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 pre-
formative and summative assessment, formative
assessments. 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.
My assessments, both
formative and
summative, are varied
and flexible in order to
differentiate for various
needs. For instance, I
offer critique and a verbal
discussion at times, but
will also give the
opportunity to write out a
critique to address public
speaking anxiety. 7.13.23

I continue to be confident
with my skills in this area.
11/28/2023

Applying knowledge of
assessments to
understand student
progress and needs
continues to be an area I
feel confident in. 5/2/24
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
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. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I would say I’m in- I incorporate
between integrating and assessments strategically
innovating on this. I feel and systematically
like I design and integrate throughout instruction in
appropriate assessments order to collect data. I use
and use the data to assessment results of
inform planning and ongoing data analysis to
differentiation. However, adjust, plan, and
I can continue improving differentiate. Examples
to maximize academic include weekly
success and make the reflections, grade reports,
process more cohesive. self-assessments, and exit
7.13.23 tickets. I also keep a
spreadsheet for
participation &
attendance notes.
11/28/2020

I continue to feel
confident with collecting
and analyzing assessment
data. I use that data to
analyze and plan
instruction moving
forward. 5/2/24
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 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. causes for trends.
I regularly facilitate the
collaboration of
colleagues to address
student needs. Examples
are students on my case
load. This occurs
informally throughout
the workday, and
formally at Friday staff
meetings. 7.13.23

I continue to be confident
in my abilities to review
data and monitor student
learning. 11/28/2023

Working individually and

with colleagues to
monitor student learning
continues to be an area I
feel confident with.
5/2/24
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
instruction based on of individuals and groups.
informal assessments.
I use a broad range of I reflect on data and make
assessments, and adjustments as needed to
therefore have a broad goals and content. I
range of data to utilize. I regularly gather present
use that to plan levels from staff through
differentiated instruction a Student Input Form. I
that is targeted to meet also informally collect
individual and group data each Friday and the
learning needs. I modify staff meeting. Based on
lessons during feedback I can develop
instruction based off of goals that match the
observations of the class. student. 11/28/2023
7.13.23
I continue to reflect on
data and use it to adjust
curriculum in order to
provide flexible and
differentiated instruction
to students. 5/2/24
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. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
I encourage students to I implement structures in I feel like I’m in-between
make goals and provide to the curriculum for Integrating and
them with opportunities students to self-assess Innovating with this
to monitor those goals and set goals. This is done CSTP. I provide
with the weekly Personal through weekly opportunities for
Priority assignment. I reflections, class students to self-assess,
also regularly guide them critiques, Habit Trackers, but I think it is an area I
to reflect on progress as a and IEP goal reports. could strengthen
part of that assignment. 11/28/2023 regarding meta-cognitive
But I do not have formal skills and self-analysis.
self-assessment after 5/2/24
other assignments and
units. 7.13.23
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.
student learning
communications are
received by those who
lack access to technology.

Our school utilizes email,

Slack, Aeries, and phone
calls to communicate
assessment results to all
audiences necessary. We
have policies in place to
quickly respond to parent
emails, and are
collaborating between
the staff daily on Slack.
7.13.23

My instruction continues
to include a wide variety
of technologies the
improve student learning.
11/28/2023

My instruction and
assessments continue to
use a variety of
technologies and
strategies to analyze,
understand, and
communicate student
learning. 5/2/24
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.
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.
We have policies at our
school that all grading
must be complete each
Wednesday. Grades are
posted to Aeries, which
parents and students are
all familiar with. I also
have a required
assignment each
Wednesday for students
to do a grade check and
make a To-Do list of
assignments needed, to
guarantee their
knowledge of
grades/assignment
completion. 7/13/23
This continues to be an
area I am confident in.
11/28/2023
I continue to feel
confident with using
assessment data to
provide timely and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
comprehensible feedback
to families and
colleagues. 5/2/24