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
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.
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
9/19/21
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
9/19/21
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. 4/25/22 progress. 5/4/23
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to
learning needs to maximize student
demonstrate what they demonstration of
know. 4/25/22 knowledge. 10/21/22

In planning my lessons I
start with” backwards
planning”. I choose the
standard, competency
and what it is I want the
students to be able to
master and illustrate in
their summative
assessment. I then work
backwards to identify the
skills, formative and
scaffolding needed for
students to be able to
complete their
summative assessment.
9/19/21

For example, I select

assessments/ formatives
that check for
understanding of the
historical thinking skill. If
students are working on
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

cause and consequence I
will have them define and
describe what cause and
consequence is. Students
will be able to provide
and example then they
will use content area
events to practice the
historical thinking skill
prior to their summative
assessment. 9/19/21
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
Follows required 9/19/21 on student learning. collect ongoing
5.2 Collecting and processes for data Make adjustments in 4/25/22 assessment data
analyzing analysis and draws planning for single Uses analysis of a variety appropriate for the range
assessment data conclusions about lessons or sequence of of data to inform Uses data analysis of a of learner needs. 5/4/23
from a variety of student learning lessons based on analysis planning and broad range of
sources to inform of assessment data. differentiation of assessments to provide
instruction. instruction. 9/19/21 comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 4/25/22 success. 10/21/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use Google Forms at the
beginning of a unit to
identify and assess what
students know and what
they need to know.
9/19/21

I use analysis of a variety

of data to inform my
planning and
differentiation through
the use of exit slips ,
check point questions
and whole class
discussion to inform if
need to reteach or if I
could move forward with
the lesson. 9/19/21

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. 9/19/21 causes for trends. 10/21/22
4/25/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

In PLC’s we review a
variety of data on
students. For example, we
review data on
attendance, progress
report card grades, and
final grades. We identify
trends correlating to
chronic absenteeism etc.
9/19/21

5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. individual students in language. 9/19/21 integrated across content and academic language
instruction single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students. 5/4/23
Plans instruction using Plans differentiated 4/25/22
available curriculum Plans adjustments in lessons and modifications
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. instruction to address to instruction to meet Plans differentiated Uses data systematically
learning needs of students’ diverse learning instruction targeted to to refine planning,
individual students. needs. 9/19/21 meet individual and differentiate instruction,
group learning needs. and make ongoing
4/25/22 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on 10/21/22
informal assessments.
4/25/22

I use a variety of
assessment data to set
student learning goals for
content and academic
standards for example I
introduce the academic
vocabulary needed for
the lesson through a
vocabulary chart. If
students are able to
define and internalize the
definition by connecting
it to a drawing or symbol
we move forward to
developing academic
language and using it in
our constructed
responses.09/19/21

I am able to use
formatives and
summatives to guide any
modifications for
instruction by assessing
what section of the
summative students were
having difficulty with. I
am also able to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

incorporate educational
technology when
appropriate to enhance
student learning and
achieve the learning
objective for the day.
9/19/21
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
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring. 5/4/23
5.5 Involving all need for individual include goal setting language development. individual skills. 4/25/22
students in self- learning goals. exercises. 9/19/21
assessment, goal- Guides students to Develops students’ meta-
setting, and progress Monitors progress using Provides students with monitor and reflect on Integrates student self- cognitive skills for
monitoring available tools for opportunities in single progress on a regular assessment, goal setting, analyzing progress and
recording. lessons or sequence of basis. and progress monitoring refining goals towards
lessons to monitor their across the curriculum. high levels of academic
own progress toward 4/25/22 achievement. 10/21/22
class or individual goals.
9/19/21
Students establish
attainable goals and learn
the importance of
breaking down those
goals into smaller tasks in
Success Seminar.
Students are provided the
opportunity during
closure to monitor their
own progress on their
summative assessment.
For example, if students
are completing a Google
Slide presentation for
their summative
assessment students are
given an achievable goal
to attain by the end of the
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

period. Students will be
able to monitor whether
they achieved the goal
and how much progress
much be made towards
their individual goal.
9/19/21

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
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. 10/21/22 student learning to all
communication of 9/19/21 students. Ensure that audiences. 5/4/23
student learning communications are
received by those who
lack access to technology.
4/25/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am able to use an excel
spreadsheet to document
and record results of
formal assessments and
grades to monitor
individual student
learning goals. For
communication of
student learning we use
Parentsquare to
communicate with the
families about student
learning. I also use
Pathways or Deans List to
communicate and track
student learning with
administration. 9/19/21

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that 4/25/22 increased learning. progress and ways to
student proficiencies, students understand. 10/21/22 provide and monitor
challenges, and behavior 9/19/21 support. 5/4/23
issues through school Provides opportunities
mandated procedures. Communicates with for comprehensible and Communicates regularly
families about student timely two-way with families to share a
progress, strengths, and communications with range of assessment
needs at reporting families to share student information that is
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. 9/19/21 family support. 4/25/22 10/21/22

I provide students with

additional feedback
based on formatives
through the use of
DiplomaPlus. I comment
on all students work in a
timely manner, using
student friendly language.
I am able to provide
praise on their work as
well as give suggestions
on areas of focus.
9/19/21

I communicate with
families not only on
students that are at risk
or have behavioral issues
but I also call home with
positive reinforcement or
when a student is
excelling in the class.
9/19/21