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 and to be assessed to select assessments to address assessments to support
assessments. summative assessments. appropriately matches questions about students’ differentiated student
5.1 Applying pre-, formative and learning needs and learning needs and reflect
knowledge of the Begins to identify specific summative assessments. progress. progress.
purposes, characteristics of
characteristics, and assessments that yield Selects assessments based Integrates a variety of Draws flexibility from a
uses of different types different types of on clear understanding of characteristics into repertoire of appropriate
of assessments information about student the purposes and assessments to allow assessment options and
preparedness, progress, and characteristics of students with a ranges of characteristics to maximize
proficiency. assessments to support learning needs to student demonstration of
student learning. 9/15/23 demonstrate what they knowledge.
know.

I use exit tickets at Assessments range

from exit tickets to
the end of every topic quizzes, to
lesson as my projects, to module
tests. 4/24/24
formative
assessment.
Quizzes and tests Students have the
ability to complete
are my summative some quizzes verbally,
assessments. some written, some
Evidence online and even some
9/15/23 that allow them to
receive feedback as
they go. 4/24/24
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 assessments. assessment data on provides formal and systematically throughout
student learning. informal assessment data instruction to collect
Follows required processes Make adjustments in on student learning. ongoing assessment data
5.2 Collecting and for data analysis and draws planning for single lessons Uses analysis of a variety appropriate for the range of
analyzing assessment conclusions about student or sequence of lessons of data to inform Uses data analysis of a learner needs.
data from a variety of learning based on analysis of planning and broad range of assessments
sources to inform assessment data. differentiation of to provide comprehensive Uses results of ongoing
instruction. instruction. 9/15/23 information to guide data analysis to plan and
planning and differentiation differentiate instruction for
of instruction. maximum academic
success.

I often give the I plan and organize

students a quiz to different types of
assessments throughout
assess their the year to monitor the
understanding of students’ basic math
progress. Both formal
the lesson. 9/15/23
and informal testing was
utilized. Individual
students that need extra
help are then pulled out
for extra support. 4/24/24
Evidence
As students develop
their math skills in
middle school, they are
assessed prior to the
lessons and then again
at the very end to
ensure the progression
of skills. These scores
are then kept all
throughout middle
school. 4/24/24
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 colleagues
both individually and as required by site and data individually and with learning individually and individually and with ability to identify and
with colleagues, to district processes. colleagues and identifies with colleagues to identify colleagues to analyze address causes for
monitor student learning needs of trends and patterns among student thinking and achievement patterns and
learning individual students. groups of students. identify underlying causes trends.
9/15/23 for trends.

I do record and Data is collected from

students on informal,
keep track of
formal, standardized
student’s progress. testing and
9/15/23 observations to
identify areas of
needed support.
4/24/24

Evidence
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses data from assessments Uses data from available Uses a variety of Uses a broad range of data Reflects on data
provided by site and district assessments to establish assessment data to set to set learning goals for continuously to make
to set learning goals for the content-based learning student learning goals for content and academic ongoing refinements to
class. goals for class and content and academic language that are integrated learning goals for content
individual students in language. across content standards for and academic language for
5.4 Using assessment single lessons or individuals and groups. the fill range of students.
data to establish Plans instruction using sequences of lessons.
learning goals and to available curriculum Plans differentiated lessons Plans differentiated Uses data systematically to
plan, differentiate, and guidelines. Plans adjustments in and modifications to instruction targeted to meet refine planning,
modify instruction instruction to address instruction to meet individual and group differentiate instruction,
learning needs of students’ diverse learning learning needs. and make ongoing
individual students. needs. adjustments to match the
9/15/23 Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.

My learning goals Lesson Plans are

do depend on the created using student
data to inform the
progress of my scaffolding of skills
students. 9/15/23 and concepts. 4/24/24

Differentiation is used
to support student
needs once identified
through assessments.
4/24/24
Evidence
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 and opportunities for student
outcomes, and summative learning goals through and goal setting processes set learning goals related to self-assessment, goal
assessment results. single lessons or sequence for learning content and content, academic setting, and progress
5.5 Involving all Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
students in self- individual learning goals. setting exercises. development. skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to Integrates student self- cognitive skills for
monitoring available tools for opportunities in single monitor and reflect on assessment, goal setting, analyzing progress and
recording. lessons or sequence of progress on a regular and progress monitoring refining goals towards high
lessons to monitor their basis. 9/15/23 across the curriculum. levels of academic
own progress toward class achievement.
or individual goals.

Students are given Students are given the

opportunity to reflect
a rubric and a feed- on their learning and
back. I also give set goals for
themselves for the
them the
next project or work.
opportunity to 4/24/24
make corrections
Student reflection is
after they have used to evaluate
completely learned hands-on learning and
identify how field trips
Evidence the skill. 9/15/23 are used to support
learning.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available technologies Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
to record assessments, technologies to implement and implement technologies into the technologies to design,
determine proficiency individual assessments, assessments, record and development, implement, and analyze
levels, and make required record results, and analyze results, and implementation, analysis of assessments and provides
5.6 Using available communications about communicate with communicate about assessments, and for an in depth and ongoing
technologies to assist in student learning. administration, colleagues, student learning with communication of student communication regarding
assessment, analysis, and families about student administration, learning to all audiences. student learning to all
and communication of learning. colleagues, families, and audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology.
9/15/23

Students and Multiple different

parents are given technologies are
used to support
progress reports learning. Google
( online and hard Classroom, Google
copy) showing slides, Google
forms, and ALEKS.
student’s progress. 4/24/24
9/15/23

Evidence
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 assessed additional feedback based clear and timely sharing of comprehensible leadership in seeking and
work and required on formative assessments information about feedback to students from using ongoing
summative assessments. from single lessons or strengths, needs, and formal and informal comprehensible
sequence of lessons. Seeks strategies for improving assessments in ways that communications about
5.7 Using assessment Notifies families of student to provide feedback in ways academic achievement. support increased learning. individual student progress
information to share proficiencies, challenges, that students understand. and ways to provide and
timely and and behavior issues through Provides opportunities for Communicates regularly monitor support.
comprehensible school mandated Communicates with comprehensible and with families to share a
feedback with students procedures. families about student timely two-way range of assessment
and their families progress, strengths, and communications with information that is
needs at reporting periods. families to share student comprehensible and
Contacts families as needs assessments, progress, responsive to individual
arise regarding struggling raise issues and/or student and family needs.
students or behavior issues. concerns, and guide
family support. 9/15/23

I have parent Students meet with their

mentor every week
conferences which allows me to
informing them of provide feedback to the
students from middle
their child’s school teachers from
progress— academic to behavioral
needs. 4/24/24
strengths, and
opportunities for Communication is
ongoing all throughout
Evidence improvements. the year. We send home
all the graded quizzes
9/15/23
assessments. I have
conferences with the
parents communicating
the assessment results.
We send out a weekly
newsletter informing
parents of school
happenings. 4/24/24