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. 9/15/23 pre-, formative and learning needs and learning needs and reflect
5.1 Applying summative progress. progress.
knowledge of the Begins to identify specific assessments.4/24/24
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
9/15/23 assessments to support know. knowledge.
student learning.
4/24/24
I explore and use Various assessment
different types of methods are utilized by
assessments to learn teacher. The i-Ready
about my students. I diagnostic exam is
start every class with a analyzed to determine
warm up that aims to students' current levels.
assess students’ prior Data from summative
knowledge. I end every assessments, like Delta
class with a quick check Math tests, shows how
to see if students well the teaching
understood the material methods worked and
covered or if they need how well students
Evidence
additional support. I also understood the material.
use assessment data, Performance based
particularly the data on assessments allow
Delta Math, to learn more students to demonstrate
about student’s progress. their abilities using real
Delta Math allows me to world applications.
see how long students Formative assessments
take to answer each monitor students'
problem, whether or not learning in real-time
student needed to view during instruction,
an example, and how allowing for immediate
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

many times each question adjustments. 4/24/24
was attempted. 9/15/23
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. 9/15/23 student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required 4/24/24 on student learning. collect ongoing
analyzing processes for data Make adjustments in assessment data
assessment data analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of of data to inform broad range of of learner needs.
sources to inform student learning lessons based on analysis planning and assessments to provide
instruction. of assessment data. differentiation of comprehensive Uses results of ongoing
9/15/23 instruction. 4/24/24 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I will adjust lessons based Assessment data is
on the results of collected and analyzed
assessment data. For from multiple sources.
example, if the majority This includes the i-Ready
of students are unable to diagnostic examination
demonstrate proficiency which is administered
in a warm-up, or while three times annually, to
checking for gauge students' current
understanding, I will levels and to provide
adjust instruction and targeted support.
spend more time Summative assessments,
addressing that area of like Delta Math unit tests,
Evidence need. For instance, while are used to gauge how
discussing fractions I well students understood
noticed several students and mastered the
struggled to find the least material. Performance-
common denominator. In based assessments
order to support those demonstrate students'
students, I shared a abilities to use their skills
multiplication chart and in real-life situations.
discussed how to use it to Additionally, daily
find the least common formative assessments,
denominator. 9/15/23 such as warm-ups and
exit tickets, enable timely
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

adjustments to
instruction. 4/24/24
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. 4/24/24 causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

After class I review Teachers teaching the
students class work and same class meet weekly
quick checks and to review learning trends,
determine next steps. If I discuss objectives and
noticed that students outcomes, assess
struggled on a particular successes and challenges,
concept, I will spend and share resources.
more time reviewing that Collaboratively, they
concept and share construct summative
additional supports on assessments like quizzes
my resource page. I also and unit tests,
try to target struggling performance assessments
students. I reach out to such as portfolios, and
those students and invite develop corresponding
them to additional rubrics. 4/24/24
Evidence support classes, or ask
them to meet with me
one-on-one. 9/15/23

5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. individual students in language. 4/24/24 integrated across content and academic language
instruction single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using 9/15/23 Plans differentiated
available curriculum lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. 4/24/24 group learning needs. and make ongoing
individual students. adjustments to match the
9/15/23 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I try and use assessment The i-Ready diagnostic
data to meet students examination is conducted
where they are at. three times a year to
Students’ abilities vary assess students' current
significantly and in order levels and offer targeted
to accommodate such a support, including tier
wide range of learners I two interventions.
provide small group Formative assessment
tutoring based on data is analyzed daily and
learners’ abilities. I plan helps guide class pacing,
adjustments in instructional planning,
Evidence instruction by including and identifies the need
scaffolds such as graphic for additional support or
organizers, hints, alternate instructional
sentence starters. strategies. Lessons are
multiplication charts and adjusted in real-time
direct instruction during class or for future
9/15/23 sessions based on
formative assessments
data and observing
students' needs. 4/24/24

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
5.5 Involving all
summative assessment single lessons or processes for learning related to content, setting, and progress
students in self-
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
assessment, goal-
need for individual include goal setting language development. individual skills.
setting, and progress
learning goals. 9/15/23 exercises. 4/24/24 Develops students’ meta-
monitoring
Integrates student self- cognitive skills for
Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

recording. 9/15/23 lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 4/24/24 achievement.
own progress toward
class or individual goals.
Students are informed After each lesson,
about learning objectives students complete a
and are we discuss the confidence check. During
results of all assessments. this check, they rate their
I involve students in self- understanding of the
assessment and progress topic covered and express
monitoring by allowing their feelings about the
them to check their work lesson. Additionally,
in our Desmos activity. students identify any
Students are also able to remaining areas they
check their progress on need to work on. Given
tests and work on test that the Desmos activites
Evidence corrections to improve are self-checking,
their score. 9/15/23 students develop a strong
awareness of their
strengths and areas
needing improvement.
Additionally, after
finishing a performance
assessment or portfolio,
students assess
themselves by filling out a
rubric before they turn it
in, and before the teacher
evaluates it. 4/24/24
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
5.6 Using available
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
technologies to assist
make required results, and communicate communicate about of assessments, and provides for an in depth
in assessment,
communications about with administration, student learning with communication of and ongoing
analysis, and
student learning. colleagues, and families administration, student learning to all communication regarding
communication of
about student learning. colleagues, families, and audiences. student learning to all
student learning
9/15/23 students. Ensure that audiences.
communications are
received by those who
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

lack access to technology.
4/24/24
Evidence I clearly communicate Instead of relying on
students’ academic school-provided multiple-
progress to students and choice assessments that
their families. I speak to are prone to cheating, a
every single one of my variety of digital
families at least once per resources are utilized to
semester and reach out create assessments. The
more when students are diagnostic exam is taken
struggling. I use a variety using i-Ready. i-Ready
of assessment data to results are sent to
determine students’ students and their
academic progress. families and teachers
9/15/23 provide feedback.
Formative assessments,
like unit tests, utilize
Delta Math, while quizzes,
emphasizing free
response and writing, are
created on Classkick.
Delta Math offers
valuable insights into
students' test-taking
experiences, including
time spent on each
question and use of built-
in support, with instant
feedback and solution
demonstrations. Students
are given the opportunity
to choose from several
portfolio options;
therefore, portfolios are
offered on multiple
platforms such as
Classkick, Desmos, or
Google Slides and more.
For formative
assessments such as
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

quick checks and exit
tickets, Desmos or
Classkick activities are
utilized, enabling real-
time evaluation and
feedback through the
teacher dashboard.
4/24/24
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 4/24/24 increased learning. progress and ways to
information to share
student proficiencies, students understand. provide and monitor
timely and
challenges, and behavior 9/15/23 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. 4/24/24
behavior issues. 9/15/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I provide feedback to all The i-Ready diagnostic
students on all formative examination is
assessments. For our administered three times
quizzes I typically make a year to assess students'
videos for students that current levels and
describes how to provide targeted support.
correctly solve a Results are shared with
particular problem. I find students and their
the videos help students families immediately
see what they are doing after they take each exam
wrong. Since are formal to keep them informed
Evidence tests include built in help about their skills and
videos, I personally reach areas needing
out to students that are improvement. Unit tests
not able to complete the taken on Delta Math
tests and work with them provide instant feedback
one-on-one. 9/15/23 to students as well as
solution demonstrations.
4/24/24