CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
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.
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. 9.22.17 progress.
5.10.18
Selects assessments 11.18.18 Draws flexibility from a
based on clear repertoire of appropriate
understanding of the Integrates a variety of assessment options and
purposes and characteristics into characteristics to
characteristics of assessments to allow maximize student
assessments to support students with a ranges of demonstration of
student learning. learning needs to knowledge.
demonstrate what they
know. 9.22.17
5.10.18
11.18.18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I have developed my
assessments to address
questions about learning
needs and progress for
science. I got into that
habit when we did not
have a curriculum, and it
is something I continue to
do now. My co-teacher
and I develop and adapt a
range of assessments for
math. We will pull from
curriculum assessments,
the internet, and other
resources to adapt
assessments that will
help answer questions
about student learning
needs and progress.

I always integrate a
variety of characteristics
into assessments to allow
students with a range of
learning needs to
demonstrate their
knowledge. I know that
there are certain formats
that suit different
learning types better than
others. I try and am
successful at integrating a
range of characteristics to
help my students
successfully demonstrate
their knowledge.

I, personally, am very
proud of my growth in
this category. If I compare
the beginning of the
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

school year to now, I have
developed a broad range
of appropriate
assessments to address
questions about students
learning needs and
progress. These
assessments include
formative assessments,
digital assessments,
paper assessments,
summative assessments,
authentic assessments,
and progress-monitoring
assessments (like
entrance and exit tickets).
I am proud of my
development in this area,
and I know that in order
to grow I need to
continue to develop and
broaden my range.
5.10.18

I integrate a variety of
characteristics into
assessments to allow
students with a range of
learning needs
demonstrate what they
know. There are written
portions on assessments,
multiple choice options,
speech-to-text options for
my oral processors, gifs,
pictures, drawing options
and more, all to support
the diversity of learners
in my classroom. 5.10.18

I develop and adapt the

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

range of appropriate
assessments to address
questions about students’
learning needs and
progress. I continue to
build and add to the
repertoire of assessments
that I have
created/adapted and
used to support my
students’ and address
questions about their
learning needs. To move
into the innovating
category, I believe that I
need to develop a few
more differentiated
assessments and then I
will be innovating.
11.18.18

I integrate a variety of
characteristics into
assessments to allow
students with a wide
range of learning needs to
demonstrate what they
know. In my assessments
I include short answer,
multiple choice, fill in the
blank, true/false, and
essay questions to
support my students. I
also include visuals,
definitions of words if
needed, and gifs to
support their learning.
The student’s are also
able to demonstrate what
they know through my
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

use of projects,
performance tasks, and
authentic assessments.
11.18.18

5.2 Collecting and Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
analyzing assessments to assess additional data using formal and informal assessment plan that strategically and
assessment data student learning. supplemental assessment data on provides formal and systematically throughout
from a variety of assessments. student learning. 9.22.17 informal assessment data instruction to collect
sources to inform Follows required 5.10.18 on student learning. ongoing assessment data
instruction. processes for data 11.18.18 appropriate for the range
analysis and draws Uses analysis of a variety of learner needs.
conclusions about of data to inform planning Uses data analysis of a
student learning and differentiation of broad range of Uses results of ongoing
instruction. assessments to provide data analysis to plan and
comprehensive differentiate instruction
information to guide for maximum academic
planning and success.
differentiation of
instruction. 9.22.17
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
The only reason I did not
put myself in the
“integrating” category
here is: I do not have an
assessment plan. I have
short-term assessment
plans, but not a long-term
assessment plan. This is
something I would like to
improve. Otherwise, I
collect a variety of formal
and informal assessment
data every day to help
guide my instruction.
I have consistently been
collecting a variety of
formal and informal
assessment data on
student learning. I have
also begun designing and
integrating assessment
plans more regularly
(especially when I made
my ILP). However, I do
not do this often enough
Integrating Innovating
5.10.18
11.18.18
At my school site we are
required to submit data
analysis weekly. In
addition to the data we
are required to analyze
and submit, I also use a
broad range of
assessment data to help
plan and differentiate my
instruction.
Make adjustments in
planning for single
lessons or sequence of
lessons based on analysis
of assessment data.
Weekly I am required to
submit data I have
collected and reflected
on. In addition to these
weekly requirements, I
also use other data I have
collected and analyzed to
guide my planning and
differentiation of
instruction. I would like
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as I am still learning how to consistently design and
to do it, which is why I integrate assessment
left myself in the plans before I move to the
“applying” category. “innovating” category in
5.10.18 this CSTP element.
5.10.18

I design and integrate an

assessment plan that
provides formal and
informal assessment data
on student learning. I
have designed my
assessment plan to give
my student’s many
different opportunities to
demonstrate their
learning. I include
projects, exit/entrance
tickets, informal/formal
assessments and more
into my assessment plan
to properly collect data
that I can then reflect on
and use to guide my
teaching and my
student’s learning.
11.18.18

I use data analysis of a

broad range of
assessments to provide
comprehensive
information to guide
planning and
differentiation of
instruction. My first year
at my school we were
required to submit formal
data
collection/analysis/plan
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

for supporting learners.
This cultivated a good
habit for me. I now
regularly gather data,
analyze and reflect on it,
and then use it to guide
my planning and
differentiating for my
students. I want my
student’s to enjoy
learning, and I firmly
believe that they enjoy
learning when I plan to
meet their needs in an
intentional way, using
data I have collected
about them. 11.18.18

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. 9.22.17 causes for trends.
5.10.18
11.18.18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

We have a very strong I review and monitor a
PLC at my school site. broad range of data
This PLC environment individually and with
allows me to weekly colleagues to analyze
review and monitor a student thinking and
variety of data with my identify underlying
colleagues to identify causes for trends. I do
trends and patterns. Our this individually on a
PLC has already noticed daily basis to adjust and
trends with certain inform my instruction. I
groups of students and do this monthly in our
we have, as a grade level, PLC groups, and I also
started interventions to collaborate with my math
help support these colleague biweekly to
learners and close the analyze data and identify
achievement gap. underlying causes for
trends. My new goal is to
collaborate more than
once a month with my
PLC colleagues to analyze
data. I will do this by
increasing my active
collaboration with them
(like visiting their
classrooms, or emailing
to compare data and
analyze data).5.10.18

I review the broad range

of data I have collected
individually daily. I also
monitor this data daily on
an individual basis to
make sure that I am the
best teacher I can be for
my student’s. I review
and monitor data with my
colleagues whenever I
have the chance to as well
to continue to grow and
learn. I find that my
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

colleagues are wonderful
at helping me identify
underlying causes for
trends in data, which
makes me grateful for
their help/collaboration.
One time my colleagues
helped me identify that
the writing portions of
our data scores were
lower because our
student’s were having
trouble figuring out how
to restate questions in
their responses. That was
very helpful to discover,
because then we were
able to address this issue
as a team and see an
upward trend of
achievement in our data.
11.18.18
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. 9.22.17 integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using Plans differentiated 11.18.18
5.4 Using assessment
available curriculum Plans adjustments in lessons and modifications Uses data systematically
data to establish
guidelines. instruction to address to instruction to meet Plans differentiated to refine planning,
learning goals and to
learning needs of students’ diverse learning instruction targeted to differentiate instruction,
plan, differentiate,
individual students. needs. meet individual and and make ongoing
and modify
group learning needs. adjustments to match the
instruction
9.22.17 evolving learning needs of
11.18.18 individuals and groups.

Modifies lessons during

instruction based on
informal assessments.
9.22.17
11.18.18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

The weekly required data I am strong in
analysis has helped me to differentiating
form very good habits in instruction. I have to be
analyzing data to set strong at this because we
student learning goals for have a full-inclusion SPED
content and academic program, and we also
language. Data is what have some general ed
drives my math and students who are very
science plans. Data is how low and need extra
I decide if the students support. I differentiate
need reteaching or if we my lessons so they are
can move on to the next able to be successful in
sequence of instruction. the classroom in science
and math.

I modify and adapt

lessons as they are in
progress based on
ongoing monitoring of my
students. There is not
point in moving on if they
are not understanding
what I am talking about. I
often will approach a
lesson from a different
perspective if I see my
students need the extra
support during a lesson.

I have really refined my

use and development of
assessments and
gathering data. This has
helped me collect a broad
range of data that I can
then use to set learning
goals that are content and
academic language
specific. I also set goals
that are integrated across
content standards
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

whenever possible to
support critical thinking.

I plan differentiated
instruction targeted to
meet individual and
group learning needs
based on my data
collection and analysis. I
even target specific
individuals or groups
based on data in our end
of the day “Advisory” or
Eagle Hours where I pull
specific groups to target
their learning and help
them improve. The way I
decide who needs pulled
is based on my data
analysis. 5.10.18

I modify lessons during

instruction based on
informal assessments. I
assess my students by
asking them to give me
thumbs up/down during
instruction, nodding
heads during instruction,
and walking around the
room and listening to the
conversations I hear
during cooperative
learning. I then use this
informal data I collect to
modify as I instruct, to
better meet my students’
learning needs. 5.10.18

I use a broad range of

data to set learning goals
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

for content and academic
language that are
integrated across content
standards for individuals
and groups. The data I
collect on my
assessments is then used
reflectively to guide my
planning. As I plan, I
create and set learning
goals and academic
language goals to
continue to best serve my
students. 11.18.18

I plan differentiated
instruction that is
targeted to meet
individual and group
learning needs. I work
with a fully inclusive
SPED program and I also
have 4 ELL newcomers
who have a VERY basic
grasp on the language. As
a result, I am forced to
differentiate to best
support these learner’s
unique needs. I will poste
examples of the
differentiated instruction
techniques I use on my
Digital Portfolio page for
CSTP 5. 11.18.18

I modify lessons during

instruction based on
informal assessments.
During my 1st year of
teaching, I learned the
hard way that I need to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

modify during instruction
based on informal
assessments. If I ask my
student’s for feedback
and they are obviously
not understanding the
lesson, they are going to
bomb the assessment I
designed based on the
lesson. This seems like
common sense, but
sometimes, in the
moment of instruction it
seems “easier” to keep
going rather than stop
and modify. In the long
run though, it is better to
modify and achieve
learning. Not modifying
leads to frustration from
students and for myself.
Lesson learned, I am
MUCH better at
modifying in my 2nd year.
11.18.18
5.5 Involving all Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
students in self- learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
assessment, goal- outcomes, and summative learning goals through and goal setting and set learning goals self-assessment, goal
setting, and progress assessment results. single lessons or processes for learning related to content, setting, and progress
monitoring 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. 11.18.18
exercises. 9.22.17 Develops students’ meta-
Monitors progress using 5.10.18 Integrates student self- cognitive skills for
available tools for Provides students with assessment, goal setting, analyzing progress and
recording. opportunities in single Guides students to and progress monitoring refining goals towards
lessons or sequence of monitor and reflect on across the curriculum. high levels of academic
lessons to monitor their progress on a regular 11.11.18 achievement.
own progress toward basis. 9.22.17
class or individual goals. 5.10.18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I do a decent job of I implement structures

modeling student self- for students to self-assess
assessment and goal and set learning goals
setting for learning related to content,
content and academic academic language and
language. I would, individual skills. One way
though, like to work on I do this, is by having my
my scaffolding to support attendance question ask:
my students in self- What is a learning goal
assessment and goal you have for this week?
setting. This is a mandatory
question, so this then
I guide my students to becomes a structure to
reflect and monitor their help the student’s set
progress on a regular learning goals for
basis. I know I can themselves. They then
improve in this area self-assess at the end of
though. I think I am going the week and share their
to add a weekly reflective progress with a classmate
piece into my students and myself. Another
math and science journals structure our team
to help continue to guide implements is having the
them in both subjects. student’s create their
own Digital Portfolios. In
I model and scaffold their digital portfolios
student self-assessment they are asked to reflect
and goal setting on their learning, connect
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

processes for content and what they have learned to
academic language our school wide learning
development much better outcomes (SLOs) and set
than when I started the learning goals. 11.18.18
year. I have room to grow,
though. To grow, I will I integrate student self-
intentionally develop and assessment, goal setting,
implement structures for and progress monitoring
students not only to self- across the curriculum. I
assess, but also set their integrate these structures
own goals. This I think in science, I relate them
will increase engagement to other subjects, I
and student participation integrate them in math
overall. and in my Advisory
(homeroom) class. I
I guide my students to firmly believe that
monitor and reflect on student’s must “own”
their progress on a their learning, but they
regular basis, but I would cannot do this without
like to integrate students explicit instruction and
self-assessing and self- practice in my classroom.
progress-monitoring. To 11.18.18
begin to integrate this, I
am going to plan
opportunities for
students to do this as I
look ahead for planning
the upcoming school year.
5.10.18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. 9.22.17 learning to all audiences.
communication of
students. Ensure that 5.10.18 11.18.18
student learning
communications are
received by those who
lack access to technology.

Because we are a 1-to-1 I use a wide range of

tech school, I am able to
integrate a variety of
technology into each step
of the student learning
process for all audiences.
I am not afraid to
innovate and try new
technologies in the
classroom, and I believe
this is one of my
strengths. This is
something that also
supports my students in
their learning and helps
them be successful in
both math and science. I
often will try a new
technology every other
week or so, reflect on it’s
effectiveness and decide
whether to keep it or not
based on my and my
students reflections.
I have become very
strong at integrating
technologies to design,
implement, and analyze
assessments. I will create
a list of the technologies I
use to design and
implement assessments
on my Digital Portfolio. I
analyze my assessments
using a variety of
technologies as well. I
also often adapt
assessments I find online
and tailor them to
address my student’s
unique learning needs. I
provide an in depth and
ongoing communication
regarding student
learning to all audiences. I
am very forthright with
my results and will often
communicate before my
principal or my families
ask me to, because I have
nothing to hide and I
want my student’s to be
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

technologies into the as supported as possible
development, as they move through 8th
implementation, and grade science with me.
analysis of assessments. I 11.18.18
would like to work on my
communication of
student learning to
parents before I move to
the “innovating” category.
I am very good and used
to communicating
student learning to the
students, my admin, and
my colleagues, but I have
sort of left my parents out
of the learning loop and I
would like to improve this
next year. To do this, I
think I will begin sending
out bimonthly emails to
parents to keep them
updated and informed of
their students’ progress.
5.10.18

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback based clear and timely sharing of leadership in seeking and
timely and assessed work and on formative assessments information about comprehensible feedback using ongoing
comprehensible required summative from single lessons or strengths, needs, and to students from formal comprehensible
feedback with assessments. sequence of lessons. strategies for improving and informal assessments communications about
students and their Seeks to provide feedback academic achievement. in ways that support individual student
families Notifies families of in ways that students 9.22.17 increased learning. progress and ways to
student proficiencies, understand. 11.18.18 provide and monitor
challenges, and behavior Provides opportunities support.
issues through school Communicates with for comprehensible and Communicates regularly
mandated procedures. families about student timely two-way with families to share a
progress, strengths, and communications with range of assessment
needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. family support. 9.22.17 11.18.18
5.10.18

I provide my students I have improved when it

with clear information comes to integrating
about their strengths, ongoing sharing of
needs, and strategies for comprehensible feedback
improvements. I will to students from formal
often meet with them in and informal assessments
small groups, and to increase learning. I
individually on a weekly have figured out a grading
basis to provide this system that allows me to
information to them. I share timely feedback
would like to work on the and this has been the key
time piece of this to help me improve and
element. I often find that to help me increase
as a new teacher I am learning in the classroom.
behind on one thing or When I am able to
another, and most often I provide timely feedback,
am behind on grading it gives my students the
and providing feedback to opportunity to reflect and
students. I am currently grow.. I always strive to
up-to-date, but I have make my feedback
been behind the weeks comprehensible, and the
before this. students always approach
if I have confused them
I provide many and ask for clarification.
opportunities for 5.10.18
comprehensible two-way
communications with I integrate the ongoing
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
families and students. I
call, email, and send
home notes on a regular
basis to communicate.
Again, timely is the piece I
need to improve on. If I
am behind, it is harder to
be on time in my
communications. I am
getting better, but I have
room to grow, so my
parents and families and
students can all be on the
same page as myself.
As I mentioned
previously, I have left my
parents out of the
assessment result loop
and I would like to work
on incorporating them
more consistently. I
provide comprehensible
and timely two-way
communications to share
student concerns and
progress by facilitating
parent meetings, phone
calls or emails home, and
sending notes home with
students; but I am not as
good at sharing
assessment
data/progress and this is
where I would like to
improve in the coming
year. (I would like to
mention that I have
improved drastically
when it comes to
communicating with
Integrating Innovating
sharing of
comprehensible feedback
to students from formal
and informal assessments
on a daily basis. I always
inform the student’s
when I have graded an
assessment/assignment
and entered the grades
into the grade book. To
support and increase my
student’s learning, I will
take time out of class to
address common
misconceptions with
student’s based on a
previous assessment. I
will also take the time to
meet with student’s
individually to discuss
results from assessments
and to support their
learning needs. A lot of
times the student’s come
to me for this individual
time/feedback, but
sometimes I call student’s
to come check in with me
because I am seeing that
they need extra individual
attention. These two
techniques have been
very effective in
supporting the range of
learners in my classroom.
11.18.18
I communicate regularly
with families to share a
range of assessment
information that is
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

parents about student comprehensible and
progress/concerns and it responsive to individual
has built a positive student and family needs.
learning community in I am SO grateful for our
and outside of my new technology “Talking
classroom.)5.10.18 Points” because I am able
to text parents and the
app TRANSLATES for me!
I now have SUCH strong
relationships with my
student’s families
because I communicate
with their families
regularly. I share
assessment information
with my student’s
families as needed and I
make the assessments
comprehensible so
parents understand how
to best support their
student’s learning in the
classroom. 11.18.18