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
formative and summative pre-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 reflect
summative assessments. progress. 12/1/2022 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. 12/1/2022 knowledge.
Assessments tend to be
built in collaboration with
other teachers teaching
same class and focused on
skills and content
knowledge. Teacher is
building a range of
assessments that all focus
on reading, writing, and
speaking skills in order to
more fully assess student
skills. 12/1/2022

New summative
assessments have been
built that marry content
knowledge and
computational thinking
skills, to help students
take more ownership
over their own learning
and delve in-depth into
course content and skills.
12/1/2022
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required 12/1/2022 on student learning. ongoing assessment data
analyzing processes for data Make adjustments in appropriate for the range
assessment data analysis and draws planning for single lessons Uses analysis of a variety Uses data analysis of a of learner needs.
from a variety of conclusions about student or sequence of lessons of data to inform broad range of
sources to inform learning based on analysis of planning and assessments to provide Uses results of ongoing
instruction. assessment data. differentiation of comprehensive data analysis to plan and
instruction. 12/1/2022 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
Formative assessments
are included in activities,
check-ins, and
assessments as teacher
extrapolates data from
submitted work, class
discussion, reflections,
and assessments to
dictate pacing and
summative assessment
12/1/2022

Teacher gathers
information (through
forms as well as notes
and other formatives) to
structure groups or other
collaborative learning
opportunities as well as
to tailor access of
material to as many
learning needs and styles
as possible 12/1/2022
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 broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and with student learning individually and with colleagues ability to
both individually and
district processes. colleagues and identifies individually and with colleagues to analyze identify and address
with colleagues, to
learning needs of colleagues to identify student thinking and causes for achievement
monitor student
individual students. trends and patterns identify underlying patterns and trends.
learning
among groups of causes for trends.
students. 12/1/2022
Much planning for classes
is done collaboratively
with other teachers either
teaching the same grade
level or same class. Open
communication and
sharing in the department
of content and teaching
materials as well as
discussions of how best to
handle issues or
situations that occur.
Teachers tend to work
collaboratively to address
and assess unit and
learning in a timely and
authentic to real-world
manner in order to make
it accessible for students
12/1/2022
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 content and academic ongoing refinements to
learning goals for the goals for class and for content and academic language that are learning goals for content
class. individual students in language. 12/1/2022 integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. Plans differentiated and groups. students.
data to establish Plans instruction using lessons and
learning goals and to available curriculum Plans adjustments in modifications to Plans differentiated Uses data systematically
plan, differentiate, guidelines. instruction to address instruction to meet instruction targeted to to refine planning,
and modify learning needs of students’ diverse meet individual and differentiate instruction,
instruction individual students. learning needs. group learning needs. and make ongoing
12/1/2022 adjustments to match the
evolving learning needs of
Modifies lessons during individuals and groups.
instruction based on
informal assessments.
12/1/2022
Teacher uses assessment Activities and learning
data and grades through opportunities are tailored
Powerschool in order to to allow diverse needs
help plan units and and learning styles to
content 12/1/2022 have equal time in a unit
and allow students to
both be challenged and to
work to their strengths at
times. 12/1/2022

Lessons are modified

according to informal
assessments and
observations of
classwork, as well as
through forms and notes
for content mastery
12/1/2022
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and summative learning goals through
assessment results. single lessons or sequence
Recognizes the need for of lessons that include
5.5 Involving all
individual learning goals. goal setting exercises.
students in
self-assessment,
Monitors progress using Provides students with
goal-setting, and
available tools for opportunities in single
progress monitoring
recording. lessons or sequence of
lessons to monitor their
own progress toward class
or individual goals.
12/1/2022
Students don’t set goals in
individual lessons, but
learning objectives are
listed each day and more
targeted instruction and
referral to those could
help facilitate student
goal-setting. Students do
set goals between
semesters to help frame
learning in Semester 2
12/1/2022
Applying Integrating Innovating
Models and scaffolds Implements structures for Provides systematic
student self-assessment students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
12/1/2022 Develops students’
Integrates student meta-cognitive skills for
Guides students to self-assessment, goal analyzing progress and
monitor and reflect on setting, and progress refining goals towards
progress on a regular monitoring across the high levels of academic
basis. curriculum. achievement.
Teacher encourages with
writing progress and
regular writing process
meetings for essays as
well as at the end of
semesters - first
semester is a portfolio
based final that allows
students to look back at
their work and work on
it again with gained
knowledge and skills and
see a concrete progress
marker. However, during
the process of writing
students are required to
check in with teacher
and apply feedback to
writing. 12/1/2022
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of additional Uses technology to Integrates a variety of Use a wide range of
technologies to record technologies to implement design and implement technologies into the technologies to design,
assessments, determine individual assessments, assessments, record and development, implement, and analyze
proficiency levels, and record results, and analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required communicate with communicate about of assessments, and for an in depth and
technologies to assist
communications about administration, colleagues, student learning with communication of ongoing communication
in assessment,
student learning. and families about student administration, student learning to all regarding student
analysis, and
learning. colleagues, families, and audiences. 12/1/2022 learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.

Both teacher and

students utilize
technology in a myriad of
ways to both deliver
content and prove
understanding and
content mastery. Teacher
is committed to allowing
student choice when it
comes to technology and
with meeting students
where they are at. To this
end, teacher offers
choices to students and
only dictates content to
allow for student freedom
to use different
technology and apps for
their assignments and
activities. 12/1/2022
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Provides students with Provides students with
feedback through additional feedback based
assessed work and on formative assessments
required summative from single lessons or
assessments. sequence of lessons. Seeks
5.7 Using assessment to provide feedback in
information to share Notifies families of ways that students
timely and student proficiencies, understand.
comprehensible challenges, and behavior Communicates with
feedback with issues through school families about student
students and their mandated procedures. progress, strengths, and
families needs at reporting
periods. Contacts families
as needs arise regarding
struggling students or
behavior issues.
12/1/2022
Communication with
parents could be more
advanced, but overall
teacher focuses on
working with the student
to advocate and work
toward success with
teacher as facilitator.
Teacher can also be more
timely (and/or stringent)
with reaching out to
families about struggles or
issues 12/1/2022
Applying Integrating Innovating
Provides students with Integrates the ongoing Facilitates students’
clear and timely sharing of leadership in seeking and
information about comprehensible feedback using ongoing
strengths, needs, and to students from formal comprehensible
strategies for improving and informal assessments communications about
academic achievement. in ways that support individual student
12/1/2022 increased learning. progress and ways to
Provides opportunities Communicates regularly provide and monitor
for comprehensible and with families to share a support.
timely two-way range of assessment
communications with information that is
families to share student comprehensible and
assessments, progress, responsive to individual
raise issues and/or student and family needs.
concerns, and guide
family support.
Teacher requires timely
writing meetings with
students during the
writing process to check
in regarding content and
to help address personal
writing questions in a In
lower stakes
assignments feedback is
more timely than for
major assignments
which needs to be
worked on, but has made
positive strides.
12/1/2022