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.(9/11/2023) formative and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. 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
student learning. know. knowledge.
I currently am aware of
the purpose of formative
and summative
assessment and utilize
the data provided to me
through the curriculums
we are provided. I also
use goal testing data
every trimester.
occasionally I will create
exit tickets or other
assessments. However, a
Evidence goal for myself this year is
to better create informal
assessments as use them
more regularly within my
classroom. (9/11/2023)
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 (9/11/2023) on student learning. ongoing assessment data
analyzing processes for data Uses analysis of a variety appropriate for the range
assessment data analysis and draws Make adjustments in of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student planning for single and differentiation of broad range of
sources to inform learning lessons or sequence of instruction. assessments to provide Uses results of ongoing
instruction. lessons based on analysis comprehensive data analysis to plan and
of assessment information to guide differentiate instruction
data.(9/11/2023) planning and for maximum academic
differentiation of success.
instruction.
I currently utilize our
small group centers and
the occasional
assessment outside of
curriculum
provided measures. This
allows me to make
adjustments to lessons in
real time, and also create
new lessons based on
what I find. (9/11/2023)

Evidence
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 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.
(9/11/2023) students. causes for trends.
I will utilize information
taken from both my
classroom and the general
education classroom
(eg-work samples or
anecdotal records) and
discuss them during my
PLC meetings with my
special education team.
We will strategize on
ways to best meet student
needs. (9/11/2023)

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 single lessons or standards for individuals for the fill range of
data to establish sequences of and groups. students.
learning goals and to Plans instruction using lessons.(9/11/2023) 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
(9/11/2023) Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
I use goalwork data to
decide on lessons and
activities to complete in
my center groups. I cross
reference these with the
content standards of the
curriculum. I pace my
lessons as needed and
scaffold or reteach as
needed. (9/11/2023)

Evidence
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
(9/11/2023) 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.(9/11/2023) lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
My students are aware of
the standards and
objectives for each lesson.
I keep them updated on
their test results and goal
data. Each student has
individualized goals in
their goal binders that we
work on periodically
throughout each
trimester. I use SEIS goal
benchmarks and progress
Evidence reports to record data
(9/11/2023)
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
about student colleagues, families, and audiences. learning to all audiences.
communication of
learning.(9/11/2023) students. Ensure that
student learning
communications are
received by those who
lack access to technology.

I have researched
alternative methods of
communicating with
families (I currently use
class dojo and email) but
have yet to find one that I
feel suits my needs well. I
have begun the process of
using Google Sheets to
record student academic
data, but as of now that is
not implemented
consistently through
Evidence
technology. Rather, it is
done through sauvignon
of work samples and goal
binders. (9/11/2023)
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. (9/11/2023) Provides opportunities provide and monitor
timely and
challenges, and behavior for comprehensible and Communicates regularly support.
comprehensible
issues through school Communicates with timely two-way with families to share a
feedback with
mandated procedures. families about student communications with range of assessment
students and their
progress, strengths, and families to share student information that is
families
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
(9/11/2023)
I discuss performance
with students after a
formal assessment (eg. a
test) or after a specific
lesson both verbally and
through grades. I keep in
contact with the families
of my students and
publish grades to their
student account as well as
message them
Evidence individually with
feedback regarding
performance. Every
trimester, progress on
goals and benchmarks are
also sent to families.
(9/11/2023)
CSTP 5: Assessing Students for Learning