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.
7/20/20
Different formal and
informal assessments
measure different skills.
Some are for concept
retention, require critical
thinking, or expressing
students’ ideas/opinions.
Using these assessments,
I can track the skill level
for my students. 7/20/20
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. 3/10/21
7/20/20
Integrates a variety of
Selects assessments characteristics into Draws flexibility from a
based on clear assessments to allow repertoire of appropriate
understanding of the students with a ranges of assessment options and
purposes and learning needs to characteristics to
characteristics of demonstrate what they maximize student
assessments to support know. 11/29/20 demonstration of
student learning. knowledge. 3/10/21
I make my own I use both formal and At the beginning of a unit,
assessments so that they informal assessments that I use assessments that are
match with the content I are open ended so that I heavily scaffolded to help
am assessing. Formative can see where students students grasp the
assessments all have have misconceptions about content. As the unit goes
specific purposes for the the content. When I know on, the assessments
students and help with where these contain less and less
bigger summative misconceptions are coming scaffolds so that I can see
from, I can change future
assessmnts. 7/20/20 the progress students
instruction and
make. At the end of a
assessments. 11/29/20
unit, students have the
ability to choose what
they will complete to
show their understanding
of a unit. 3/10/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Use data from required Explores collecting Collects a variety of
assessments to assess additional data using formal and informal
student learning. supplemental assessment data on
assessments. student learning.
5.2 Collecting and Follows required 7/20/20
analyzing processes for data Make adjustments in
assessment data analysis and draws planning for single Uses analysis of a variety
from a variety of conclusions about lessons or sequence of of data to inform
sources to inform student learning lessons based on analysis planning and
instruction. of assessment data. differentiation of
instruction. 7/20/20
Formally, I collect student
work and check it in their
interactive student
notebooks, and look at
trends in their summative
assessments. Informally, I
check in with students
day to day to get a read
on which concepts
students need more help
with. Pending on the
results of both formal and
informal assessments, I
can plan what I need to
do next in the lesson
sequence to promote
student learning.
7/20/20
Integrating Innovating
Designs and integrates an Infuses assessments
assessment plan that strategically and
provides formal and systematically
informal assessment data throughout instruction to
on student learning. collect ongoing
assessment data
Uses data analysis of a appropriate for the range
broad range of of learner needs. 3/10/21
assessments to provide
comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 11/29/20 success. 3/10/21
I use data from students Some assessments are
work turned in, formal implemented before a
assessments, in-class certain concept in order
participation and games to see if students have the
such as Kahoot or Quizlet. understanding necessary
Using the data provided to move forward, and
by these assessments some assessments are
(formal or informal) I can implemented after a
make adjustments to concept as a formal
future lesson plans or assessment. The results
find a new way to go over from either of these types
the material with the of assessment are used in
students if they are not order to guide my
ready to move on yet. instruction. 3/10/21
11/29/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. 3/10/21
7/20/20 11/29/20
I monitor student data I work with other
through Aeries. I can see teachers to see how the
how they are progressing groups of students are
in my class along with progressing in their other
how they are progressing classes. (Like if the
in their other classes. If I sophomores as a group
notice any issues or see are doing well with a
students struggling, I certain math concept.) If
contact the other they need extra help with
teachers to see if we can something, I can work
make a plan to help the with the students in my
student or group of class to make sure that
students. 7/20/20 they gain the skills
11/29/20 necessary to succeed in
my class and their other
classes. 3/10/21
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 data Reflects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals 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. 7/20/20 integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment and groups. 11/29/20
sequences of lessons. students. 3/10/21
data to establish
Plans instruction using Plans differentiated
learning goals and to Plans differentiated
available curriculum Plans adjustments in lessons and modifications
plan, differentiate, instruction targeted to
guidelines. instruction to address to instruction to meet Uses data systematically
and modify meet individual and group
learning needs of students’ diverse learning learning needs. 11/29/20 to refine planning,
instruction
individual students. needs. 7/20/20 differentiate instruction,
Modifies lessons during and make ongoing
instruction based on adjustments to match the
informal assessments. evolving learning needs
11/29/20 of individuals and groups.
3/10/21
I use both formal and I use both formal and Any assessments are the
informal assessments to informal assessments to main tool that I use in
gauge where students are gauge where students are order to direct my
in their learning. I set in their learning. During planning. Depending on
learning goals based on the lesson, pending on student outcomes of my
where students are in the individuals present assessments, I can
their learning. If students that need more help, I determine if learning
need more time to work will go over more goals or my instruction
through and understand examples or explain plans need to be changed.
a concept, then I can things in a different way. 3/10/21
delay the next learning 11/29/20
goal or break the current
one into smaller steps.

Lesson plans are

differentiated to include
modifications for
students with IEP’s and
scaffolded appropriately
for EL students. 7/20/20
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives,
outcomes, and
summative assessment
results. Recognizes the
5.5 Involving all need for individual
students in self- learning goals. 7/20/20
assessment, goal-
setting, and progress Monitors progress using
monitoring available tools for
recording. 7/20/20
I do not use goal setting
practices that utilize
student self-assessment.
The goals I have in place
are for the class to follow.
7/20/20
Exploring Applying Integrating Innovating
Begins to encourage Models and scaffolds Implements structures Provides systematic
students to establish student self-assessment for students to self-assess opportunities for student
learning goals through and goal setting and set learning goals self-assessment, goal
single lessons or processes for learning related to content, setting, and progress
sequence of lessons that content and academic academic language, and monitoring.
include goal setting language development. individual skills. 3/10/21
exercises. 11/29/20 Develops students’ meta-
Guides students to cognitive skills for
Provides students with monitor and reflect on Integrates student self- analyzing progress and
opportunities in single progress on a regular assessment, goal setting, refining goals towards
lessons or sequence of basis. 3/10/21 and progress monitoring high levels of academic
lessons to monitor their across the curriculum. achievement.
own progress toward
class or individual goals.
11/29/20
I have incorporated more I have the goals posted Now that I communicate
exit tickets in my for students, so that they the short and long term
instruction where can monitor their goals with the students
students can reflect on progress on goals, but I more often, the student
how they think they are do not make this have a better way to
doing in reaching their mandatory for monitor their progress in
goals. 11/29/20 students/make it part of the learning goals. By
the curriculum. 3/10/21 having these goals
posted, students have the
ability to self monitor
these goals. 3/10/21
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. 3/10/21 learning to all audiences.
communication of
7/20/20 students. Ensure that
student learning
communications are
received by those who
lack access to technology.
11/29/20
I mainly use Aeries to I have used Kahoot and I use APEX, Google Forms,
record assessments, but I saved the data after each Aeries, Kahoot, Quizlet
want to incorporate game, so that I can see and other platforms for
Google Classroom grades individual student my assessments. 3/10/21
as well. Especially since responses. I can use these
we will most likely go responses to make
into Distance Learning in adjustments to my
the fall. I also instruction and
communicate frequently assessments. When I
with other teachers about update parents on their
student learning, and student’s progress, I tell
update families weekly them about their
on their student’s strengths and
progress. 7/20/20 weaknesses in the
classroom. 11/29/20
CSTP 5: Assessing Students for Learning
Element Emerging
Provides students with
feedback through assessed
work and required
summative assessments.
5.7 Using assessment Notifies families of student
information to share proficiencies, challenges,
timely and and behavior issues through
school mandated
comprehensible procedures.
feedback with
students and their
families
Exploring
Provides students with
additional feedback based
on formative assessments
from single lessons or
sequence of lessons. Seeks to
provide feedback in ways
that students understand.
7/20/20
Communicates with families
about student progress,
strengths, and needs at
reporting periods. Contacts
families as needs arise
regarding struggling
students or behavior issues.
7/20/20
Feedback is given to
students via the interactive
notebook. I give guidance to
students written in the
notebook. I also have one on
one conversations with each
student periodically to give
feedback on their progress.
If a student is struggling, I
tend to spend extra time
with them.
I contact families though
school procedures and
contact more frequently
when an issue arises for a
student, whether it be
behavioral or academic.
7/20/20
Applying
Provides students with clear
and timely information
about strengths, needs, and
strategies for improving
academic achievement.
11/29/20
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. 11/29/20
Every other week I try to
email or have a private
conversation with each
student to update them on
their progress.
Parents are invited to use
Google Classroom so that
they can see what their
student is working on, and
they have a clear means of
communication with me if
they have a question about
their student. This is where
everything is posted for
students including
Homework, Class Resources,
Tests, Quizzes and
announcements. 11/29/20
Integrating Innovating
Integrates the ongoing Facilitates students’
sharing of comprehensible leadership in seeking and
feedback to students from using ongoing
formal and informal comprehensible
assessments in ways that communications about
support increased learning. individual student progress
3/10/21 and ways to provide and
monitor support.
Communicates regularly
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family needs.
3/10/21
I am much more on top of
my grading and update
grades 1-2 times a week.
Before, with the
interactive notebooks,
grades were updated
every 2-3 weeks. This
allows students and their
families to have a better
picture of their progress.
3/10/21