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 for Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- assessment and skills to be range of appropriate use of a wide range of
formative and summative assessment, formative assessed to select assessments to address assessments to support
assessments. and summative appropriately matches pre-, questions about students’ differentiated student
assessments. formative and summative learning needs and learning needs and reflect
5.1 Applying assessments. 7/13/23 progress. 11/26/23 progress.
knowledge of the Begins to identify 4/28/24
purposes, specific characteristics Selects assessments based Draws flexibility from a
characteristics, and of assessments that on clear understanding of Integrates a variety of repertoire of appropriate
uses of different yield different types of the purposes and characteristics into assessment options and
types of assessments information about characteristics of assessments to allow characteristics to
student preparedness, assessments to support students with a ranges of maximize student
progress, and student learning. learning needs to demonstration of
proficiency. demonstrate what they knowledge.
know. 7/13/23
11/26/23 4/28/24
I work with other math There are a variety of
teachers to make chapter questions that are asked
tests that will fairly assess on the tests, such as
how the students are multiple choice, free
understanding the chapters’ response, challenge
topics. We make sure that questions, and critical
the assessment works best thinking questions. This
to assess our specific group will help to see if students
of students based on the are not meeting
results of the informal and expectations, meeting
formal assessments we have expectations, or
taken before the test we are exceeding expectations.
now giving. 7/13/23 7/13/23
I go through the results of
every assessment to see
what the strengths and
weakness were of each
student, and I look out for
common trends.
11/26/23
4/28/24
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Use data from required Explores collecting Collects a variety of formal Designs and integrates an Infuses assessments
assessments to assess additional data using and informal assessment assessment plan that strategically and
student learning. supplemental data on student learning. provides formal and systematically
assessments. 7/13/23 informal assessment data throughout instruction to
Follows required on student learning. collect ongoing
5.2 Collecting and processes for data Make adjustments in Uses analysis of a variety of 11/26/23 assessment data
analyzing analysis and draws planning for single data to inform planning and appropriate for the range
assessment data conclusions about lessons or sequence of differentiation of Uses data analysis of a of learner needs.
from a variety of student learning lessons based on instruction. 7/13/23 broad range of 4/28/24
sources to inform analysis of assessment assessments to provide
instruction. data. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 11/26/23 success.
4/28/24
I do collect a variety of In my classroom, I use After assessing students
informal assessments, such as many different through informal
asking questions, listening technology platforms assessments, I decide
how they work with their such as IXL, Gimkit, and what I need to do to
peers, and homework review, either challenge my
Quizizz to informally
to see how students are doing students or review
assess my students'
daily. I give my students material to help them
formal assessments in the progress on specific math
concepts. I can receive understand better
form of tests and quizzes
automatic feedback from 4/28/24
every chapter to make sure
they are understanding the my students so I can
material. 7/13/23 know immediately how
they are doing. 11/26/23
If I notice that expectations
are not being met based on
the assessment data, I plan
accordingly on how to
differentiate my instruction
to go over those important
concepts again to help
prepare the students to build
on those topics in the future.
7/13/23
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 identify colleagues to analyze identify and address
with colleagues, to identifies learning trends and patterns among student thinking and causes for achievement
monitor student needs of individual groups of students. identify underlying patterns and trends.
learning students. causes for trends. 4/28/24
7/13/23
11/26/23
I get together with the As I was working on
other math teachers to implementing IXL, I
compare our test results. worked with my math
We also look back at the colleagues to review the
most missed questions to results of how it impacted
see if we find any trends the students’
on mistakes that were understanding. 4/28/24
being made. We can use
this data to address those
mistakes with the
students. 7/13/23
11/26/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses data from Uses data from Uses a variety of assessment Uses a broad range of Reflects on data
assessments provided by available assessments data to set student learning data to set learning goals continuously to make
site and district to set to establish content- goals for content and for content and academic ongoing refinements to
learning goals for the based learning goals academic language. language that are learning goals for content
class. for class and individual 7/13/23 integrated across content and academic language
5.4 Using assessment students in single 11/26/23 standards for individuals for the fill range of
data to establish lessons or sequences of 4/28/24 and groups. students.
learning goals and to Plans instruction using lessons. Plans differentiated
plan, differentiate, available curriculum Plans differentiated lessons instruction targeted to Uses data systematically
and modify guidelines. Plans adjustments in and modifications to meet individual and to refine planning,
instruction instruction to address instruction to meet group learning needs. differentiate instruction,
learning needs of students’ diverse learning 4/28/24 and make ongoing
individual students. needs. 7/13/23 Modifies lessons during adjustments to match the
11/26/23 instruction based on evolving learning needs
informal assessments. of individuals and groups.
4/28/24
I select learning goals that I differentiate instruction
are appropriate for all for students who have
students. I use results from special learning needs by
my formal and informal shortening assignments,
assessments to set the providing extra help, or
learning goals and to plan other things that they
for future lessons. 7/13/23 might specifically need.
11/26/23 4/28/24

I differentiate my I always give informal

instruction when I notice assessments to my
students are not meeting students through
the learning goals. I classwork and
differentiate during lessons homework. I either slow
while I am informally down, move forward, or
assessing students’ find a challenge for my
progress, and I also students depending on
differentiate after formal where their progress is
assessments. While at. 4/28/24
informally assessing, if I
notice students are
struggling, I meet with them
one-on-one to assist them.
7/13/23
11/26/23
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 and for students to self-assess opportunities for student
outcomes, and learning goals through goal setting processes for and set learning goals self-assessment, goal
summative assessment single lessons or learning content and related to content, setting, and progress
results. Recognizes the sequence of lessons academic language academic language, and monitoring.
5.5 Involving all need for individual that include goal development. 7/13/23 individual skills.
students in self- learning goals. setting exercises. 11/26/23 4/28/24 Develops students’ meta-
assessment, goal- cognitive skills for
setting, and progress Monitors progress using Provides students with Guides students to monitor Integrates student self- analyzing progress and
monitoring available tools for opportunities in single and reflect on progress on a assessment, goal setting, refining goals towards
recording. lessons or sequence of regular basis. 7/13/23 and progress monitoring high levels of academic
lessons to monitor 11/26/23 across the curriculum. achievement.
their own progress 4/28/24
toward class or
individual goals.
After students have Throughout the year, I
completed assessments and give students self-
after they have been graded, assessments to reflect on
the students are given the how they are doing so far
opportunity to complete test in the year. They are able
corrections to analyze their to reflect on their
mistakes that they have progress and set goals for
made. I am also working on
the future quarters.
incorporating opportunities
4/28/24
for the students to reflect on
their efforts during the
chapters to see what changes
they should make to improve
on future chapters. 7/13/23
11/26/23

Not only do students

complete corrections on
assessments, but they are
also encouraged to correct
their homework assignments.
There, they can reflect on
their progress and see what
they need to focus on to
improve. 7/13/23
11/26/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to implement assessments, record and development, implement, and analyze
proficiency levels, and individual analyze results, and implementation, analysis assessments and
5.6 Using available
make required assessments, record communicate about student of assessments, and provides for an in depth
technologies to assist
communications about results, and learning with communication of and ongoing
in assessment,
student learning. communicate with administration, colleagues, student learning to all communication regarding
analysis, and
administration, families, and students. audiences. 11/26/23 student learning to all
communication of
colleagues, and Ensure that 4/28/24 audiences.
student learning
families about student communications are
learning. received by those who lack
access to technology.
7/13/23
The math teachers at my Here is a list of
school use a technology technologies I use to
platform to design our tests assess my students: IXL,
for our students. We also Quizizz, Gimkit, Google
make quizzes on a platform Forms 11/26/23
called IXL for students to 4/28/24
take and for us to assess and
analyze their learning. Once
assessments are graded, we
have a school portal where
teachers post grades and
compare them, while
students and parents can be
informed of their
performance results. I
contact parents if I notice
concerning trends to make
sure they are aware.
7/13/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through additional feedback and timely information sharing of leadership in seeking and
assessed work and based on formative about strengths, needs, and comprehensible feedback using ongoing
required summative assessments from strategies for improving to students from formal comprehensible
assessments. single lessons or academic achievement. and informal assessments communications about
sequence of lessons. 7/13/23 in ways that support individual student
5.7 Using assessment Notifies families of Seeks to provide 11/26/23 increased learning. progress and ways to
information to share student proficiencies, feedback in ways that 4/28/24 provide and monitor
timely and challenges, and behavior students understand. Communicates regularly support.
comprehensible issues through school Provides opportunities for with families to share a
feedback with mandated procedures. Communicates with comprehensible and timely range of assessment
students and their families about student two-way communications information that is
families progress, strengths, with families to share comprehensible and
and needs at reporting student assessments, responsive to individual
periods. Contacts progress, raise issues student and family needs.
families as needs arise and/or concerns, and guide 11/26/23
regarding struggling family support. 7/13/23 4/28/24
students or behavior
issues.
I have conversations with All grades are posted on
students that I notice are our school portal page in
doing very well, and I also a timely manner.
have conversations with Messages through the
students that are not school portal are sent to
meeting expectations. I talk parents and students
with students who are when the student
struggling about what we receives lower than an
can do to help them succeed 80% on a test, when they
and to give them are eligible for test
suggestions and help they corrections. 11/26/23
specifically need. 7/13/23 4/28/24
I post all grades on our
school portal in a timely
manner for all parents and
students to see. When I see
concerns, I take the time to
reach out to the families of
those students to talk about
a plan to help support the
student. 7/13/23