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. 6/24/18
5.1 Applying
Begins to identify specific
knowledge of the
characteristics of
purposes,
assessments that yield
characteristics, and
different types of
uses of different
information about
types of assessments
student preparedness,
progress, and proficiency.
6/24/18
Applying Integrating Innovating
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. 4/7/19 progress.
11/28/18 12/12/18
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. knowledge.
student learning.
11/28/18 12/12/18
4/7/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

-I use pre-unit -I use pre-, mid-, and -I create new assessments
assessments to create post- unit assessments to and alter existing ones to
student groupings. monitor progress and best assess my students.
6/24/18 create dynamic 4/7/19
groupings. 11/28/18
-I use a variety of 12/12/18
assessments (summative,
formative, informal, -I use a variety of
formal, etc.) to monitor assessment types,
student progress. including those that
6/24/18 integrate technology.
11/28/18 12/12/18
-I analyze multiple data 4/7/19
points to determine
student strengths and -I use a variety of
weaknesses. 6/24/18 assessments to determine
student strengths and
-I don’t have a lot of needs and also reflect on
agency in which the effectiveness of
assessments are used and assessments. 11/28/18
when. Many assessments 12/12/18 4/7/19
are dictated by my school.
6/24/18

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 throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required 6/24/18 11/28/18 on student learning. ongoing assessment data
analyzing processes for data Make adjustments in 12/12/18 4/7/19 appropriate for the range
assessment data analysis and draws planning for single Uses data analysis of a of learner needs.
from a variety of conclusions about lessons or sequence of Uses analysis of a variety broad range of
sources to inform student learning lessons based on analysis of data to inform planning assessments to provide Uses results of ongoing
instruction. of assessment data. and differentiation of comprehensive data analysis to plan and
instruction. 6/24/18 information to guide differentiate instruction
11/28/18 12/12/18 planning and for maximum academic
4/7/19 differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

-I use a variety of
assessment data and
compare multiple data
points with observational
data and student work to
get a clear picture of
student achievement.
6/24/18 11/28/18
12/12/18 4/7/19

-I analyze individual
student data to identify
areas of strength and
weakness and create
learning targets. 6/24/18
11/28/18 12/12/18
4/7/19

-I analyze group data,

looking for trends, and
use it to adjust
instruction and create
purposeful groupings.
6/24/18 11/28/18
12/12/18 4/7/19

-I use online tools such as

AIMSweb to monitor
student progress.
11/28/18 4/7/19
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data, as required by site and data individually and learning individually and individually and with colleagues ability to
both individually 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. 6/24/18 causes for trends.
11/28/18 12/12/18
4/7/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

-I work with colleagues to
analyze NWEA data,
looking for trends. We
look at all students and at
subgroups to create
targeted learning goals.
For example, last year our
staff looked at NWEA data
and ELA standards to see
where there were gaps in
our instruction and create
goals for how to teach
standards that students
underperform on.
6/24/18 11/28/18
12/12/18 4/7/19
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. 12/12/18 integrated across content and academic language
single lessons or 4/7/19 standards for individuals for the fill range of
sequences of lessons. and groups. students.
5.4 Using assessment
Plans instruction using 6/24/18
data to establish
available curriculum Plans differentiated Plans differentiated Uses data systematically
learning goals and to
guidelines. Plans adjustments in lessons and modifications instruction targeted to to refine planning,
plan, differentiate,
instruction to address to instruction to meet meet individual and differentiate instruction,
and modify
learning needs of students’ diverse learning group learning needs. and make ongoing
instruction
individual students. needs. 6/24/18 12/12/18 4/7/19 adjustments to match the
11/28/18 evolving learning needs of
Modifies lessons during individuals and groups.
instruction based on
informal assessments.
11/28/18 12/12/18
4/7/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

-I adjust my plans and -I use assessment data -I modify lessons in the
goals based on data like such as student work and moment based on student
pre-assessments or checks for understanding feedback and informal
observations. 6/24/18 to create differentiated checks for understanding.
groups that share a 11/28/18
learning target. 6/24/18
-I analyze student work
-I use observation, checks and exit tickets to plan
for understanding, exit the next lesson, plan for
tickets, student work, and small group instruction,
formal assessments to and reflect on my
inform next steps. instruction. 12/12/18
12/12/18 4/7/19 4/7/19

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 summative learning goals through and goal setting and set learning goals self-assessment, goal
assessment results. single lessons or processes for learning related to content, setting, and progress
Recognizes the need for sequence of lessons that content and academic academic language, and monitoring.
individual learning goals. include goal setting language development. individual skills.
5.5 Involving all
6/24/18 exercises. 11/28/18 Develops students’ meta-
students in self-
12/12/18 4/7/19 Guides students to Integrates student self- cognitive skills for
assessment, goal-
Monitors progress using monitor and reflect on assessment, goal setting, analyzing progress and
setting, and progress
available tools for Provides students with progress on a regular and progress monitoring refining goals towards
monitoring
recording. opportunities in single basis.11/28/18 across the curriculum. high levels of academic
lessons or sequence of 12/12/18 4/7/19 achievement.
lessons to monitor their
own progress toward
class or individual goals.
6/24/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

-A few times a year I use - I use checklists during
-I assign students rubrics or self- Writing to help students
individual goals in assessments for students self-monitor. Students
reading or writing, but monitor themselves. I do revise their “on demand”
would like them to create informal check-ins where writing piece (a pre-
their own goals. 6/24/18 students (using thumbs- assessment) based on all
up, down or side) show they have learned and
how confident they are reflect on their progress.
feeling about a learning 11/28/18 12/12/18
goal. 6/24/18 4/7/19

-I provide models of
expected level of work
and opportunities for
students to revise their
work, especially writing.
6/24/18

-I guide students in
choosing their own goal
for their writing.
11/28/18 12/12/18
4/7/19

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 provides
5.6 Using available make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist communications about with administration, student learning with communication of ongoing communication
in assessment, student learning. colleagues, and families administration, student learning to all regarding student
analysis, and about student learning. colleagues, families, and audiences. 4/7/19 learning to all audiences.
communication of students. Ensure that
student learning communications are
received by those who
lack access to technology.
6/24/18 11/28/18
12/12/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

-I use computers to -I use available
record assessment data technology to create
and sometimes to assessments, analyze
administer tests. I have results, and communicate
used both Performance with stakeholders.
Plus and Illuminates to 4/7/19
run reports and analyze
data. 6/24/18 -I use AIMSweb and
PerformancePlus to
-I use technology to analyze data and monitor
communicate with student progress. 4/7/19
families regularly using
emailed newsletters and -I share data with families
post physical copies by using technology and on
the classroom for families paper for families without
who don’t have access to access to computers or
technology. 6/24/18 the internet. 4/7/19

-I use technology to share

student data (report
cards, test scores, etc.)
and share this in person
with families who don’t
use email. 6/24/18

-I use AIMSweb and

Illuminate to create
assessments and monitor
student progress.
11/28/18 12/12/18
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 based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
Seeks to provide feedback academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of in ways that students 6/24/18 11/28/18 increased learning. progress and ways to
information to share
student proficiencies, understand. 12/12/18 4/7/19 provide and monitor
timely and
challenges, and behavior Communicates regularly support.
comprehensible
issues through school Communicates with Provides opportunities with families to share a
feedback with
mandated procedures. families about student for comprehensible and range of assessment
students and their
progress, strengths, and timely two-way information that is
families
needs at reporting communications with comprehensible and
periods. Contacts families families to share student responsive to individual
as needs arise regarding assessments, progress, student and family needs.
struggling students or raise issues and/or 11/28/18 12/12/18
behavior issues. concerns, and guide 4/7/19
family support. 6/24/18
-I engage regularly with - After the completion of
families in person, via each Math unit, I send
email, and sometimes home a letter
over the phone. Families communicating the
know what their child is student’s score with their
learning each week. parents and provide
6/24/18 additional work for
students who may need
-I do parent conferences support. 11/28/18
at set points in the year, 12/12/18 4/7/19
but will also meet with a
parent by request at any
point. 6/24/18

-I recommend home
supports for struggling
students. 6/24/18

-I give students regular,

positive feedback on
strengths and set
individual goals for them.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

6/24/18