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 for assessment and skills range of appropriate use of a wide range of
formative and summative pre-assessment, to be assessed to select assessments to address assessments to support
assessments. formative and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying
9/16/23 summative assessments. progress. progress.
knowledge of the
purposes,
Begins to identify specific Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and
characteristics of based on clear characteristics into repertoire of appropriate
uses of different
assessments that yield understanding of the assessments to allow assessment options and
types of assessments
different types of purposes and students with a ranges of characteristics to
information about characteristics of learning needs to maximize student
student preparedness, assessments to support demonstrate what they demonstration of
progress, and proficiency. student learning. know. knowledge.
9/16/23
9/16/23
I utilize pre-assessments
such as KWL charts (what
students know, what they
want to learn, and at the
end, what they learned.)
This helps me find a
starting point and allows
me to either quickly
review or more deeply
explain a skill.

Evidence As a formative
assessment, using
activities within the units
helps me see how much
students are
understanding and
whether I need to reteach.

Unit end post tests is a

summative assessment
that allows me to view
where student learning
stands at the end of each
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
unit so that I can make
decisions about whether
to reintroduce a skill in
the next unit.
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
9/16/23 assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and on student learning. ongoing assessment data
analyzing Follows required Make adjustments in Uses analysis of a variety appropriate for the range
assessment data processes for data planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of analysis and draws lessons or sequence of and differentiation of broad range of
sources to inform conclusions about student lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. learning of assessment data. comprehensive data analysis to plan and
9/16/23 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
9/16/23
The fast paced nature of a
credit recovery school
does not frequently allow
me to veer from the
required assessments. I
utilize the local school
Ren Star assessments to
establish a baseline at the
beginning of the school
year, mid year, and at the
end of the school year
which provides an overall
view of the students’
progress. In terms of
Evidence coursework, a variety of
assessments tools are
embedded in the LMS:
comprehension checks in
terms of drag and drop;
fill in the blanks;
formative: tasks, essays;
and multiple choice
quizzes. Also, summative
assessments such as
presentations or end of
unit exams. Each helps
me get view of where
students are and what
type of supports to
provide.
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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
9/16/23 students. causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
9/16/23
Quarterly, I meet with
either the student advisor
or the Special Education
teacher to review
students’ academic
progress so that we can
work towards a timely
graduation pace. We
review unit completion,
courses which they are
enrolled in, attendance
behavior, and how they
are doing in each class.

Evidence
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 9/16/23 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 Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction 9/16/23 learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
9/16/23
Depending on student
progress, I can adapt their
learning goals based on
periodic assessment of
their progress. For
example, at the end of a
unit, if at the end of the
day, if the majority of the
students’ exit tickets do
not reach mastery, I will
then change the date of
Evidence
the end of unit exam, to
further explore the skills
they have not mastered.
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 opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development. individual skills.
students in
9/16/23 exercises. Develops students’
self-assessment,
Guides students to Integrates student meta-cognitive skills for
goal-setting, and
Monitors progress using Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
available tools for opportunities in single progress on a regular setting, and progress refining goals towards
recording. lessons or sequence of basis. monitoring across the high levels of academic
9/16/23 lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
9/16/23
I provide students with
supplemental resources,
such specific procedures,
and questions
for students to routinely
ask themselves, such as
an emoji self-assessment
sheet so that they can be
cognizant of how they feel
in terms of their progress
in class. Do they feel very
confident, just confident,
Evidence or not confident at all?
We also work on
journaling in their
interactive journals so
that they can see how
they felt at the beginning
of a unit versus how they
felt and what they
accomplished at the end
of the unit. Did they meet
all of their initial goals? If
not, what would they like
to do different in the next
unit?
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 provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
9/16/23 about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.

9/16/23
At my school site, it is
imperative to keep in
constant contact with
students and parents. I
utilize our LMS and
digital trackers to record
assessments, behavior,
and attendance so that
students can continue to
make academic progress
and meet their
educational goals
Evidence
(transfer to a
comprehensive campus
or graduate from our
school.)
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 based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
Seeks to provide feedback academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of in ways that students increased learning. progress and ways to
information to share student proficiencies, understand. Provides opportunities provide and monitor
timely and challenges, and behavior 9/16/23 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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
9/16/23
As stated in previous
posts, it is imperative to
keep in constant contact
with students and
parents. In terms of
coursework feedback, it
can be immediate by
messaging students via
the Edmentum learning
site or I can meet with
students when they come
in for their school
Evidence appointments to provide
corrections if necessary. I
utilize our LMS and
digital trackers to record
assessments, behavior,
and attendance so that
students can continue to
make academic progress
and meet their
educational goals
(transfer to a
comprehensive campus
or graduate from our
school.)