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
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
Decides on the purpose Develops and adapts the
for assessment and skills range of appropriate
to be assessed to select assessments to address
appropriately matches questions about students’
pre-, formative and learning needs and
summative assessments. progress. 6/11/18
Selects assessments Integrates a variety of
based on clear characteristics into
understanding of the assessments to allow
purposes and students with a ranges of
characteristics of learning needs to
assessments to support demonstrate what they
student learning. know.
Throughout my lessons, I
complete multiple
assessments- first pre-
testing to see what students
know, then check for
understanding through
white board work, then an
exit ticket or independent
activity to check if my
students grasped the
concept that was taught. If
exit tickets, guided practice,
or independent practice
assessments progress are
not where they should be, I
will then rethink or re-teach
the concept a different way
until students obtain the
learning goal is met.
6/11/18
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress. 5/7/19
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge.
Students complete pre
and post assessments,
project based learning,
task cards, online
assessments, benchmark
assessments, digital
learning games and a
wide variety of additional
assessments. 5/7/19

Students complete an
interim CAASPP twice a
year, in order to monitor
areas of student
strength and
weaknesses. 12/12/18
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 assessment data on provides formal and systematically throughout
assessments. student learning. informal assessment data on instruction to collect
student learning.
5.2 Collecting and Follows required ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety Uses data analysis of a broad appropriate for the range
assessment data analysis and draws planning for single of data to inform planning range of assessments to of learner needs.
from a variety of conclusions about lessons or sequence of and differentiation of provide comprehensive
sources to inform student learning lessons based on analysis instruction. information to guide Uses results of ongoing
instruction. of assessment data. planning and differentiation data analysis to plan and
of instruction. 6/11/18 differentiate instruction
for maximum academic
success.5/7/19

We use writing Students are divided into

benchmarks, BPSTs, a small groups based on
math benchmark, their academic needs and
practice CAASPP tests focus solely on improving
and our gradebooks to their areas of academic
examine student data. We needs. Groups shift based
update the assessment on student progress and
log throughout the growth. 5/7/19
trimester and use the
data to drive the
instruction. If I have
students who struggle
with certain areas, I know
that I have to provide
them with additional
support and instruction
to boost their success.
Lessons and instructions
are assigned to support
their learning needs.
6/11/18
Our school uses a digital
assessment tracker for all
of our classes to interpret
data of our students.
12/12/18
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
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. causes for trends. 5/7/19
6/11/18
I meet with my grade Our school facilities
level team bi-weekly to go school wide collaboration
over assessment results- of student achievement.
quizzes, writing Colleagues share student
assignments, benchmarks progress throughout the
ect. We look at how years and identify groups
students achieved, of students who excel in
compare the number of certain areas and where
students who score at improvement needs to be
each level, then we made. 5/7/19
discuss why students
score certain ways and
how we can support them
to gain higher
achievements. 6/11/18
Data from interim
testing is used to
support students
progress and monitor
success. To build
these skills, Sample
Items are used as
teaching
tools throughout the
school year to help
build students
strengths.
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
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. 6/11/18 students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and
informal assessments. groups.5/7/19
Students are given Data is used to identify
benchmark assessments areas of where strengths
throughout the school year and weaknesses area.
and write their own Adjustments are made for
individual learning goals.
groups and individuals
We then create classroom
wide learning goals and the based on their
students help create the needs.5/7/19
goals. The assessment data
is interpreted to provide
students areas of strengths
and weaknesses and help
drive instruction. 6/11/18

Differentiated instruction is
implemented by
incorporating challenge
work for high achievers and
early finishers, less
problems for students who
need assistance and is
dependent on IEP goals and
individual student goals
6/11/18

6/11/18
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 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.
5.5 Involving all
individual learning goals. include goal setting language development. individual skills.
students in self-
exercises. 6/11/18 Develops students’ meta-
assessment, goal-
Monitors progress using Integrates student self- cognitive skills for
setting, and progress
available tools for Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring
recording. opportunities in single monitor and reflect on and progress monitoring refining goals towards
lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 6/11/18 5/7/19 achievement.
own progress toward
class or individual goals.
Students are given self Students self-assess their
assessment rubrics to behavior, academics and
provide feedback on how mindset. Google Forms
they are doing in subjects are provided on Google
such as reading, writing classroom. 5/7/19
and social studies. They
also self assess how they
are doing with the
ownership of their
behavior- such as
homework completion,
behavior and time
management. Students
then set goals for the next
trimester and then we go
back and see if they have
reached the goal at the
end of the trimester. They
also write self reflections
on projects, achievement
and effort. 6/11/18.
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. 6/11/18 learning to all audiences.
communication of
students. Ensure that 12/12/18
student learning
communications are
received by those who
lack access to technology.

Grades are updated I utilize an

regularly. Parents also
receive a weekly email online grade
newsletter that keeps book for all
them informed of daily subjects that is
activities in class. I also
utilize the Remind App in broken down
class to communicate into sub-grade
with parents. 6/11/18 books and
standards. The
grade book is
updated
regularly. I
email parents
on a weekly
basis and
provide updates
through email
throughout the
week. The
remind App is
used for quick
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

reminders and
updates.
12/12/18

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 increased learning. progress and ways to
student proficiencies, understand. Provides opportunities 6/11/18 provide and monitor
challenges, and behavior for comprehensible and support. 5/7/19
issues through school Communicates with timely two-way Communicates regularly
mandated procedures. families about student communications with with families to share a
progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. student and family needs.
behavior issues. 6/11/18

Parents receive a report Students are provided

card each trimester with Report cards that are
a break down of each broken down into
standard and sub-strand individual standard
progress. Parents also strands and grade books
receive a “Tuesday Take are updated on a weekly
Home” Folder that has all basis to show student
of the students graded progress. Feedback is
work in it. Most tests provided in comment
have feedback written on section for parents to gain
them. I also hold a a better understanding of
conference the first student progress. Parents
trimester where both and students are met with
parents attendance is on an individual basis
mandatory. 6/11/18 through conferences to
support student progress
I utilize the Remind and growth. 5/7/19
App in class to
communicate with
parents about events
at school,
assignments, or to
provide clarification
of homework.
12/12/18