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.
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.
9/21/22
I use different types of
assessments as I teach
such as exit tickets, quick
checks, quizzes, and tests.
I understand that the first
two are formative and
used to quickly measure
conceptual
understanding and the
last two measure long-
term retention. 9/21/22
Applying Integrating
Decides on the purpose Develops and adapts the
for assessment and skills range of appropriate
to be assessed to select assessments to address
appropriately matches questions about students’
pre-, formative and learning needs and
summative assessments. progress.
Selects assessments Integrates a variety of
based on clear characteristics into
understanding of the assessments to allow
purposes and students with a ranges of
characteristics of learning needs to
assessments to support demonstrate what they
student learning. know. 12/10/23 5/4/23
I use formative
assessments regularly
throughout the day to
check on understanding. I
assess on concept
understanding rather
than rote memorization
and provide support for
students inside
assessments as needed.
12/10/23
I use multiple types of
assessment to gauge
short and long-term
learning. I use that data to
understand what needs
the students have and
their progress. I provide
supports inside the
assessments to allow
them to demonstrate
their learning and to get
accurate pictures of the
exact concepts I’m
Innovating
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge. 5/3/24
I use a wide range of
assessments to gain a
deep understanding of
my students and their
needs. I use tools such as
quick checks, exit-tickets,
summative assessments,
Freckle and MathFactLab
to gain an understanding
of all areas. I switch
between assessments
types to gain the best
understanding of my
students. 5/3/24
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
assessing. 5/4/23

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 on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety assessment data
analyzing
analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
assessment data
conclusions about lessons or sequence of planning and broad range of of learner needs.
from a variety of
student learning lessons based on analysis differentiation of assessments to provide
sources to inform
of assessment data. instruction. comprehensive Uses results of ongoing
instruction.
9/21/22 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 12/10/23 success. 5/3/24
5/4/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I use different types of
assessments to direct my
teaching. I provide quick
checks on concepts we
are learning so I can
measure understanding. I
use summative
assessment to measure
long-term understanding
and retention of topics.
9/21/22
Applying Integrating Innovating
I use exit tickets during I use quick checks during
the week to check on lessons to see how
understanding and do students are doing. I
quick concept checks adjust my instruction as
while learning to gauge needed. I use summative
the understanding. assessments to form my
Students use their white instructional plan.
boards to show me what 5/3/24
they are thinking.
12/10/23
My plan for the various
units provides formative
and summative
assessment to view
student learning. I use a
range of assessments to
give me an accurate
picture of where students
are and to help me guide
my planning and
instruction. 5/4/23

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
9/21/22 students. 5/4/23 causes for trends. 5/3/24
12/10/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I compare my assessment I review the various data I monitor data through I work with my
data with that of on students with other my gradebook and colleagues to identify
colleagues to understand colleagues to figure out various websites I use to patterns and trends in
patterns in student where the patterns are. help my instruction. I assessment data and plan
learning. I monitor them We use this data to adjust share this with colleagues my instruction to fill any
on my own to see what instruction and to discuss to gain a better overall holes in knowledge.
the strengths are and how we can better understanding of 5/3/24
what are the needs of support them. 5/4/23 students’ needs.
individual students. 12/10/23
9/21/22
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
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual students. needs. 5/4/23 group learning needs. and make ongoing
9/21/22 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments. 5/3/24
12/10/23
I use the data from I use a variety of I use assessment data I I regularly analyze my
assessments to create the assessment data to set gather to set assessment data to adjust
learning goals I have for goals for students. I use differentiated learning instruction and improve
the class and for summative assessments goals. I modify rubrics as students knowledge of
individual students. to look at short-term needed and plan content or academic
Though I only adjust understanding and differentiated lessons to language. I make
those learning goals formative assessments to meet all needs. I use adjustments as well
inside a few lessons or get a long-term picture. I reading groups to better based on students
unit rather than across plan differentiated meet all needs and do progress and assessment
the curriculum. I make lessons across the short quick checks to modify data. 5/3/24
adjustments for and long-term to help the instruction as required.
individual learning needs different students and to 12/10/23
though such as providing meet their needs. 5/4/23
multiple means of
representation, visuals,
and manipulatives, as
well as multiple ways of
problem solving. 9/21/22
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. 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. lessons or sequence of basis. 12/10/23 5/4/23 across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
I inform students of the I continued to model self- I teach students how to
learning objectives and assessment so students self-assess and how to
how they do on can goal set and watch monitor their learning.
summative assessments. I their progress. One tool I They set goals for
use my gradebook for use is a self-reflection to themselves and I work
monitoring progress. monitor how they’re with them to monitor and
9/21/22 doing. 12/10/23 progress their goals as we
go through the year.
I modeled self- 5/3/24
assessment and goal
setting to help students
come up with their own
individual learning goals.
I help guide students
through the unit and
reflect daily on their
progress towards
reaching those goals.
5/4/23
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
students. Ensure that audiences. 5/3/24
student learning
communications are 12/10/23 5/4/23
received by those who
lack access to technology.

I use things like XtraMath, I use technological

Freckle, and CommonLit assessment tools such as
as assessment tools in Socrative, MathFactLab,
understanding individual Freckle and more to gain
student’s needs. Families an understanding across
see these results right the curriculum.
away, and I communicate 5/3/24
them with my
administration as needed. I use multiple sources of
9/21/22 technology including
Socrative, Quizizz, Math
Fact Lab, and Freckle to
collect a wide range of
data that I communicate
to students and their
families. 12/10/23

I use an online
gradebook, Freckle, and
CommonLit to geet a
wide range of assessment
data on students. This
provides an in-depth look
at how students are
progressing through the
year. Students can see
this data themselves and I
can use this data to share
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
with families. 5/4/23

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
5.7 Using assessment assessments. lessons or sequence of strategies for improving and informal assessments communications about
information to share lessons. Seeks to provide academic achievement. in ways that support individual student
timely and Notifies families of feedback in ways that increased learning. progress and ways to
comprehensible student proficiencies, students understand. Provides opportunities provide and monitor
feedback with challenges, and behavior for comprehensible and Communicates regularly support. 12/10/23
students and their issues through school Communicates with timely two-way with families to share a
families mandated procedures. families about student communications with range of assessment
progress, strengths, and families to share student information that is
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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
struggling students or family support. 5/4/23
behavior issues. 9/21/22

I give students immediate I provide students with Students are taught how
feedback on formative their assessment data in a to look at their own
assessments and reteach timely manner. I help grades and understand
material as needed. I ask show them their how they are progressing
students to tell me what strengths and where they I show them how to
they did wrong as a way can improve and how to identify specific concepts
to make sure they go about that they are struggling with
understand the mistake improvement. I share this so they know what they
they made. I data with families as well need to improve on.
communicate student’s to raise issues and 5/3/24
progress and strengths provide helpful ways to
during progress report, have families support at
report cards, and parent- home. 5/4/23 I teach students how to
teacher conferences. As look up their grades and
needed, I will email reflect on their own
parents of struggling learning. I teach them
students or write them a how to identify patterns
note for any concerns I in their mistakes so they
have. 9/21/22 can rectify them and
work on what they need
to. I encourage them to
self-assess to then learn
how to advocate for their
own learning. 12/10/23