CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
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.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
9.18.22 5.9.23
Assessments include: This semester, I expanded ● 5/1/2024
● Formative my approach to ● This semester I
assessments and frontloading academic have
summative knowledge in connections demonstrated
assessments with Romeo and Juliet by evidence of
during live creating a “Choose your improving in this
lessons own adventure” gamified area by using
● CBA: version of essay prep so more checks for
curriculum-base that students had a understanding
d assessments stronger chance of through my
over the phone or meeting the expectations virtual platform
zoom on their persuasive via webmail
● Multiple choice essays. easter-egg
grammar and messages and
reading 11/20/23 scavenger hunts
questions This semester I have been to ensure
● Portfolio writing implementing different students are
assessments types of assessments using the smaller
● Short essay test through the chat feature resources they
responses in our virtual classrooms: need to build up
● Unit review ● Multiple choice to performing
games responses well on larger
● Nearpod through the assessments.
activities “waterfall”
approach of
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
● Grammar revealing
support lessons answers. I use
this method
when preparing
students for a
Unit Test.
● Padlet responses
for questions that
require students
to make
text-to-world
connections and
include visuals. I
use this as a
warm up or
mid-lesson
refresh to give all
students the
opportunity to
collaborate and
engage with each
other’s
responses.
ISTE 2.5.c Create
Innovative Learning
Environments: Explore
and apply instructional
design principles to
create innovative digital
learning environments
that engage and support
learning
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 on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
9.18.22 5.9.23
I implement daily data I This semester I focused
have access to through on this element in my ILP
each students’ work and my Pop Cycle for my
record, as well as weekly Romeo and Juliet
data I receive from Persuasive Essay Unit. I
administration. I also sought out student data in
have access to the multiple ways, including
school’s database, group analysis, individual
transcripts, MAP reports, character choices, and
and I use all of these Homeroom Data.
sources of data to inform
my teaching. 11/20/23
This semester I used the
data I gathered from my
students engaging in the
“Kenny the Klondiker”
Narrative Story Telling
activity where students
had to pick between two
stories and finish them
before submitting it. This
data gives me information
about how many of my
students are using the
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
activity to support their
writing on the U3 essay.

ISTE 2.7.c Use Data to

Guide Progress: Use
assessment data to guide
progress and
communicate with
students, parents and
education stakeholders to
build student
self-direction

● 5/1/2024
● Teacher Rating
and evidence for
this standard still
stand in semester
4.
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.
students. causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
5/9/23
My PLC and I continue to
set quarterly goals. While
I do develop new
resources and strategies
to support gaps in our
data, I also utilize
resources my peer
teachers supply as well.
While we do not discuss
data further than
reporting and
brainstorming ideas of
support, team teaching
groups delve into this
during live lesson
instruction.

9.18.22
My PLC discusses,
monitors, and reports
upon quarterly SMART
Goals. I see active data
each day regarding how
many overdue lessons a
student has, whether they
are currently online, how
long they took on a test,
and much more
individual data that helps
me pint point how to
support them.

● 5/1/2024
● Teacher Rating
and evidence for
this standard still
stand in semester
4.
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 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 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.

● 5/1/2024
● Teacher Rating
and evidence for
this standard still
stand in semester
4.

5.9.23
This semester I continued
developing in my skills as
far as modifying
instructions as time goes
on—I often catch
something I should
change just a moment too
late and have to work in
clarification after the fact
in another lesson where I
may not have the same
group of students to
correct or improve their
understanding.

9.18.22
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Because I am team
teaching with 4 other
English teachers, we all
use assessments in
different ways to
establish learning goals.
This means we have all
learned from each other
and each of us try each
other’s approaches
throughout the year. To
challenge students, I may
utilize an approach from
the Honors teacher. To
support an EL student, I
would consult with my
fellow EL teachers to
differentiate instruction
for them.
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
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating

● 5/1/2024
● Teacher Rating
and evidence for
this standard still
stand in semester
4.

5.9.23
I have continued to
engage students in their
learning as far as
involving them in their
content-standard growth,
discussions with peers,
and assessments,
however, to push to the
innovating stage, I plan on
implementing more
student feedback and
self-assessment activities.

9.18.22
I need to implement more
self-assessment as far as
having my students set
their own learning goals,
however, we do
implement a rigorous
progress-monitoring
protocol for struggling
students at our school
that pushes the student
and family to be involved
because our entire team
shows up for meetings
that are just for that
student.
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 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.

● 5/1/2024
● Teacher Rating
and evidence for
this standard still
stand in semester
4.

5.9.23
This is my forte being at a
virtual school, as all
communications are
technology based, but I
would say this year I have
maintained my strength
in tis category with the
ability to innovate going
forward, seeing that our
school is breaking away
as a new school and will
need feedback and
piloting for new student
contact systems.
9.18.22
At our virtual school, we
have various kinds of data
at our fingertips that we
discuss with our
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
supervisors bi-weekly,
and we receive weekly
from admin, which helps
teachers modify their
approaches to meet
students’ needs.
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
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families 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.
struggling students or family support.
behavior issues.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
5.9.23
This is a category I would
like to improve upon next
semester, as I do
quarterly parent teacher
conferences and text
updates periodically, but I
could be involving
parents more in a routine
check of their students
progress at home,
attendance kudos and
help, and supporting
families in getting in
touch with counselors
more.
9.18.22
Feedback and grading
would likely be delivered
to student more quickly if
we were in person.
Feedback at our school
takes up to 5 days for
essays before. When I see
students’ writing, I am
grading it the first time I
have seen it. I don’t get to
peek in on their progress,
therefore, I am looking to
implement more writing
activities during class to
help them build their
writing.
Integrating Innovating
11/20/23
This year my school has
refined progress updates
on student grades,
assessments, and growth
through quarterly
parent-teacher
conferences each
semester. We publish
report cards every month,
as well. When I check in
with my students for their
individual weekly
appointments, caretakers
are always invited to join
with their student.
● 5/1/2024
Teacher Rating and
evidence for this standard
still stand in semester 4.