CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. 9/15/23 pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
9/15/23 student learning. know. knowledge.
I explore and use
different types of
assessments to learn
about my students. I
start every class with a
warm up that aims to
assess students’ prior
knowledge. I end every
class with a quick check
to see if students
understood the material
covered or if they need
Evidence additional support. I also
use assessment data,
particularly the data on
Delta Math, to learn more
about student’s progress.
Delta Math allows me to
see how long students
take to answer each
problem, whether or not
student needed to view
an example, and how
many times each question
was attempted. 9/15/23
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
assessments. 9/15/23 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
9/15/23 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I will adjust lessons based
on the results of
assessment data. For
example, if the majority
of students are unable to
demonstrate proficiency
in a warm-up, or while
checking for
understanding, I will
adjust instruction and
spend more time
addressing that area of
Evidence need. For instance, while
discussing fractions I
noticed several students
struggled to find the least
common denominator. In
order to support those
students, I shared a
multiplication chart and
discussed how to use it to
find the least common
denominator. 9/15/23
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
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to 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.
After class I review
students class work and
quick checks and
determine next steps. If I
noticed that students
struggled on a particular
concept, I will spend
more time reviewing that
concept and share
additional supports on
my resource page. I also
try to target struggling
students. I reach out to
those students and invite
them to additional
Evidence support classes, or ask
them to meet with me
one-on-one. 9/15/23
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 for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using 9/15/23 Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. group learning needs. and make ongoing
individual students. adjustments to match the
9/15/23 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I try and use assessment
data to meet students
where they are at.
Students’ abilities vary
significantly and in order
to accommodate such a
wide range of learners I
provide small group
tutoring based on
learners’ abilities. I plan
adjustments in
Evidence instruction by including
scaffolds such as graphic
organizers, hints,
sentence starters.
multiplication charts and
direct instruction
9/15/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. 9/15/23 exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. 9/15/23 lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
Students are informed
about learning objectives
and are we discuss the
results of all assessments.
I involve students in self-
assessment and progress
monitoring by allowing
them to check their work
in our Desmos activity.
Students are also able to
check their progress on
tests and work on test
Evidence corrections to improve
their score. 9/15/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. student learning to all
communication of
9/15/23 students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

I clearly communicate
students’ academic
progress to students and
their families. I speak to
every single one of my
families at least once per
semester and reach out
more when students are
struggling. I use a variety
of assessment data to
determine students’
academic progress.
9/15/23
Evidence
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
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
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior 9/15/23 for comprehensible and Communicates regularly support.
comprehensible
issues through school timely two-way with families to share a
feedback with
mandated procedures. Communicates with communications with range of assessment
students and their
families about student families to share student information that is
families
progress, strengths, and assessments, progress, comprehensible and
needs at reporting raise issues and/or responsive to individual
periods. Contacts families concerns, and guide student and family needs.
as needs arise regarding family support.
struggling students or
behavior issues. 9/15/23
I provide feedback to all
students on all formative
assessments. For our
quizzes I typically make
videos for students that
describes how to
correctly solve a
particular problem. I find
the videos help students
see what they are doing
wrong. Since are formal
Evidence tests include built in help
videos, I personally reach
out to students that are
not able to complete the
tests and work with them
one-on-one. 9/15/23
CSTP 5: Assessing Students for Learning