CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the Explores the use of Decides on the purpose Develops and adapts the range Demonstrates purposeful use
purposes and different types of pre- for assessment and of appropriate assessments to of a wide range of
characteristics of assessment, formative skills to be assessed to address questions about assessments to support
formative and and summative select appropriately students’ learning needs and differentiated student
summative assessments. matches pre-, formative progress. learning needs and reflect
5.1 Applying assessments. and summative progress.
knowledge of the Begins to identify assessments. Integrates a variety of
purposes, specific characteristics characteristics into assessments Draws flexibility from a
characteristics, and of assessments that Selects assessments to allow students with a range of repertoire of appropriate
uses of different yield different types of based on clear learning needs to demonstrate assessment options and
types of information about understanding of the what they know. characteristics to maximize
assessments student preparedness, purposes and student demonstration of
progress, and characteristics of 07/13/2020 knowledge.
proficiency. assessments to support
student learning. 12/06/20

Progress monitoring (checking
for understanding) are a part of
each lesson (during and at the
end) as well as larger lesson
sequences.
Both formative and summative
assessment is purposefully
incorporated with each standard
taught as well as within the
writing process.
Student assessment data is
reviewed and used to identify
individual academic strengths
and growth areas in order to
inform instruction. In addition,
student feedback is provided to
the student on each assignment
to show student specific and
manageable ways to improve
learning.
05/01/2021
Evidence: Diagnostic Testing
I use Quill's diagnostic
assessment  to assess my
students understanding of
Language Foundational
Common Core skills. After
they take the test, I analyze
their percentages in each
category as well as look at the
individual activity
recommendations to create
personalized activity packs for
each student to work on as an
extension activity. It also
informs my planning process.
If I see a majority of students
are struggling in a particular
area, I focus my lessons on
addressing those standards. 
Evidence: Rubrics & Multiple
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Writing assessments are Opportunities and Choice to

analyzed to identify areas that
need adjustment in instruction
both individually and as a class.
07/13/2020
Demonstrate Learning
I create rubrics  that align with
Common Core standards
and are shared at the
beginning of every lesson
sequence. I have adapted a
type of standards-based
grading system. 85% of their
total grade are standard
grades. Students are given
multiple opportunities to
demonstrate proficiency of
each standard. When the
student improves their score,
the original score is replaced
with their highest score in that
standard. In this way, the
grades are a more accurate
reflection of understanding.
Students keep a chart to see
their progress in each standard
through their multiple
attempts. 
12/06/20

When assessing a standard,

students are assessed
multiple times and provided
multiple ways (written, oral,
creating, etc.) to demonstrate
mastery through a variety of
digital assessment tools. This
is especially notable in skills
labs, where students
demonstrate understanding
several times through online
games, online quizzes (Quizlet
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

and Microsoft forms), free-
write responses, and peer-
teaching (Flip Grid).

05/01/2021
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 provides strategically and
student learning. supplemental assessment data on formal and informal assessment systematically throughout
assessments. student learning. data on student learning. instruction to collect ongoing
Follows required assessment data appropriate
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a Uses data analysis of a broad for the range of learner needs.
analyzing
analysis and draws planning for single variety of data to range of assessments to provide
assessment data
conclusions about lessons or sequence of inform planning and comprehensive information to Uses results of ongoing data
from a variety of
student learning lessons based on differentiation of guide planning and analysis to plan and
sources to inform
analysis of assessment instruction. differentiation of instruction. differentiate instruction for
instruction.
data. maximum academic success.
07/13/2020
12/06/20

Multiple sources of information
are utilized in guiding student
progress toward meeting
learning goals (essays,
assessments, student responses,
anecdotal records/notes,
performance tasks, standardized
tests, observations, student
work analysis, student
portfolios, etc.).
Students are assessed at the end
of the lesson orally or with an
“exit ticket” to inform planning
of the next lesson.
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05/01/2021
Evidence: Breaking down
standards
Throughout a lesson sequence,
several check point
assessments are given to
students to inform, make
adjustments, and differentiate
in instruction as well as help
students be able to
demonstrate a complex
standard. For example, to
teach W.1 (argumentative
writing) to my students, they
start by preparing for an
informal debate. They don't
have to demonstrate all 5
aspects of W.1 yet, but they
do need to show
understanding of certain
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

aspects: introducing a claim,

use appropriate supporting
evidence, and addressing the
opposing claim. After the
debate, they take a survey  that
asks them to evaluate
themselves based on the
rubric, create a personal goal
for achieving the W.1
standard, and express which
writing workshop they feel
they need the most help in.
This helps me plan the next
phase when students move on
to formal argumentative
writing. Here they will learn
about the structure and how it
compares to informative
writing (their previous unit).
Based on their W.1 scores
from the debate, students are
assigned to writing workshops
that correlate to their
needs. Each writing
workshops address each part
of the W.1 standard in more
depth, while I model and
"think-aloud". This portion of
the lesson they will be re-
applying strategies that have
already been taught to them
(previewing a text,
"wondering", skim-reading,
dot-jot notes, etc.), while
learning the rest of the W.1
standard (creating a 3-part
thesis, text structure,
organizing evidence logically,
using accurate, credible
sources, addressing opposing
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

stances, and creating cohesion

with words / clauses).
Students then start their
argumentative writing
process.
12/06/20

I use Microsoft forms for

formative and cumulative
assessments, which allows me
to collect and analyze data
easier and use this data to
inform instruction.

05/01/2021
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a broad Facilitates collaborative work
available assessment additional assessment variety of data on range of data individually and and fosters colleagues ability
data as required by site data individually and student learning with colleagues to analyze to identify and address causes
5.3 Reviewing data, and district processes. with colleagues and individually and with student thinking and identify for achievement patterns and
both individually identifies learning colleagues to identify underlying causes for trends. trends.
and with colleagues, needs of individual trends and patterns
to monitor student students. among groups of 07/13/2020
learning students.
12/06/20

05/01/2021
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Info from MAP testing (some
portions comparable to CELDT
test) is used to plan appropriate
instruction and activities for
ELLs (identify strengths and
areas of growth, lexile / reading
level, proficiency level, etc. and
create a plan of action with the
student that includes short and
long term goals; also use the
data to plan purposeful
grouping). This test is taken
twice a year, and the data is
revalued each time and
discussed with curriculum
coordinator and other
secondary meetings.

The class data is also applied in

the same way as above to create
purposeful grouping, inform
instruction, and identify
standards that need more focus.
This is reevaluated halfway
through the year.

07/13/2020

Reflection surveys are given to

students at the end of each
instructional unit, which is used
to inform future instruction and
determine if re-teaching needs
to take place. Diagnostic tests
also occur at the beginning of a
unit to gauge where students are
at in their learning in order to
identify what prior knowledge
and skills are already there.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

12/06/20

Teacher Leader
Standard: Domain
2: Accessing and Using
Research to Improve Practice
and Student Learning

Domain 2b: Facilitates the

analysis of student learning data,
collaborative interpretation of
results, and application of
findings to improve teaching and
learning.

Level of
Development:  Applying (A) -
a level of practice in which the
teacher is able to provide
independent instruction and
easily applies what s/he has
learned about educational
practice

Date: April 2021

Evidence: 7th & 8th grade exit

assessment

At the end of 8th grade, students

take this reading and writing exit
exam  aligned to our school's
standards. The middle school
English teachers get together
and evaluate each students exam
based on this  shared rubric  and
determine whether they have
met grade-level standards or not.
How a student performs along
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

on this exam (along with other

data), determines whether or not
they will be required to take two
English classes instead of one in
their freshman year. This data is
also used to identify trends and
gaps in learning and to drive our
conversation in how to better
address these learning needs
earlier on.

I conduct a similar exam at the

end of 7th grade (see it here )
that is modeled after the 8th
grade exam and pass this
information on to the 8th grade
teachers so they already have an
understanding of the strengths
and weaknesses of the upcoming
class. See the 7th grade exam
here.

05/01/2021
5.4 Using Uses data from Uses data from Uses a variety of Uses a broad range of data to set Reflects on data continuously
assessment data to assessments provided available assessments assessment data to set learning goals for content and to make ongoing refinements
establish learning by site and district to to establish content- student learning goals academic language that are to learning goals for content
goals and to plan, set learning goals for based learning goals for for content and integrated across content and academic language for the
differentiate, and the class. class and individual academic language. standards for individuals and fill range of students.
modify instruction students in single groups.
lessons or sequences of Uses data systematically to
Plans instruction using lessons. Plans differentiated Plans differentiated instruction refine planning, differentiate
available curriculum lessons and targeted to meet individual and instruction, and make ongoing
guidelines. Plans adjustments in modifications to group learning needs. adjustments to match the
instruction to address instruction to meet evolving learning needs of
learning needs of students’ diverse Modifies lessons during individuals and groups.
individual students. learning needs. instruction based on informal
assessments. 05/01/2021

07/13/2020
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
12/06/20
Entry level assessment data is
used to determine appropriate
learning goals for all students,
which are communicated to
each student.
Learning goals are differentiated
based on entry level assessment
for each individual (info from
MAP testing for each student is
compiled in a data chart and
used to inform instruction).
Learning goals are updated
frequently based on assessment
of student progress (evaluation
of work).
Students are purposefully
grouped for targeted instruction,
based on class data.
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12/06/20
Innovating
Evidence: Analyzing a variety
of assessments using digital
tools
I analyze data from diagnostic
tests, checks for
understanding, and cumulative
assessments with the use of
different digital tools to
inform instruction and
personalize learning. An
example is the use
of quill.org  to assess students
understanding of grammar and
assign them personalized
packs aligned to state
standards for learning based
on their performance in the
assessments. See example
here . I also use this data to
identify standards that need
most attention in whole group
instruction. Another example
is using Microsoft forms for
formative and summative
checks. Microsoft forms
makes it visually easy
to analyze class data so that I
can identify areas that I need
to re-teach or focus on more
while teaching a unit of
study. See example here .
05/01/2021
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess and set opportunities for student self-
outcomes, and learning goals through and goal setting learning goals related to content, assessment, goal setting, and
summative assessment single lessons or processes for learning academic language, and progress monitoring.
results. Recognizes the sequence of lessons content and academic individual skills.
5.5 Involving all
need for individual that include goal setting language development. Develops students’ meta-
students in self-
learning goals. exercises. Integrates student self- cognitive skills for analyzing
assessment, goal-
Guides students to assessment, goal setting, and progress and refining goals
setting, and
Monitors progress Provides students with monitor and reflect on progress monitoring across the towards high levels of
progress
using available tools for opportunities in single progress on a regular curriculum. academic achievement.
monitoring
recording. lessons or sequence of basis.
lessons to monitor their 07/13/2020 12/06/20
own progress toward
class or individual 05/01/2021
goals.
Learning goals are set each Evidence: Self-Assessment 
semester with each individual
student, based on suggested At the end of each lesson
areas of growth from data as sequence, students take a self-
well as student-led suggestions. assessment of their
performance and
Students self-assess their work, understanding of the learning
especially in the writing process objectives / standards. This is
with the use of graphic used in conjunction with
organizers, checklists, and creating their S.M.A.R.T.
routine questions. goals for improvement. The
purpose is for students to
Students are provided clear learn how to be self-reflective
goals from the beginning and as well as used as a tool in
performance criteria through monitoring their progress.
the use of rubrics, which are
explained/discussed 12/06/20
beforehand.
Students monitor their
Different examples of student progress on PBL units by
work or model examples are conducting frequent self-
provided to help students reflection surveys and
understand the level of meeting with their mentor to
achievement expected. discuss their progress, making
adjustment to goals when
necessary.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Self and peer assessments are
conducted in the writing process 05/01/2021
and in performances (speeches,
presentations, Socratic
seminars, etc.) to give students a
variety of different feedback and
provide students with practical
ways to improve.

Students develop a portfolio to

show their progress and share
with family through student-led
conferences (PTS).

Detailed feedback regarding

strengths and areas for growth
are given with every
assignment. Rubrics are utilized
with all larger assessments.

Revision of work is something

modeled and reiterated
throughout the year in various
forms to help students improve.

07/13/2020
Uses available Explores use of Uses technology to Integrates a variety of Use a wide range of
technologies to record additional technologies design and implement technologies into the technologies to design,
assessments, determine to implement assessments, record development, implementation, implement, and analyze
proficiency levels, and individual assessments, and analyze results, and analysis of assessments, and assessments and provides for
5.6 Using available
make required record results, and communicate about communication of student an in depth and ongoing
technologies to
communications about communicate with student learning with learning to all audiences. communication regarding
assist in
student learning. administration, administration, student learning to all
assessment,
colleagues, and families colleagues, families, and audiences.
analysis, and
about student learning. students. Ensure that
communication of
communications are 07/13/2020
student learning
received by those who
lack access to 12/06/20
technology.
05/01/2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
ISTE Standard 6b:  Educator
as Facilitator:  Manage the use
of technology and student
learning strategies in digital
platforms, virtual environments,
hands-on makerspaces or in the
field.
Level of
Development: INTEGRATING
- Integrates knowledge and
skills. Demonstrates integrated
knowledge and skills from wide
range of resources across
standards. Continuously
implements technology-
enhanced teacher/learning.
Evidence: Backchannel  and quarter report cards are
Students work collaboratively,
engage in discussion and peer-
teach / evaluate one another
through backchannel methods
such as Microsoft Teams,
Padlet, Flip Grid, and Canvas. 
 book club discussion on
Teams
 book club activities on
Padlet
 peer evaluation on Flip Grid
 peer revision on Canvas
12/06/20
Innovating
Academic progress is
communicated to students
and families weekly through
grade postings on Plus Portals
(electronic grading program).
Written comments on
individual pieces of student
work is always provided.
Achievement assessment
information is shared and
discussed with both students
and parents to set learning
goals, identify areas of growth
and strength, etc.
Mid-term progress reports
given to both students and
parents along with written
feedback.
Rubric levels are provided for
assessments.
Parent, teacher, student (PTS)
conferences are held each
semester.
Additional family methods of
communication include notes
about positive events or
progress, e-mail
correspondence, access to
electronic grading program
(Plus Portals), school website,
Facebook page, and weekly
school email updates and
newsletter.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

07/13/2020

SLG (standards and learning

goals) charts and goals are
filled out by students and
shared with both students and
their parents at the end of
each quarter.

12/06/20

UPDATED Level of
Development for ISTE
Standard 6b: Educator as
Facilitator:  Manage the use of
technology and student
learning strategies in digital
platforms, virtual
environments, hands-on
makerspaces or in the field.

INNOVATING - Contributes
to knowledge-base through
design of technology-
enhanced teaching/learning.
Continuously implements
innovative technology-
enhanced teaching and
learning. 

Date: April 2021

Evidence: Additional
digital tools for
communication and learning

Padlet (AP World

History example
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

1 and example 2)

EdPuzzle / Youtube (create

my own videos - example )

Mind maps (Miro  - student

example )

Book Creator ( student sample

page  in his audio book)

05/01/2021

5.7 Using Provides students with Provides students with Provides students with Integrates the ongoing sharing Facilitates students’
assessment feedback through additional feedback clear and timely of comprehensible feedback to leadership in seeking and
information to assessed work and based on formative information about students from formal and using ongoing
share timely and required summative assessments from strengths, needs, and informal assessments in ways comprehensible
comprehensible assessments. single lessons or strategies for improving that support increased learning. communications about
feedback with sequence of lessons. academic achievement. individual student progress
students and their Notifies families of Seeks to provide Communicates regularly with and ways to provide and
families student proficiencies, feedback in ways that Provides opportunities families to share a range of monitor support.
challenges, and students understand. for comprehensible and assessment information that is
behavior issues through timely two-way comprehensible and responsive 05/01/2021
school mandated Communicates with communications with to individual student and family
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
procedures. families about student families to share needs.
progress, strengths, and student assessments,
needs at reporting progress, raise issues 07/13/2020
periods. Contacts and/or concerns, and 12/06/20
families as needs arise guide family support.
regarding struggling
students or behavior
issues.
Goals are clearly communicated
in the beginning of the year at
Open House and
reevaluated/reiterated at each
PTS meeting.
Class learning goals and
expectations are sent home to
parents, not just students.
All homework and classwork
instructions and resources are
posted online for both students
and parents to access.
Goals are written on both
midterm progress reports and
report cards.
Parents receive periodic emails
about student progress, areas of
growth, and learning goals.
IEPs are discussed by the
teacher, parents, and school
psychologist, and at times, bi-
annual meetings occur.
07/13/2020
12/06/20
ISTE Standard 4d:  Educator
Innovating
Evidence: Passion Project
This project-based learning
experience takes place
throughout the semester, with
different benchmark
assessments each quarter.
Students take on a leadership
role in monitoring their
progress in several ways: 
 meeting with a
mentor monthly  and
reporting back what
was accomplished
 check-in
individual meetings w
ith the teacher to
share progress.
Students also create
their own rubric  with
teacher guidance.
 students provide
frequent check-ins  on
their progress
 set goals for the
month
 create a personalized
schedule  to manage
their time and set
benchmark objectives
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
as Collaborator:  Dedicate time
to collaborate with colleagues
and students to improve
practice, discover and share
resources and ideas, and solve
problems
Level of
Development: INTEGRATING
- Integrates knowledge and
skills. Demonstrates integrated
knowledge and skills from wide
range of resources across
standards. Continuously
implements technology-
enhanced teacher/learning.
Evidence: Parent survey
At the beginning of the year, I
have parents fill out a survey,
with options of English,
Portuguese, and Korean (since
those are the 3 main languages
of my students), to hear their
perspectives on their child's
learning needs, strengths, areas
needing growth, and what they
want/need from me as their
child's teacher. This helps me in
planning
differentiated instruction as well
as getting to know my students
and their families better. I do a
similar survey for the students,
which also includes their
learning goals. In addition, I
conduct a periodic survey to
check in with the students and to
find ways to improve my
Innovating
 take
periodic reflection
surveys   to identify
areas needing
improvement or help
 work with parents in
staying on-track and
communicating with
the teacher their
progress and needs
ISTE Standard 4d:  Educator
as Collaborator:  Dedicate
time to collaborate with
colleagues and students to
improve practice, discover and
share resources and ideas, and
solve problems
UPDATED Level of
Development:
INNOVATING - Contributes
to knowledge-base through
design of technology-
enhanced teaching/learning.
Continuously implements
innovative technology-
enhanced teaching and
learning. 
Evidence: Collaboration with
Portuguese teacher in
bilingual multimedia project-
based learning published and
shared with online
community.
choice board  for digital
multimedia poetry project
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

05/01/2021
teaching practice.
12/06/20