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.
9/25/17
Begins to identify specific
5.1 Applying
characteristics of
knowledge of the
assessments that yield
purposes,
different types of
characteristics, and
information about
uses of different
student preparedness,
types of assessments
progress, and proficiency.
9/25/17
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. progress.
5/6/18, 12/3/18 and
5/6/19 Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
Selects assessments students with a ranges of characteristics to
based on clear learning needs to maximize student
understanding of the demonstrate what they demonstration of
purposes and know. knowledge.
characteristics of
assessments to support
student learning.
5/6/18, 12/3/18 and
5/6/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I give pre-assessments Prior to giving pre- and
and a final assessment to post-assessments, I like
see if students have to go through the
already met the problems to see if they
standards or are close to align with the standards
meeting the standards of that I covered or will
the units. Through the cover in the unit. As I
information supplied by review the assessments, I
these assessments, I make modifications
make modifications to where I take out
support diverse learning questions and replace
needs. them with other ones that
9/25/17 will capture student
learning. I also change the
questions and make them
more culturally relevant
to students. 5/6/18,
12/3/18 and 5/6/19

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. 9/25/17 student learning. informal assessment data throughout instruction to
Follows required 5/6/18 and 12/3/18 on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in 5/6/19 assessment data
analyzing
analysis and draws planning for single appropriate for the range
assessment data
conclusions about lessons or sequence of Uses analysis of a variety Uses data analysis of a of learner needs.
from a variety of
student learning lessons based on analysis of data to inform broad range of
sources to inform
of assessment data. planning and assessments to provide Uses results of ongoing
instruction.
9/25/17 differentiation of comprehensive data analysis to plan and
instruction. information to guide differentiate instruction
5/6/18 and 12/3/18 planning and for maximum academic
differentiation of success.
instruction. 5/6/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Another type of
assessment I use is exit
tickets. Exit tickets allow
me to see if students met
the objectives of the daily
lessons. I use that
information to determine
whether or not I reteach
the lesson and what
adjustments I need to
make for students to
access the material.
9/25/17
Reviews and monitors Reviews and monitors
available assessment data additional assessment
5.3 Reviewing data, as required by site and data individually and
both individually and district processes. with colleagues and
with colleagues, to identifies learning needs
monitor student of individual students.
learning 9/25/17
Applying
For units of study, I like
to use different types of
assessments to help me
capture student learning,
The type of assessments
include pre- and post-unit
assessments, Interim
Assessment Blocks
(IABs), exit tickets and
informal observations.
Based on the data that I
collect, I reteach lessons,
do one to one coaching,
and do small
homogenous groupings to
help students meet
content standards.
5/6/18 and 12/3/18
Reviews and monitors a
variety of data on student
learning individually and
with colleagues to
identify trends and
patterns among groups of
students.
Integrating Innovating
When it comes to
collecting and analyzing
assessment data, I been
using aggressive
monitoring as an
instructional strategy.
Aggressive monitoring
has allowed to collect
informal and formal data.
Based on the immediate
data that I capture, I
reteach lessons or pull
small groups.
I also collect formal data
from daily exit tickets,
weekly module
checkpoints and
illuminate assessments.
Using these formal
assessments, I then
present them to my coach
and grade level team to
discuss student data and
next steps. 5/6/19
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleague’s ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends. 5/6/19
5/6/18 and 12/3/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
During my grade level
PLC (Professional
Learning Community)
meetings, my colleagues
and I analyze individual
student assessments and
discuss the skills and
learning needs that
student has. We use
rubrics to determine
whether the student has
met, is close to meeting,
or has not met the
common core standards.
9/25/17
Integrating Innovating
During my grade level
PLC (Professional I facilitate my grade level
Learning Community) team’s data weekly
meetings, my colleagues meetings. To prepare for
and I analyze IAB my data meetings, I
assessments and data. In communicate to my team
analyzing, IAB’s we look the math standard that
at different trends and we will focus on and
think about common provide them with a short
misconceptions students assessment that
may have had. Using the addresses the standard.
data, we create plan to
address these trends by In the meeting, I ask them
re-teaching lessons to analyze the data and
and/or doing small reflect on their teaching.
groups. 5/6/18 and We then create
12/3/18 instructional next steps to
address students’ needs.
5/6/19
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. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students. 12/3/18 and
Plans instruction using 9/25/17 Plans differentiated 5/6/18 5/6/19
5.4 Using assessment
available curriculum lessons and modifications
data to establish
guidelines. Plans adjustments in to instruction to meet Plans differentiated Uses data systematically
learning goals and to
instruction to address students’ diverse learning instruction targeted to to refine planning,
plan, differentiate,
learning needs of needs. meet individual and differentiate instruction,
and modify
individual students. group learning needs. and make ongoing
instruction
9/25/17 5/6/18 adjustments to match the
evolving learning needs
of individuals and groups.
Modifies lessons during 12/3/18 and 5/6/19
instruction based on
informal assessments.
5/6/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I use students’ reading
levels, ELD levels and
pre/post assessments to
help me set goals for
students. I meet with
students through small
groups and individual
conferencing to inform
them of their
individualized learning
goals. 9/25/17
Integrating
Using the data that I get
from different
assessments, I create an
excel sheet that keeps
track of the standards
students have met and
not met. I also keep track
of the type of questions
students missed on IAB
assessments.
The way I plan
differentiated instruction
is through small groups.
After teaching a whole
group lesson, I pull out
small homogenous
groups to reteach content
standards based on the
IAB data. That way I am
targeting each students’
specific learning needs.
During this intervention, I
make sure to use
academic vocabulary that
is used in SBAC and IAB
assessments. 5/6/18
Innovating
I give assessments after
every lesson as an exit
ticket to inform if
students are meeting the
lesson objective. As I look
at the exit tickets, I
separate into three piles
master, near, and below.
Once I have the
categories, I look for
patterns and common
misconception. By doing
this, I am to reflect on the
lesson’s effectiveness and
think about other ways to
reteach the lesson.
12/3/18 and 5/6/19
Other assessments that I
use to reflect on my
teaching include pre-
assessment, mid unit
assessment, and post
assessments. Using an
excel sheet, I track down
scores, see by how much
percentage did their
scores increase,
standards that were
mastered and not
mastered in the unit. This
data, allows me to reteach
concepts related to the
unit. 12/3/18 and
5/6/19
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.
need for individual include goal-setting language development. individual skills.
learning goals. exercises. 12/3/18 and 5/6/19 Develops students’ meta-
5.5 Involving all 9/25/17 Integrates student self- cognitive skills for
students in self- Monitors progress using 5/6/18 Guides students to assessment, goal setting, analyzing progress and
assessment, goal- available tools for monitor and reflect on and progress monitoring refining goals towards
setting, and progress recording. Provides students with progress on a regular across the curriculum. high levels of academic
monitoring opportunities in single basis. 12/3/18 and achievement.
lessons or sequence of 5/6/19
lessons to monitor their
own progress toward
class or individual goals.
9/25/17
5/6/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Before starting every
unit, I have students
establish learning goals. I
ask them for this new
unit, “What is something
you want to work on?”
“What steps are you
going to take to
accomplish your goal?”
9/25/17
5/6/18
Towards the middle of
the unit, I have students
briefly reflect on where
they are in terms of
accomplishing their goals.
9/25/17
5/6/18
Uses available Explores use of additional
technologies to record technologies to
assessments, determine implement individual
proficiency levels, and assessments, record
make required results, and communicate
5.6 Using available
communications about with administration,
technologies to assist
student learning. colleagues, and families
in assessment,
about student learning.
analysis, and
communication of
student learning
Applying Integrating Innovating
After every pre and post
assessment, I go over
scores and answers with
students. During this
time, I model to students
how to look at their
answers and think about
what they did wrong and
how they can improve
their scores. When I
review assessments, I
give them a reflection
sheet that says, “I need to
work on _________. The
way I am going to work
on this is by
_____________________. I will
have accomplish this by
_____________________.”
12/3/18 and 5/6/19
Uses technology to design Integrates a variety of Use a wide range of
and implement technologies into the technologies to design,
assessments, record and development, implement, and analyze
analyze results, and implementation, analysis assessments and
communicate about of assessments, and provides for an in depth
student learning with communication of and ongoing
administration, student learning to all communication regarding
colleagues, families, and audiences. 12/3/18 student learning to all
students. Ensure that audiences. 5/6/19
communications are
received by those who
lack access to technology.
9/25/17
5/6/18
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Another way I implement
assessments includes
using the SBAC practice
exams. I use the exams to
inform me about the
skills students have
mastered and the skills
that need to be retaught.
The way I record, analyze
and communicate student
learning with the
administration is through
the school’s database.
Every quarter I am
required to update my
class data. The data
includes reading levels,
comprehension needs,
post-assessment scores
and additional notes.
To inform parents about
student learning, I call the
parents and set up parent
conferences. 9/25/17
5/6/18
Provides students with Provides students with Provides students with
feedback through additional feedback clear and timely
assessed work and based on formative information about
5.7 Using assessment required summative assessments from single strengths, needs, and
information to share assessments. lessons or sequence of strategies for improving
timely and lessons. Seeks to provide academic achievement.
comprehensible Notifies families of feedback in ways that 9/25/17
feedback with student proficiencies, students understand.
students and their challenges, and behavior Communicates with Provides opportunities
families issues through school families about student for comprehensible and
mandated procedures. progress, strengths, and timely two-way
needs at reporting communications with
periods. Contacts families families to share student
Integrating Innovating
I began to include more
assessments that were I began to incorporate
technology based. These illuminate as a digital
assessments include platform to asses and
Kahoot, Quizlet, Khan track my students’
Academy and Google progress. Using
Classroom. By using illuminate I am able to
technology-based analyze data based on
assessments, students get standards met. I can also
different opportunities to enable accommodations
show their understanding on the illuminate
of the material. For assessment for students
students with dyslexia, with special learning
taking technology based needs.
exams are more
accessible to them
because they have text to Students have access to
speech. 12/3/18 their illuminate accounts
and are able to monitor
their own learning.
5/6/19
Integrates the ongoing Facilitates students’
sharing of leadership in seeking and
comprehensible feedback using ongoing
to students from formal comprehensible
and informal assessments communications about
in ways that support individual student
increased learning. progress and ways to
5/6/18, 12/3/18 and provide and monitor
5/6/19 support.
Communicates regularly
with families to share a
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
as needs arise regarding assessments, progress, range of assessment
struggling students or raise issues and/or information that is
behavior issues. concerns, and guide comprehensible and
family support. 9/25/17 responsive to individual
student and family needs.
5/6/18, 12/3/18 and
5/6/19

Throughout the week I After each assessment, I

have a set schedule of have students reflect on
when I conference with their own learning. I ask
students. In these students, “what is
conferences, the students something you need to
and I review their work work on in order to be
and discuss “glows” and successful in this unit?”
“grows.” When discussing To hold students
students’ grows, I teach accountable to their
strategies that will help learning, I check in with
them improve. 9/25/17 each students once a
week to discuss progress
Throughout the week, I and next steps.
have open 5/6/18, 12/3/18 and
communication with my 5/6/19
students’ parents by
email, phone/text, class I addition to parent
dojo and conferences. phone calls and dismissal
9/25/17 check ins, I have students
take home a copy of their
assessments and have
their parents sign them to
make sure they are
informed of their child’s
learning. I also encourage
parents to go over
assessments with the
students to address
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
misconceptions. 5/6/18,
12/3/18 and 5/6/19