. 11/25/17 team through our PLC’s
where we analyze data
from IAB’s, SBA, etc.
04/06/20

I think that data is one of

my weaker areas. I never
feel adequate enough. I
still engage in weekly
data reflections and I do
use the information
gathered to inform
instruction. I re-teach if
less than 75% of my
students met the learning
objectives. I also use the
data to differentiate
instruction. For example,
I analyze the format of
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

the types of assessments
where my students have
excelled and I use those
assessment formats more
often. 05/05/19
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
as required by site and data individually and learning individually and individually and with colleagues ability to
5.3 Reviewing data,
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
both individually and
identifies learning needs identify trends and student thinking and causes for achievement
with colleagues, to
of individual students. patterns among groups of identify underlying patterns and
monitor student
students. causes for trends. trends.05/05/17
learning
09/23/18
11/25/19
04/06/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
My team and I work
really well on monitoring
a broad range of data that
we use to set goals for
individual students. We
do this specifically for
students who we notice
are struggling in at least 2
content areas. 09/23/18
Innovating
My team and I work in
PLC’s at least once a
month. I take the lead
often at our PLCs. We
identify student strengths
and weaknesses. We also
identify focus students
that need extra support.
This year, the ELA teacher
and I worked together to
identify students that
could score “Met”
standards in the SBA and
we have both given them
extra supports during
class time and during our
intervention periods,
which we call “Eagle
Hour.” 05/05/19
I engage in both PLC
within my grade level and
my department level. I
continue to analyze
different sets of data to
ensure that I’m
supporting my student’s
ELA skills. 11/25/19
I continue to engage in
grade-level and
department-level PLC’s.
We analyze student data
to determine which
students need extra
intervention. 04/06/20
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
single lessons or standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. students.
data to establish Plans instruction using Plans differentiated
learning goals and to available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate, guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction individual students. needs. 09/23/18 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. 04/06/20
05/05/19
11/25/19
This is another area that I For 2nd semester, I used a I have to complete weekly
am working on broad range of data to set data reflections, so I do
improving. I need to learn learning goals for content keep track of student
how to manage my time and academic language data. I also keep track of
more effectively so that I for all of my students. The student data to determine
can plan differentiated ELA teacher and I went which students need to be
instruction targeted to through SBA data, IAB pulled into small group
meet individual and data, formal assessments lessons. I also keep track
group learning needs. and identified the needs of student data to
Currently, I use both of every single student in determine which students
informal and formal data 8th grade. We then need intervention during
to set learning goals. I created a map detailing Eagle Hour. I also use my
would like to take this the types of data to differentiate
one step further towards interventions/supports instruction. 04/06/20
integrating. 09/23/18 we would provide them
during class time and
during Eagle Hour.
05/05/19

I continue to use different

sets of data to determine
my Eagle Hours
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

(intervention). I also
work closely with the ELA
teacher to identify the
needs of the students in
ELA, and how I can meet
those needs in my
content area. I have
begun using the Reader’s
and Writer’s Workshop
structures to support and
help them develop their
writing and reading skills.
11/25/19
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
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. 09/23/18 across the curriculum. high levels of academic
lessons to monitor their 05/05/19 11/25/19 achievement. 04/06/20
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

My students and I work I currently have my This is something I
together on goal setting students set their own worked on with my
for the week. However, I goals at the beginning of students this semester.
currently do this with my the week. We talk about My students set their own
Advisory students only. I creating SMART goals learning/behavior goals
would like to begin that are attainable within and reflect at the end of
implementing this with the week. At the end of each week. 04/06/20
all my content classes. My the week, they turn in a
students self-reflect on reflection sheet where
Thursdays about what they reflect on whether
they learned for the week they felt they met their
as well as what they need goals. 11/25/19
to improve on for the
following week.
09/23/18

Again, data is not my

forte. For next academic
year, I plan on engaging
my students in self-
assessment and set
learning goals. As of 2nd
semester, I do involve my
students in self-assessing
whether they have met
the learning objectives,
but I do not engage them
in goal-setting. This is
something I definitely
want to work on next
year because I feel that
this would help my
students take more
responsibility over their
education. 05/05/19
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 provides
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. 09/23/19 learning to all audiences.
communication of
students. Ensure that 05/05/19
student learning
communications are 11/25/19
received by those who 04/06/20
lack access to technology.

I think I do this very well. I use a variety of

I integrate a variety of
technologies that allows
all to access what
students have learned.
For example, much of
what I do is accessible
through Google
Classroom. Both the
student and the parents
have access to it through
the student’s
chromebooks. I also
ensure that I input grades
and feedback into
PowerSchool, which is
our grading platform. I
also send home monthly
progress checks with
students. 09/23/18
platforms and formats to
design and implement
assessments. I make sure
that I inform all
stakeholders of the
assessment results, i.e.
students, parents,
administration. Much of
what I do is accessible
through either Google
Clasroom and
PowerSchool. My
students and their
parents have access to it
all. We normally send log
in instructions to parents
at the beginning of the
year. I also send messages
home via TalkingPoints
app to inform parents
when grades have been
updated. 05/05/19

I use a wide range of

platforms to design and
implement assessments. I
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

continue to inform all
stakeholders of
assessment results
through Google
Classroon, Talking Points,
PowerSchool, etc.
11/25/19

I continue to use a variety

of platforms to implement
and design assessments. I
continue to keep constant
communication with all
stakeholders. 04/06/20
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
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support. 05/05/19
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment 11/25/19
families progress, strengths, and families to share student information that is 04/06/20
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. 09/23/19
behavior issues.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I do integrate ongoing Since we are in 2nd
sharing of feedback to semester, my students
students to support have become more
increased learning. I do independent in
this through a program monitoring their own
we have called Eagle progress. I give them time
Hour. For 2 days out of during 7th period,
the week, I am able to Advisory, to check their
schedule students into grades and fill in their
my classroom where we progress reports. This
work on skills they had progress report is seen
trouble gaining during and signed by their
the week. This allows me parents. Students also feel
to target specific skills more comfortable e-
with specific students. I mailing me, and my
also use my data to colleagues, when they
support increased need help with
learning. 09/23/18 assignments or when
they need to ask for re-
I communicate regularly take opportunities.
with families to share 05/05/19
their child’s assessment
information. For example, I am the Leadership
when a student is teacher so I provide my
struggling in my class, or students with many
isn’t turning in leadership opportunities,
assignments, I will i.e. speaking at
usually make a phone call assemblies, organizing
home at the end of the school events. I also give
week. I also send monthly my students re-take
progress checks that need opportunities. I began
to be returned back with making my students more
their parent signature. I responsible and
also send text messages independent from the
throughout the week to beginning of the year. It
keep parents up-to-date took a little while for
on what is happening in them to get used to, but
the classroom. 09/23/18 they did in the end.
11/25/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

One thing I allowed my
students to do this year is
to become “experts”
where they were able to
teach others about the
academic content. This
was successful. I had one
student who’s known as a
difficult student often be
an “expert” and teach
others about the content.
My students are also
encouraged to seek help
when needed, and they
feel comfortable doing so.
04/06/20