CSTP

5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
assessments. 9/27/17 pre-, formative and learning needs and learning needs and
5.1 Applying
summative assessments. progress. 12/4/18 reflect progress.
knowledge of the
Begins to identify specific 5/2/18
purposes,
characteristics of Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield Selects assessments characteristics into repertoire of appropriate
uses of different
different types of based on clear assessments to allow assessment options and
types of assessments
information about understanding of the students with a ranges of characteristics to
student preparedness, purposes and learning needs to maximize student
progress, and proficiency. characteristics of demonstrate what they demonstration of
9/27/17 assessments to support know. 12/4/18 knowledge.
student learning. 5/2/18
By organizing my grade Results from the During the course of a
book into academic entry level lesson, teacher
standards, and by incorporates entry level,
grading each assignment
assessment for the progress monitoring,
with a specific standard new chapter in math summative assessment.
in mind, I can use student are used to group Teacher incorporates
assessment data to students for dual-coding techniques
identify areas of growth instruction 5/2/18 into lecture slides.
for both individuals and 12/4/18
class. 9/27/17

Formative
Early in the unit, I create assessment is used
a pre-assesment to within the writing
identify areas of strength program to promote
and areas of need for student learning
both individuals and 5/2/18
class. 9/27/17
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. 9/27/17 student learning. informal assessment data throughout instruction to
Follows required Reassessed 5/2/18 12/4/18 on student learning. collect ongoing
5.2 Collecting and
processes for data 4/1/48 assessment data
analyzing
analysis and draws Make adjustments in Uses analysis of a variety appropriate for the range
assessment data
conclusions about planning for single of data to inform Uses data analysis of a of learner needs.
from a variety of
student learning lessons or sequence of planning and broad range of
sources to inform
lessons based on analysis differentiation of assessments to provide Uses results of ongoing
instruction.
of assessment data. instruction. 12/4/18 comprehensive data analysis to plan and
9/27/17 Reassessed information to guide differentiate instruction
5/2/18 planning and for maximum academic
differentiation of success.
instruction. 4/1/48
I identify and use Students show evidence Teacher reflects on the
multiple sources of of understanding the success of each lesson
information to inform my learning goals before, and success is
understanding of student during and after the determined by the level
progress toward meeting lesson. 12/4/18 of student understanding.
learning goals. 9/27/17 4/1/48
Reassessed 5/2/18

Sources include: Lab
reports, cold call
responses, multiple
choice test, vocabulary
quizzes, and student
presentations. 9/27/17
Reassessed 5/2/18
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
available assessment additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
data as required by site data individually and learning individually and individually and with colleagues’ ability to
both individually and
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. 9/27/17 causes for trends. 5/2/18 4/1/19
and 12/4/18
I evaluate and analyze a Teacher individually Teacher participates in
class set of lab reports to reviews CELDT and ongoing monitoring of
determine next steps for the English Learners’
instruction. 9/27/17
other local content progress and
assessment results language skills within the
and uses the structure of grade level
information to plan teams; plans are made
appropriate about impact on planning
and instruction. 4/1/19
instruction and
academic activities
for each English
Learner 5/2/18 and
12/4/18

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. 9/27/17 integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. 5/2/18 and students.
5.4 Using assessment
Plans instruction using Plans differentiated 12/4/18
data to establish
available curriculum Plans adjustments in lessons and modifications Uses data systematically
learning goals and to
guidelines. instruction to address to instruction to meet Plans differentiated to refine planning,
plan, differentiate,
learning needs of students’ diverse instruction targeted to differentiate instruction,
and modify
individual students. learning needs. 9/27/17 meet individual and and make ongoing
instruction
group learning needs. adjustments to match the
5/2/18 and 12/4/18 evolving learning needs
of individuals and groups.
Modifies lessons during
instruction based on
informal assessments.
5/2/18 and 12/4/18
At the beginning of a unit, Teacher selects
I identify knowledge learning goals that
deficits with entry level
assessment. 9/27/17 are appropriate for
all students based on
I use this assessment to entry level
inform and modify assessment data
learning goals and to plan 5/2/18
what levels of scaffolding
are required to achieve
long term goals. 9/27/17 Learning goals are
updated frequently
based on periodic
assessment of
student progress
5/2/18
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. 12/4/18
5.5 Involving all
need for individual include goal setting language development. individual skills. 5/2/18
students in self-
learning goals. exercises. 9/27/17 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. 9/27/17 across the curriculum. high levels of academic
lessons to monitor their 5/2/18 achievement. 12/4/18
own progress toward
class or individual goals.
I provide students with a I help students become Teacher provides Teacher assists students
rubric to establish familiar with their examples of student in using a portfolio of
learning goals and current level of their work to illustrate
performance criteria knowledge and skills
work at different their progress in terms of
prior to starting the through use of rubrics levels of achievement rubrics and reflection on
assignment. 9/27/17 which provide detailed to support students learning; students are
feedback regarding with self and peer encouraged to share their
strengths and areas for assessment 5/2/18 progress with families.
growth. 9/27/17 12/4/18
Students are
provided with
substantial support

when they are
learning the
strategies for self-
assessment in the
form of graphic
organizers, specific
procedures,
questions for
students to routinely
ask
themselves…5/2/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to 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
analysis, and about student learning. colleagues, families, and audiences. 4/1/19 regarding student
communication of students. Ensure that learning to all audiences.
student learning communications are
received by those who
lack access to technology.
9/27/17 Reassessed
5/2/18 and 12/4/18
I clearly communicate Teacher uses multiple
information about methods to communicate
academic progress to deadlines and feedback. I
students and their have a calendar in my
families through our room. I post updates that
online gradebook. post to student’s feeds on
9/27/17 Reassessed our LMS. I post
5/2/18 and 12/4/18 assignments that update
on students’ digital
Feedback for our calendars. 4/1/19
assignments is inputted
directly into the
gradebook, so students

can always review why
they received a certain
grade and track their
own progress. 9/27/17
Reassessed 5/2/18 and
12/4/18
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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that 5/2/18 and 12/4/18 increased learning. progress and ways to
information to share
student proficiencies, students understand. provide and monitor
timely and
challenges, and behavior 9/27/17 Provides opportunities Communicates regularly support.
comprehensible
issues through school for comprehensible and with families to share a
feedback with
mandated procedures. Communicates with timely two-way range of assessment
students and their
families about student communications with information that is
families
progress, strengths, and families to share student comprehensible and
needs at reporting assessments, progress, responsive to individual
periods. Contacts families raise issues and/or student and family needs.
as needs arise regarding concerns, and guide
struggling students or family support. 5/2/18
behavior issues. 9/27/17 and 12/4/18
I have a good feedback Teacher communicates
system where I comment students’ learning to
with feedback codes. assist families, support
Then on the assignment teachers, instructional
page, I have the relevant aides in providing
feedback posted. appropriate support to
9/27/17 improve student
achievement 5/2/18 and
I struggle with turning 12/4/18
around assignments fast
enough so students can Communication with
apply feedback in a families is handled in a
timely manner on the non-threatening way that
following assignment. is respectful of the
9/27/17 cultural and socio-
economic diversity in the
community 5/2/18 and
12/4/18