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. 9/22/22
Begins to identify specific
5.1 Applying characteristics of
knowledge of the assessments that yield
purposes, different types of
characteristics, and information about
uses of different student preparedness,
types of assessments progress, and proficiency.
Various types of
assessments are
considered when crafting
a lesson (such as using
Exit Tickets, free write
activities to open a
lesson, or taking a series
of activities and turning
them into a group project
to be completed over
time). 9/22/22
Applying Integrating Innovating
Decides on the purpose Updated for Semester 3. Demonstrates purposeful
for assessment and skills On same level of standard use of a wide range of
to be assessed to select and continuing to work assessments to support
appropriately matches toward Innovating on differentiated student
pre-, formative and scale. 11/17/23 learning needs and reflect
summative assessments. progress.
Develops and adapts the
Selects assessments range of appropriate Draws flexibility from a
based on clear assessments to address repertoire of appropriate
understanding of the questions about students’ assessment options and
purposes and learning needs and characteristics to
characteristics of progress. 5/2/23 maximize student
assessments to support demonstration of
student learning. Integrates a variety of knowledge.
characteristics into
assessments to allow
students with a range of
learning needs to
demonstrate what they
know. 9/22/22
Activities and
assessments conducted
during a lesson are
created during the active,
live lesson, which allows
me to change any pre-
made activities to include
scaffolding (examples)
that will then help each
student better
demonstrate their
understanding according
to their individual needs.
9/22/22
Using more self-assessing
projects and rubrics, as
well as goal setting
opportunities, has aided
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

me in reaching the
Integrating stage.
Provided additional
support in learning goals
and student-made goals.
5/2/23

Self-assessing rubrics are

continually being utilized
to track student goals and
understandings.
11/17/23 and 5/24
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
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. 9/22/22 and comprehensive Uses results of ongoing
5/2/23 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 12/4/23 success.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Students demonstrate This semester, I started
their understanding of using a new internal
the content throughout student data system
the lesson. However, the (PowerBI) that tracks
opening activity or individual scores (grades
introductory page for assignments in each
typically taps into their class in each course) and
prior knowledge or overall scores across all
reinforces what was courses. This data is used
learned in a previous to identify the learning
lesson and how it will strengths and areas of
connect with the new growth for each student. I
day’s content/lesson. use the data for English
9/22/22 Language Arts to identify
students that will need
Used similar skills listed support in writing,
previously. Added in reading, or speaking to
additional support on craft unique templates for
students’ individual students that fall into
graphic organizers, but those categories of
not to the level of needed support. 12/4/23
Integrating standards yet. and 5/24
5/2/23

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 learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. 9/22/22 causes for trends. 5/2/23 12/4/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

In our weekly Working directly with my Joined curriculum team
department meetings and Mentor Teacher on the for my English Language
grade level meetings, we ILP and POP cycles this Department to go over
all bring the results from semester helped me data collected by all ELA
our activities and compare and contrast teachers in the high
assignments from the specific student school section of our
week to look for patterns assessment data with a school. We use the data to
and/or discrepancies colleague. MT helped me create new templates and
between our approaches. assess the data and create resources for our
Teachers lean on each specific supports and students diverse learning
other to find new ways to ways to promote student needs. We also
teach their content and growth on an individual collaborate with teachers
are encouraged to level. 5/2/23 from each grade level (9
borrow materials and through 12) to discuss
resources that will give support options for all
them more time to tailor types of ELA students.
an activity or set of 12/4/23
guided notes to an
individual student, I feel that the level still
instead of having to use applies for this element.
time to create resources The above evidence is
on their own from still utilized to better
scratch. 9/22/22 support English language
learners. 5/24

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
5.4 Using assessment
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish
learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to
class. individual students in language. 9/22/22 integrated across content and academic language
plan, differentiate,
single lessons or standards for individuals for the fill range of
and modify
sequences of lessons. and groups. 12/4/23 students.
instruction
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
guidelines. instruction to address to instruction to meet
learning needs of students’ diverse learning
individual students. needs.
I use the feedback and
results from previous
assignments and
feedback forms to build
new learning goals for the
overall class and each
individual student. Goals
are shared on the guided
notes and the
introductory page so that
students have a clear idea
of what they should be
practicing and striving for
in each lesson. 9/22/22
Integrating Innovating
instruction targeted to to refine planning,
meet individual and differentiate instruction,
group learning needs. and make ongoing
9/22/22 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal assessments.
5/2/23
The way in which goals Reflection after the
are reached is unique to Leadership project
each student and outlined concluded showed that
in their guided notes. For my investigation of tying
example, for English curriculum/assignments
learners in my class, they together with specific
receive more examples student interest and
and specific ties to individualized
previously used academic engagement helped me
language that will help reach this level. I plan to
them reach their goal of explore this more
learning how to apply a through the expansion of
new vocabulary term to the project to other
their writing. 9/22/22 departments, such as
social science/history.
Used students’ self-made 5/24
goals on rubrics to track
their progress toward
reaching a learning
objective or personal
academic goal. 5/2/23
Continues the use of same
evidence in previous
semesters. I have also
been adding in more
feedback on individual
elements of a rubric.
12/4/23
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. 9/22/22 across the curriculum. high levels of academic
lessons to monitor their 5/2/23 achievement. 12/4/23
own progress toward
class or individual goals.
Students are continually Expanded concepts used In addition to the
provided with the in the Applying stage, evidence shared in the
opportunity to self-reflect including choosing their previous semesters here,
on the day’s lesson and own way of I have started to plan
activities (at the end and demonstrating individual schedules and
throughout the lesson by understanding in an goals with each student in
asking them to rate their assessment, by modeling my homeroom. These act
understanding of a topic). and goal setting during as mini progress
Their personal feedback each major assignment. monitoring meetings. The
and mine are included on For Character Analysis goals set here are then
their weekly guided notes project, showed students sent to the student’s
so they have a clear how to create a specific caretakers and guardians.
outline of how they have goal between If students are unable to
grown and what steps submissions and how to follow the plans, a formal
can be taken to grow properly meet that goal progress monitoring is
further. 9/22/22 by assessing their own then made with the
work and the work of caretaker, student,
others using a rubric. myself, and a member of
5/2/23 our administration to
provide a new goal and
plan for the student.
12/4/23 and 5/24
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. 9/22/22 and student learning to all
communication of
students. Ensure that 5/2/23 audiences. 11/17/23
student learning
communications are
received by those who
lack access to technology.

Due to our online Upon reflection, as an

environment, all data is educator I am on this
tracked continuously and level of the scale due to
can be shared with the many resources
teachers, administration, available in our online
counselors, students, and setting for educators,
parents/guardians easily. students, and caretakers.
We hold regular progress As shared in the
monitoring meetings with Integrating stage, we hold
our Homeroom students regular Progress
where content teachers Monitoring meetings with
can attend and leave struggling students that
detailed feedback on a help us craft
student’s strengths and comprehensive goals for
areas for growth. the student with
Students, parents, and collaboration from each
guardians are shown this course teacher and from
through grades, feedback the caretaker. 11/17/23
from activities, and and 5/24
test/project scores. This
also gives them an
opportunity to share
what they feel does and
does not work so we can
change what is needed.
9/22/22 and 5/2/23
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 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
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support. 11/17/23
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. 9/22/22 and 5/2/23
behavior issues.
In addition to what was Progress reports are
listed in the previous created and shared on
standard, parents and student and caretaker
students are sent regular online portals each week.
progress reports that Conferences with
include more than just an caretakers are also held
updated grade. Notes are once a month to track
left by the content progress of each
teacher that include individual student and
specific ways that the discuss new goals.
student can grow or meet 11/17/23 and 5/24
a new challenge. The
student’s Homeroom
teacher also
communicates with the
student and
parent/guardian weekly
to address the feedback
and provide support as
needed. 9/22/22 and
5/2/23
CSTP 5: Assessing Students for Learning