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
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
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
summative assessments. progress. reflect 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.
7.17.20 - In Social 4/30/21 – When creating
Science, our summative project assessments for
assessments are students, I give them
generally written essay – multiple ways to show
students create a claim to their knowledge (from
a question, back it up written, to oral, to more
with evidence (that creative pursuits like
students find from the poetry or art). Students
sources we’ve looked at), are also graded equitably
then explain how the to help support different
evidence supports their needs and levels of
claim. Generally, for each progress for different
assessment students are students.
able to work collectively
or work individually
(before the assessment)
to come up with a claim
and evidence. Then we
have an opportunity in
class for a Socratic
seminar or leaderless
discussion where they
can discuss and listen to
their claims and evidence.
This gives them an
opportunity to better
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
explain their ideas and
make connections. It
helps SPED and EL
learners to process
collectively and gives
extra time to help them
edit their ideas.

For formative
assessments, I review
student writing and give
them feedback for
growth.

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
7.17.20 – My goal in
every class is at least 2
assessments (formal and
informal) to determine
where students are at.
This could look like a
warm-up activity where
we review what students
did for homethinking or
in the previous class, it
could look like their
written or visual
response to a
source/artifact analysis,
their verbal response in
class conversation, etc.
I use this variety of data
to edit my lessons and
figure out the differing
supports students need.

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment additional assessment variety of data on student broad range of data work and fosters
both individually and data as required by site data individually and learning individually and individually and with colleagues ability to
with colleagues, to and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
7.17.20 – Because I am at 4/30/21 – as seen in my
a small school site, I teach TLP, I facilitated on-going
the entire 7th grade and conversations between
then have 2/3 of those all staff and adults on-
students in the 8th grade. campus around systems
Every week in our faculty of support we are
professional providing for all students
development, we discuss – but particularly BIPOC
and analyze data to help students and low-
create Student Support income/ELL students.
Teams were we can
provide more direct and
individualized support
(as a team) for our
students who may be
struggling. Through these
meetings, we discuss
background information
about students
(demographics, families,
trends over the past year
or two) to understand
how best to support
those students.

12/04/20 - Working with

co-workers (fellow on-
site teachers) to
brainstorm how to best
support students who
may be struggling. 

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
5.4 Using assessment site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to class. individual students in language. integrated across content and academic language
plan, differentiate, single lessons or standards for individuals for the fill range of
and modify sequences of lessons. and groups. students.
instruction Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
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.
7.17.20 – Using the 12/04/20 - I am using
different types of data I padlet as a way for
described previously, I students to brainstorm
modify and change collectively around the
student learning goals to "big question" of our unit
help appropriately - this works as a
challenge and support collaborative rough draft
students academically for their final paper. 
and socially. Each year
the content and academic 4/30/21 – I have been
language supports much using peardeck as a way
change to reflect each to gain “instant” and
new students abilities anonymous feedback
and levels. from students in
I create modifications in formative/informal
each lesson to help assessments so I can take
support different learning more time to review or
needs (ie graphic ask students to
organizers, scaffolded brainstorm/work
reading, scaffolded collectively.
assessment supports).

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
5.5 Involving all summative assessment single lessons or processes for learning related to content, setting, and progress
students in self- results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
assessment, goal- need for individual include goal setting language development. individual skills.
setting, and progress learning goals. exercises. Develops students’ meta-
monitoring Guides students to Integrates student self- cognitive skills for
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
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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.
7.17.20 - At the end of 12/04/20 - Online form 4/30/21 – students fill
each semester, I have for 8th graders to fill out out google forms each
students fill out a google related to their own month that ask them
form that helps them to growth thus far in the what supports they need,
self-assess on what semester, personal which resources and
worked well for them and feedback about their tactics have been helpful
what was a struggle for progress, and how they for them, and what their
them. It asks them to are staying mentally progress and positive
think critically about healthy during this time growth could look like.
their own progress and of COVID-19.
what other supports they
may need. I also verbally
self-assess and set goals
for myself when in
conversation with my
classes – my goal is that
students can see that as a
teacher and adult, I am
also a learner and
growing in how to meet
my challenges.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to 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
7.17.20 - Students use 12/04/20 - Using 4/30/21 – in any given
google classroom on a PearDeck during class to class block, we are using
daily basis – most all help students gauge their PearDeck to show
assignments (all long- own assessments and to understanding, padlet for
term projects and be able to see and hear class-wide text-based
summative assessments) the responses of conversations, and game
are posted on Google classmates - this allows sites like kahoot. Using
Classroom. Student them to brainstorm different types of tools in
grades are updated and collectively.  class allows all students
posted weekly on to feel some level of
Illuminate. Families have engagement. We have
their own log-in access to direct communication
Illuminate and are also home (we notify staff,
able to join the student’s and they directly call
google classroom families) if students are
account. Because the next not engaged with the
school year will be online, online sources.
I am seeking to use more
technology
(interactive/collaborative
google slides like
PearDeck, collaborative
video/audio posts like
FlipGrid, and “breakout
rooms” on Zoom). I send
individualized emails to
students and families
when more support is
needed and I follow up
with phone calls when
there is a lack of
communication.

Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
5.7 Using assessment
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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
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.
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
families progress, strengths, and families to share student information that is
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.
7.17.20 - Through the 12/04/20 - Screenshot of
formative and summative comments written
assessments, I try to directly on a student's
provide students with Google Classroom work. 
feedback every week. I
am able to write
comments directly on
their google classroom
work and give them
immediate feedback on
how they can improve.
This immediate feedback
is visisble to families and
grades are updated
weekly to Illuminate,
where families are able to
view. I am also available
daily through email for
families, students, and
parents to voice their
concerns. I have office
hours weekly for
students to check in and
get more direct support.
CSTP 5: Assessing Students for Learning