CSTP
5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment, formative
assessments. and summative
.1 Applying
5 assessments.
knowledge of the summative assessments.
purposes, Begins to identify speci ic
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about student
preparedness, progress,
and pro iciency.
My current assessments
are primarily written
assessments. I use rubrics
to help students know
what I am focusing on for
grading as well as to help
me grade fairly. Because
we are such a small school
I am able to grade students
based on progress,
especially with writing.
Other assessments are
also rubric based for
projects, I occasionally
have quizzes but they are
primarily open notes. We
have tests that are required
by the school, this year we
are using the STAR test, I
will use this data to adjust
and refocus my lessons/
instruction. 9/25/2021
My current assessments
are primarily written
Applying Integrating Innovating
Decides on the purpose for Develops and adapts the Demonstrates purposeful
assessment and skills to range of appropriate use of a wide range of
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 re lect
progress. progress.
Selects assessments based Integrates a variety of Draws lexibility from a
on clear understanding of characteristics into repertoire of appropriate
the purposes and assessments to allow assessment options and
characteristics of students with a ranges of characteristics to
assessments to support learning needs to maximize student
student learning. demonstrate what they demonstration of
know. knowledge.
This semester I have been
using No Red Ink! with the
students. Recently I had
my third-period class
recently struggled with the
assignment Context for
Literacy. I was able to
reassign the section to the
students 6/7 who didn’t
achieve mastery. The great
thing about this is the
assignments are not the
same. They are the same
but they use different
questions so that the
student doesn’t feel like
they are being punished.
11/21/2022
This was the second year
that I assigned the Four
Freedoms persuasive
speech assignment this
year I was able to create a
 CSTP 5: Assessing Students for Learning
assessments. I use rubrics rubric for the writing as
to help students know well as ind a speech
what I am focusing on for outline for students to
grading as well as to help emulate. this year was
me grade fairly. Because
much better however I
we are such a small school
I am able to grade students want to make further
based on progress, changes to the lesson the
especially with writing. rubric including but not
Other assessments are limited to covering the
also rubric based for counter arguments and
projects, I occasionally using several examples
have quizzes but they are that students did this year.
primarily open notes. We
3/20/203
have tests that are required
by the school, this year we
are using the STAR test, I
will use this data to adjust
and refocus my lessons/
instruction. Because we
have such large learning
gaps due to the pandemic
and all the changes for
student we are using test
results to focus our
learning out comes based
on standards that students
are approaching learning
goals. Here is a image of
the current sign up sheet
for the standards focus
that we are learning. (SIGN
UP SHEET) 5/10/2022
 CSTP 5: Assessing Students for Learning
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments.
Follows required
.2 Collecting and
5 processes for data analysis Make adjustments in
analyzing assessment and draws conclusions planning for single lessons
data from a variety of about student learning or sequence of lessons
sources to inform based on analysis of
instruction. assessment data.
I use the data from the
required school
assessments to help
students scaffold learning,
adjust instruction and
focus on the needs of the
students. I also use
informal assessments in
the form of the RAPs to
check on students’ writing
progress including
grammar and vocabulary.
I use the information
modify and add to lessons.
9/25/2021
I use the data from the
required school
assessments to help
students scaffold learning,
adjust instruction and
focus on the needs of the
students. I also use
informal assessments in
the form of the RAPs to
check on students’ writing
progress including
Collects a variety of formal Designs and integrates an Infuses assessments
and informal assessment assessment plan that strategically and
data on student learning. provides formal and systematically throughout
informal assessment data instruction to collect
Uses analysis of a variety on student learning. ongoing assessment data
of data to inform planning appropriate for the range
and differentiation of Uses data analysis of a of learner needs.
instruction. broad range of
assessments to provide Uses results of ongoing
comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
I have experianced the
most growth in thisCSTP
because of technology. The
new program No Red Ink
allows me to target areas
for growth but grade, class
period or individual
student. I have been able to
quickly access student
growth and understqnding
and from the same
platform I can assign more
practice or assessment as
needed. I have usedthe
program to reteach
concepts for one class and
move forward with
lessons for another class. I
also was able to see a dip
in student engagement, so
I assigned a quiz. (giving
students time to complete
the work if they didn’t do
it). This added value to the
students work which
motivated them to keep it
up. I didn’t have to do this
 CSTP 5: Assessing Students for Learning
grammar and vocabulary.
I use the information
modify and add to lessons.
This semester I have been
relying heavily on google
classroom and the
comment section in order
to assist students with
their writing and targeting
students' speci ic needs.
(EXAMPLE OF
COMMENTS). I have also
be using students' work
samples to have students
focus on editing work and
as examples of mastery of
assignments. 5/10/2022
Reviews and monitors Reviews and monitors
.3 Reviewing data,
5 available assessment data additional assessment data
both individually and as required by site and individually and with
with colleagues, to district processes. colleagues and identi ies
monitor student learning needs of
learning individual students.
for all of my classes and
because it is online and the
questions are randomized
I was also able to give the
students a week to
complete the quiz and I
didn’t have to have the
whole class cut out a time
for a quiz. 11/21/2022
Working with peers at
CATE I attended a seminar
on how to engage students
and help them respond to
the CAASPP writing
prompts. This is important
for the school as well as
the students. Using the
techniques that I learned
from the seminar I am
working on creating a
summary so that I can
present it to our English
Department. 3/20/2023
Reviews and monitors a Reviews and monitors a Facilitates collaborative
variety of data on student broad range of data work and fosters
learning individually and individually and with colleagues ability to
with colleagues to identify colleagues to analyze identify and address
trends and patterns among student thinking and causes for achievement
groups of students. identify underlying causes patterns and trends.
for trends.
 CSTP 5: Assessing Students for Learning
During our weekly English
Department meetings we
collaborate on the needs of
students and set goals for
student growth. Recently
we decided to focus on
vocabulary growth this
year. We are using
additional curriculum
Wordly Wise to help
increase student
vocabulary growth. In
addition we will be going
over the CASSP results
together. Base on previous
years responses we have
been focusing on teaching
students to: incorporate
the questions into their
responses and write for
extended periods of time.
9/25/2021
During our weekly English
Department meetings we
collaborate on the needs of
students and set goals for
student growth. Recently
we decided to focus on
vocabulary growth this
year. We are using
additional curriculum
Wordly Wise to help
increase student
vocabulary growth. In
addition we will be going
over the CASSP results these collaboratively. At
together. Based on
previous years responses
we have been focusing on
teaching students to:
incorporate the questions
into their responses and
write for extended periods
of time. I noticed that
students in all grade levels
are having issues
explaining why an author
does what they do. I have
started to revise questions
to include this sort of
re lection into student
work.5/10/2022
This semester I was able
to do a training on grading
the written responses for
the CASSP that our juniors
take in the Spring. Getting
to know the standards for
grading the written
responses has given me
insight into what I need to
focus my teaching on and
what is expected from my
students. Our ELA team for
this year will be grading
the end of the year, we will
have a team meeting where
we plan for the next school
year, adding this
experiance along with the
information that we will
have from our students’
No Red Ink portfolio and
other tools that we use, we
will also have information
from grading CASSP.
11/21/2022
I review review student
scores to identify areas of
strength and weakness. By
looking at class averages
and individual student
scores, I identify which
topics students are
struggling with and adjust
my instruction
accordingly. 3/20/2023
 CSTP 5: Assessing Students for Learning
Uses data from Uses data from available Uses a variety of
assessments provided by assessments to establish assessment data to set
site and district to set content-based learning student learning goals for
learning goals for the goals for class and content and academic
class. individual students in language.
.4 Using assessment
5 single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modi ications
and modify guidelines. instruction to address to instruction to meet
instruction learning needs of students’ diverse learning
individual students. needs.
I modify and readjust
instruction based on the
students needs. For
example in my fourth
period class the students
take a little longer to
complete tasks and require
more one on one teaching
and more re-teaching.
Because of this the class
has modtextbookessons so
that I can hyper focus on
the speci ic needs of the
students. However in this
class there are irst
inishers. For these
students I challenge them
through the personal
choice novel project. I
challenge them to chose
higher level novels and
when writing in their
journals. For students that
I lower I modify
assignments as needed. I
Uses a broad range of data Re lects on data
to set learning goals for continuously to make
content and academic ongoing re inements to
language that are learning goals for content
integrated across content and academic language for
standards for individuals the ill range of students.
and groups.
Uses data systematically
Plans differentiated to re ine planning,
instruction targeted to differentiate instruction,
meet individual and group and make ongoing
learning needs. adjustments to match the
evolving learning needs of
Modi ies lessons during individuals and groups.
instruction based on
informal assessments.
I have grown in this area
because of two programs
that I have been using. The
irst is Savvas. Savvas is a
textbook that is in print
and online. This year I
have been using the online
content for the textbook
more. One of the things
that I like about the
textbook is the way that
the content is connected to
the state standards. This
really helps when our
principal requests material
and data showing what
standards we have taught
and what the students are
succeeding at. Another
program that we have been
using that offers great data
collection is the No Red
Ink program. This program
has shown up a lot on my
re lections of my teaching
 CSTP 5: Assessing Students for Learning
would like to learn about
and try other ways of
differentiating instruction
for students. 9/25/2021
I modify and readjust
instruction based on the
students needs. For
example in my fourth
period class the students
take a little longer to
complete tasks and require
more one on one teaching
and more re-teaching.
Because of this the class
has modi ied lessons so
that I can hyper focus on
the speci ic needs of the
students. However in this
class there are irst
inishers. For these
students I challenge them
through the personal No Red Ink to differentiate
choice novel project . I
challenge them to choose
higher level novels and
when writing in their
journals. For students that
I lower I modify
assignments as needed. I
have been adding more
Pick 1, Pick 2 etc.
Assignments for students.
This allows students to
choose an assignment in a
modality that they prefer,
increase engagement, and
differentiate their own
lessons.
this year because I have
been actively engaging
with the program. The
program really helps me
differentiate teaching and
has been a good addition
to my curricuilm. It is a
little harder to connect the
data to the standards being
taught but the wealth of
information is well worth
the time it takes to turn
the data into something
that connects to the
standards to give to my
principal. I have been
relying pretty heavliy on
both of these programs to
help me create engaging
lessons with trackable
data. I am especially happy
with the way that I can use
lessons for more students.
11/21/2022
I collaborate with the 10th
grade history teacher so
that we begin reading
Animal Farm about the
time or before or after she
goes over industrialism in
her class. in order to front
load material for the
students I go over things
such as Marxism
capitalism socialism and
communism these
vocabulary words are
 CSTP 5: Assessing Students for Learning
cross-curricular and work
with her content as well as
the animal farm content.
we also do a brief unit on
Stalin and Lenen which
matches up with her
lessons. 3/20/2023

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 opportunities for student
outcomes, and summative learning goals through and goal setting processes set learning goals related self-assessment, goal
assessment results. single lessons or sequence for learning content and to content, academic setting, and progress
.5 Involving all
5 Recognizes the need for of lessons that include academic language language, and individual monitoring.
students in individual learning goals. goal setting exercises. development. skills.
self-assessment, Develops students’
goal-setting, and Monitors progress using Provides students with Guides students to Integrates student meta-cognitive skills for
progress monitoring available tools for opportunities in single monitor and re lect on self-assessment, goal analyzing progress and
recording. lessons or sequence of progress on a regular setting, and progress re ining goals towards
lessons to monitor their basis. monitoring across the high levels of academic
own progress toward class curriculum. achievement.
or individual goals.
 CSTP 5: Assessing Students for Learning
I do a lesson for the
students on SMART goals.
I have students break
down their goals and I
teach them several ways of
monitoring goals. This is
an activity that I have been
doing after the New Year
when we come back to
school the second
semester. I have been
thinking about doing the
lesson the beginning of
the year but it’s very
complex. I feel like the
lesson needs work. Last
year I have the students
create two personal and
two educational goals that
we tracked till the end of
the year. I also work with
students to create planner
for their reading goals
throughout the year. I have
bi-weekly grade checks in
addition to the grade
checks that the school
does. I use this to help
students who are missing
assignment and help them
create goals for bringing
their grades up. 9/25/2021
I do a lesson for the
students on SMART goals.
I have students break
down their goals and I
teach them several ways of
monitoring goals. This is
an activity that I have been
doing after the New Year
At our school we have
Advisory classes. These
classes are similar to a
“homeroom” class found
at other schools. Our
Advisory class is the same
for the cohorts for all four
years of high school. This
year we have only had 30
minutes once a week with
our advisory class in order
to accommodate students’
needs for more classes.
Each week we get grade
checks to hand out to our
students. Last year I sat
with my students (we had
a longer advisory class
period) and we would
discuss what they wanted
to focus on for the week
and one thing that they
would like to work on.
Something speci ic like “I
am going to do three
missing assignments for
my history class” or I’m
going to work on Delta
Math for 1 hour by Friday”.
This year my Advisory
class are Juniors. Given
that and the limited class
time, we are scaffolding
their goal-setting. I hand
them their grade sheet and
instruct them to write one
sentence about what they
are going to work on for
the week and highlight the
class that they are going to
focus on. This works with
 CSTP 5: Assessing Students for Learning
when we come back to
school the second
semester. I have been
thinking about doing the
lesson the beginning of
the year but it’s very
complex. I feel like the
lesson needs work. Last
year I have the students
create two personal and
two educational goals that
we tracked till the end of
the year. I also work with
students to create planner
for their reading goals
throughout the year. I have
bi-weekly grade checks in
addition to the grade
checks that the school
does. In addition each
Personal Choice Project
includes a Personal Choice
Planner. This is meant to
help students make a plan,
use a calendar and
includes a place for
students to watch and
re lect on a short
motivational video,
(STUDENT SAMPLE) . I
use this to help students
who are missing
assignments and help
them create goals for
bringing their grades up.
5/10/2022
the time limitations as
well as helping them set
goals but also set goals
with more independence.
As an English teacher, I
noticed that many of the
students were not using
capital letters at the
beginning of their
sentences or punctuation
at the end of their
sentences. I also noted that
many were not writing
complete sentences so I
made this part of their
criteria in order to ensure
that they were practicing
good writing skills.
11/22/2022
Our school runs great
checks weekly and gives
them out an advisory
class. in addition to this I
run a class grade check
where students can check
their work make sure that
they're getting credit for
the things that they're
turning in as well as
looking into assignments
to see if they would like to
resubmit them for more
points this year I have an
implemented a late policy
where students may turn
things in up to 2 weeks
late with a 25% point
deduction. this is worked
 CSTP 5: Assessing Students for Learning
out rather well because
students have been
motivated to turn things in
on time so that they do not
lose the points. 3/20/2023
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to implement and implement technologies into the technologies to design,
assessments, determine individual assessments, assessments, record and development, implement, and analyze
.6 Using available
5 pro iciency levels, and record results, and analyze results, and implementation, analysis assessments and provides
technologies to assist make required communicate with communicate about of assessments, and for an in depth and
in assessment, communications about administration, colleagues, student learning with communication of student ongoing communication
analysis, and student learning. and families about student administration, colleagues, learning to all audiences. regarding student learning
communication of learning. families, and students. to all audiences.
student learning Ensure that
communications are
received by those who lack
access to technology.
 CSTP 5: Assessing Students for Learning
Most of my students are This year I showed the
Latin Americans. Many of staff and encouraged them
my students are irst to implement the use of
generation Americans and the Talking Points program
many parents are Spanish that I used last year. I also
speaking. Last year I used talk the administration so
an app called Talking that we would all be on the
Points to communicate same page about the use of
with the parents of the program. This program
students who were is a platform for talking to
struggling in my class. students and parents via
This year I have almost text. It’s nice because
completed the contact list responses to my messages
for all of my students, can be accessed via my
approximately 85 phone on the app, my text
students. I am planning on messages on my phone, or
using the app to make via computer. I can also
general announcements as print out all the
well as one on one conversations for record
conversations. I also purposes. There were a
utilize google classroom few kinks in the system
and connect parents to the that needed to be worked
program. out but many of the
We use the illuminate teachers have used the
program for midterms and program and have had
inals and share the data success with it. Admin
and collaborate to create asked that we send
lessons to ensure that the generalized messages and
standards are being met by not mention anything
all students. 9.25/21 about attendance but other
than that there haven’t
Most of my students are been any other concerns
Latin Americans. Many of that popped up. Many
my students are irst teachers are grateful for
generation Americans and the app. since so many of
many parents are Spanish our students have
speaking. Last year I used Spanish-only-speaking
an app called Talking parents and the app.
Points to communicate translates for us and the
with parents of students parents. 11/22/2022
who were struggling in my
 CSTP 5: Assessing Students for Learning
class. This year I have
almost completed the
contact list for all of my
students, approximately
85 students. (TALKING
POINTS VIDEO) I am
planning on using the app
to make general
announcements as well as
one on one conversations.
I also utilize google
classroom and connect
parents to the program.
We use the illuminate
program for midterms and
inals and share the data
and collaborate to create
lessons to ensure that the
standards are being met by
all students.5/10/2022
Provides students with Provides students with
feedback through assessed additional feedback based
work and required on formative assessments
summative assessments. from single lessons or
sequence of lessons. Seeks
.7 Using assessment
5 Noti ies families of to provide feedback in
information to share student pro iciencies, ways that students
timely and challenges, and behavior understand.
comprehensible issues through school
feedback with mandated procedures. Communicates with
students and their families about student
families progress, strengths, and
needs at reporting periods.
Contacts families as needs
arise regarding struggling
students or behavior
issues.
To ensure that
communications are
received by those who lack
access to technology, I use
a range of communication
methods, including phone
calls, letters, and in-person
meetings. I am available
before and after school for
parents and students who
need to meet with me.
3/20/2023
Provides students with Integrates the ongoing Facilitates students’
clear and timely sharing of comprehensible leadership in seeking and
information about feedback to students from using ongoing
strengths, needs, and formal and informal comprehensible
strategies for improving assessments in ways that communications about
academic achievement. support increased individual student
learning. progress and ways to
Provides opportunities for provide and monitor
comprehensible and Communicates regularly support.
timely two-way with families to share a
communications with range of assessment
families to share student information that is
assessments, progress, comprehensible and
raise issues and/or responsive to individual
concerns, and guide family student and family needs.
support.
 CSTP 5: Assessing Students for Learning
One of my goals this year
has been to keep up on my
grading. I have been trying
to respond to students
with comment and goals
for their writing. My goal
has been to respond to at
least ¼ of the students in
addition to the grades. I
write notes in google
classroom on assignments
and on physical paper
documents turned in to
me. I am working on a
hybrid class this year with
an even mix of paper and
online assignments. I have
created this goal because I
learned how to utilize
google classroom over
distance learning and I still
believe in the power of
paper assignments. This
year I am also trying to
create more independent
work so that I can have
meetings with students to
work on individual goals
for learning in order to
foster students’ ownership
of their learning and
education. I am planning
on using Talking Points to
engage and inform parents
/ guardians of students’
learning strengths and
provide insight to
students’ needs. 9/25/21
One of my goals this year
has been to keep up on my
This year we have been
utilizing the message
system through
powerschool. this ensures
that parents and families
are aware of what is going
on with the students in
addition to the Periscope
parent where parents can
get real time data on
students' grades and
attendance they can also
click into the individual
classrooms and view the
assignments and grades
that they have and check
for any missing
assignments. we also
utilize Google Classroom
when parents sign up with
their email address
parents can see the same
platform that students see
so again they can see all of
the missing assignments
and real-time data. this is
good for students who are
on a college/career
Readiness path so that
they can self Advocate and
monitor their own
schedules as well as
morning goals. 3/20/2023
 CSTP 5: Assessing Students for Learning
grading. I have been trying
to respond to students
with comments and goals
for their writing. My goal
has been to respond to at
least ¼ of the students in
addition to the grades. I
write notes in google
classroom on assignments
and on physical paper
documents turned in to
me. I am working on a
hybrid class this year with
an even mix of paper and
online assignments. I have
created this goal because I
learned how to utilize
google classroom over
distance learning and I still
believe in the power of
paper assignments. This
year I am also trying to
create more independent
work so that I can have
meetings with students to
work on individual goals
for learning in order to
foster students’ ownership
of their learning and
education. I am planning
on using Talking Points to
engage and inform
parents / guardians of
students’ learning
strengths and provide
insight to students’ needs.
It was also very important
to set up a tutoring binder
this year. It helps me stay
organized and on top of
communication with
 CSTP 5: Assessing Students for Learning
parents and students about
their grade. Prior to the
tutoring binder I had
trouble remembering who
attended, who was
passing, failing and in
danger. This binder works
well since grades are
constantly luctuating and
it allows me to contact
who I need it. Before I
started using the binder I
know students were
slipping thought the cracks
because I wasn't calling
the parents who had
students in danger of
failing. 5/10/2022
I have continued
implementing my tutoring
binder this year and it has
been extremely successful.
It helps me stay on top of
what students are showing
up to tutoring, which
students have been
contacted, and how their
grades are progressing. I
can look through my
binder and see easily
which students are at a
standstill, doing just
enough to keep their grade
where it is but not enough
to bring it up to passing,
which students are
working their way out of
tutoring etc. I have found
the data in my binder as a
good reference tool when
talking to admin, the
 CSTP 5: Assessing Students for Learning
student, parents, and
colleagues. I can also see
trends when students are
showing increased mental
stress and ind ways to
work with them when I
need to. 11/22/2022