CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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. 9/15/23
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.
9/15/23
Applying Integrating Innovating
Decides on the purpose Develops and adapts the Demonstrates purposeful
for assessment and skills range of appropriate use of a wide range of
to 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 reflect
summative assessments. progress. progress.
3/30/24
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. knowledge.
student learning.
3/30/24
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I use pre-assessments to I use pre- and post-
test students’ assessments to track
understanding of specific students' learning
grammar topics before growth. By giving an
beginning a new unit. In assessment before and
addition to assessing after a lesson, I am able to
their ability to determine whether
communicate effectively students have understood
through writing, I also the content. I am also able
use writing assessments to clarify misconceptions
to evaluate each student’s and reteach concepts
ability to apply grammar when necessary.
Evidence concepts to their own In addition to assessing
writing. 9/15/23 students' understanding
during the lesson, I utilize
pre- and post-
assessments to evaluate
students' progress
toward meeting the
learning goals. I also use
these assessments to
identify misconceptions
or gaps in learning that
need to be addressed in
future lessons. 3/30/24
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
9/15/23 assessments. 3/30/24 student learning. informal assessment data throughout instruction to
5.2 Collecting and on student learning. collect ongoing
analyzing Follows required Make adjustments in Uses analysis of a variety assessment data
assessment data processes for data planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of analysis and draws lessons or sequence of planning and broad range of of learner needs.
sources to inform conclusions about lessons based on analysis differentiation of assessments to provide
instruction. student learning. of assessment data. instruction. comprehensive Uses results of ongoing
9/15/23 3/30/24 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I use patterns identified In addition to providing a
in state test results to rubric for writing
inform my whole class assessments, I have
instruction. Although I students actually use the
have used warm ups and rubric to engage in peer
exit tickets to monitor review and self-
students’ progress assessment. By using the
toward learning goals, I same rubric throughout
would like to use these the entire writing
strategies more process, I am able to help
consistently to assess my students develop
students understanding their abilities to improve
Evidence and inform future their own writing.
instruction. 9/15/23 3/30/24

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. 3/30/24 causes for trends.
9/15/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
At my school, the junior
high team meets
frequently as a
professional learning
community. We review
the data from state tests
to identify students who
have not met content
standards, as well as
those who have exceeded
them. During these
meetings, we discuss how
to adjust instruction to
support both groups of
students. 9/15/23
Evidence
Using the Star
Instructional Planning
Class Report from
Renaissance, I determine
how to use the resources
that are available to us,
such as Newslea, as well
as other resources that
may be beneficial to
obtain. 3/30/24
CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from
assessments provided by
site and district to set
learning goals for the
class. 9/15/23
5.4 Using assessment
data to establish
learning goals and to Plans instruction using
plan, differentiate, available curriculum
and modify guidelines. 9/15/23
instruction
Although I adjust my
instruction to meet the
needs of different
students, I would like to
work on ensuring that my
learning goals are
informed by multiple
sources of assessment
data, in addition to school
and state tests. 9/15/23
Evidence
Exploring Applying Integrating Innovating
Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments to establish assessment data to set data to set learning goals continuously to make
content-based learning student learning goals for for content and academic ongoing refinements to
goals for class and content and academic language that are learning goals for content
individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
3/30/24 Plans differentiated
lessons and modifications Plans differentiated Uses data systematically
Plans adjustments in to instruction to meet instruction targeted to to refine planning,
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
3/30/24 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I adjust my instruction to
meet individual students’
needs by incorporating
multiple formative
assessments into each
lesson. This allows me to
monitor student
understanding and
determine whether
changes will need to be
made to ensure all
students can meet the
learning goal. 3/30/24
I build in opportunities to
allow students to reflect
on what they have
learned during a lesson. I
use their feedback to help
adjust my instruction and
modify my future lesson
plans.
Using a general exit ticket
helps ensure that my
students know what to
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
expect at the end of a
lesson, and they have
started reflecting on
lessons themselves. It
also shows students that I
value their input,
especially when I
incorporate engaging
activities into future
lessons based on their
feedback. 3/30/24

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. exercises. 9/15/23 3/30/24 Develops students’ meta-
assessment, goal- Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
recording. lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 3/30/24 achievement.
own progress toward
class or individual goals.
9/15/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I provide rubrics for Towards the end of the
assignments, and I review school year, students
them with students so select different
they know what is assignments they have
expected of them. When completed and write
students engage in the reflections on how the
writing process, they set work demonstrates an
goals for themselves and area of growth for them.
Evidence complete multiple drafts. This helps them develop
This allows them to accountability for their
participate in peer review work because they are
and receive feedback able to see how they have
from their classmates. It improved throughout the
also allows them to year. 3/30/24
assess their own work
and identify areas to edit
and revise. 9/15/23
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.
3/30/24
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Our school uses Google
Classroom to post
assignments, and each
student has a school-
issued Chromebook to
access and complete their
work. I contact families
through email or phone
call to touch base if their
child is struggling
academically. I also share
student achievements to
celebrate students when
Evidence
they exceed the learning
goals. 9/15/23
Provides students with Provides students with
feedback through additional feedback
assessed work and based on formative
required summative assessments from single
5.7 Using assessment assessments. lessons or sequence of
information to share lessons. Seeks to provide
timely and Notifies families of feedback in ways that
comprehensible student proficiencies, students understand.
feedback with challenges, and behavior 9/15/23.
students and their issues through school
families mandated procedures. Communicates with
families about student
progress, strengths, and
needs at reporting
periods. Contacts families
Applying Integrating Innovating
At the end of each
trimester, I write report
card comments to let
students and parents
know how the student
has grown and what they
can do to improve going
forward. This an
opportunity to reference
communications that we
have had throughout the
trimester and
acknowledge progress
that has been made. I also
use comment codes (+ =
Area of Strength and n =
Improvement Needed) to
note students' progress
toward developing and
mastering specific skills.
3/30/24
Provides students with Integrates the ongoing Facilitates students’
clear and timely sharing of leadership in seeking and
information about comprehensible feedback using ongoing
strengths, needs, and to students from formal comprehensible
strategies for improving and informal assessments communications about
academic achievement. in ways that support individual student
3/30/24 increased learning. progress and ways to
provide and monitor
Provides opportunities Communicates regularly support.
for comprehensible and with families to share a
timely two-way range of assessment
communications with information that is
families to share student comprehensible and
assessments, progress, responsive to individual
raise issues and/or student and family needs.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
as needs arise regarding concerns, and guide
struggling students or family support. 3/30/24
behavior issues. 9/15/23.

In addition to providing When sharing the Star

feedback on bigger Parent Report, I make
projects and other sure to communicate to
summative assessments parents that this is one
like essays, I provide measurement of how
feedback on formative their student is
assessments by progressing. Although it
monitoring students as can be a helpful tool for
the complete daily bell- monitoring student
ringers and classwork. I achievement, it is just one
provide verbal feedback form of assessment that
Evidence based on my can be used to modify
observations, which future instruction and
allows students to ask support. I emphasize that
questions and develop a it is important to note
better understanding of how students have grown
their progress. 9/15/23. compared to the last time
they completed the
assessment instead of
looking at their scores in
isolation. 3/30/24