CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative 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.
7/18/19 – Incorporate
different assessments
throughout units,
including diagnostic,
reflection, formative, and
summative assessments.
Analyze pre-assessment
to help build and guide
unit and lessons.
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.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
12/13/19 -Careful and 4/9/20 - Creating more
critical planning of low-stakes assessments
pre-and such as discussion boards
post-assessments. Clear and FlipGrids to allow
indications of formative students to demonstrate
and summative knowledge in a variety of
assessments ways.
CSTP 5: Assessing Students for Learning
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 on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
7/18/19 – Utilizing 12/13/19 - Regularly 4/9/20 - Including
regular formative checking overall results of regular formative
assessments to gauge scantron tests to pinpoint assessments throughout
student understanding necessary areas of review units and collecting data
such as exit tickets and to adjust curriculum
do-nows. Use this appropriately. Comparing
information to help guide formative assessment
lesson planning results with summative
assessment data
CSTP 5: Assessing Students for Learning
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
7/18/19 – Use 12/13/19 - Meeting with 4/9/20 - Regularly
information from colleagues to go over past addressing learning goals
individual class student work and to build during department
assessments to guide learning goals based on meetings. Regular
planning and identify previous teacher check-ins with level
strengths and knowledge colleagues to assess
weaknesses in class patterns and trends
comprehension throughout grade level
CSTP 5: Assessing Students for Learning
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. 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
instruction based on of individuals and groups.
informal assessments.
7/18/19 – Use 7/18/19 – Updating 12/13/19 -Creating 4/9/20 - Using data
assignments to guide and learning goals regularly lessons accessible to all collected by
gauge student learning, and reminding students learning levels, and administration to refine
modify as necessary on of them throughout units. creating additional and differentiate
individual or class basis. Ensuring students are resources for supports, as instruction for online
able to reach learning well as additional learning. Adjusting
goals at the end of each learning materials for curriculum and plans
unit through a variety of higher-level learners accordingly
ways –
summative/formal
assessment,
presentations, reflections,
etc.
CSTP 5: Assessing Students for Learning
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 processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development. individual skills.
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
7/18/19 – Students 12/13/19 - Students 4/9/20 - Students reflect
receive timely feedback regularly self-assess their on writing process at the
on assignments. Regular growth in class. Meetings end of each big essay
check-ins to assess where with students who may assignment. Identify
they are with achieving need extra support. strengths and areas of
learning goals. Compiling Allowing for growth. Comparing
work portfolios and peer-tutoring to help current work with past
referring to past work students understand and work in the writing
regularly. Providing develop appropriate portfolios. Creating goals
examples of work at academic language moving forward to reflect
different levels. on with next big writing
assignment
CSTP 5: Assessing Students for Learning
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
5.6 Using available proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of ongoing communication
analysis, and student learning. colleagues, and families administration, student learning to all regarding student
communication of about student learning. colleagues, families, and audiences. learning to all audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology.

7/18/19 – Students and 12/13/19 - Implements a 4/9/20 - Increasing

families receive regular variety of technology for creativity with technology
updates on student assessments as well as and online learning.
progress. Both students means of communication Implementing different
and families have access online learning tools to
to grades, assignments, suit different learning
and all class materials needs. Using online
online. learning tools to improve
and streamline
communication with
students and classes
CSTP 5: Assessing Students for Learning
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
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
7/18/19 – Available by 12/13/19 - Providing
email, meeting times quick and timely feedback
possible to encourage using school-mandated
communication between sites in order to
school and home. communicate progress
Communication is with both students and
respectful and relayed to families
other necessary parties
(counselors, 4/9/20 - Regularly
administration, etc.) checking in and updating
families about class
assignments and
curriculum during online
learning in order to
increase learning support
and engagement at home