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 Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and re>lect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify speci>ic
characteristics, and characteristics of Selects assessments based Integrates a variety of Draws >lexibility from a
uses of different assessments that yield on clear understanding of characteristics into repertoire of appropriate
types of assessments different types of the purposes and assessments to allow assessment options and
information about student characteristics of students with a ranges of characteristics to
preparedness, progress, assessments to support learning needs to maximize student
and pro>iciency. 7/17/22 student learning. demonstrate what they demonstration of
12/11/22 know. knowledge.

I use multiple forms of In math, I use the

assessment to make program Think Central to
conclusions about student differentiate assessments
learning. I offer more than to students. For example,
just standardized testing looking at the chapter of
for students to show their math, I will determine
understanding. 7/17/22 whether students would
be most successful
completing the
assessment online or on
paper/pencil. I can also
Evidence use Think Central to
differentiate by pre-
assessing student
populations, such as my
GATE populations, so I am
able to enrich their
learning rather than
teaching those students
content that they already
know. 12/11/22
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 instruction to collect
Follows required on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analyzing assessment
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
data 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. 12/11/22 assessments to provide Uses results of ongoing
instruction.
of assessment data. comprehensive data analysis to plan and
7/17/22 information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.

I use iReady data as a I gather data on student

standard of where learning from informal
students are at grade- observations, class
level wise, however I use discussions, end-of-unit
other forms of assessment assessments, in-class
to evaluate the accuracy projects and more to
of the iReady diagnostic. I understand student
use informal observation mastery of curriculum.
and conversation, in-class When I am able to see a
tests, projects, etc. to student's overall level of
determine learning level understanding, I am able
and understanding. to determine next steps
Evidence
7/17/22 such as small group
planning and
differentiated instruction
to class seating
arrangements for the best
collaboration
opportunities. 12/11/22
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
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 identi>ies with colleagues to identify colleagues to analyze identify and address
monitor student learning needs of trends and patterns student thinking and causes for achievement
learning individual students. among groups of students. identify underlying causes patterns and trends.
7/17/22 12/11/22 for trends.

I collaborate with my
grade level team to
evaluate iReady
diagnostics across the
grade level. We also meet
to look at math test
grades when we >inish a
chapter or to discuss
student writing samples.
We meet frequently
through our weekly PLC
times. 7/17/22

We look at both academic

data from diagnostics
Evidence such as iReady and
Accelerated reader, as
well as behavioral
data from our "Positive
Behavioral Interventions
and Supports" (PBIS)
records to identify our
Tier-1, Tier-2, and Tier-3
students. When we look at
the tiers of students, we
are able to determine how
to support students better
in our multi-tiered
support system
(MTSS). 12/11/22
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 data Re>lects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing re>inements 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 >ill 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 modi>ications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to re>ine planning,
instruction learning needs of students’ diverse learning meet individual and group differentiate instruction,
individual students. needs.12/11/22 5/5/23 learning needs. and make ongoing
7/17/22 adjustments to match the
Modi>ies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use data gathered from I meet with each student
multiple means of at the beginning of the
assessment to plan for year and throughout the
seating arrangements and year to set goals and
small group instruction. intentions for student
Data also helps me learning. We use
determine what areas of S.M.A.R.T. Goals - which
curriculum may need are smart, measurable,
more focus than others. achievable, rewarding,
7/17/22 and time-speci>ic. These
goals can be academic,
social/emotional,
behavioral, etc. Each
trimester, we revisit these
goals and re>lect on
growth or reset the goals
to progress further.
Evidence 12/11/22

I plan instruction to
include Interim
Assessment Blocks
(IAB) prior to California
State Standardized tests
that occur each spring.
When we assign these
IABs, we are able to use
the data to see the de>icits
and growth in student
learning and make
adjustments accordingly
to help students show
mastery of the skills
measured in the
SBAC. 5/5/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment 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 sequence for learning content and related to content, setting, and progress
5.5 Involving all Recognizes the need for of lessons that include academic language academic language, and monitoring.
students in self- individual learning goals. goal setting exercises. development. individual skills.
assessment, goal- Provides students with Develops students’ meta-
setting, and progress Monitors progress using opportunities in single Guides students to Integrates student self- cognitive skills for
monitoring available tools for lessons or sequence of monitor and re>lect on assessment, goal setting, analyzing progress and
recording. 7/17/22 lessons to monitor their progress on a regular and progress monitoring re>ining goals towards
own progress toward basis. across the curriculum. high levels of academic
class or individual goals. achievement.
12/11/22

I monitor student The upper grade team at

progress with my grade my school has a "Wildly
book, but would like to Important Goal" or WIG
improve on goal setting this year to focus on
for each individual rubrics for student use
student. I discuss learning and setting writing
objectives with students expectations. So far, we
as a whole-class. 7/17/22 have developed a clear
and consistent opinion
writing rubric that is
aligned with the Smarter
Balanced Assessment
Evidence Consortium (SBAC).
Additionally, students can
use the student checklists
that are aligned with the
rubric to monitor their
work and teachers in
grades 4-6 can be
consistent in their
grading. 12/11/22
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
pro>iciency 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 student ongoing communication
in assessment,
student learning. colleagues, and families administration, learning to all audiences. regarding student
analysis, and
about student learning. colleagues, families, and learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
7/17/2212/11/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use the Class Dojo app
and email to communicate
with administration,
colleagues, families, and
students. Using different
methods of digital
communication ensures I
reach most families,
however not all have
access to technology. In
order to arrange for
communication, I send
home letters often and
conduct phone calls home,
when necessary. 7/17/22

Evidence
I often design and
implement assignments,
assessments, and projects
on Google applications
such as Google Forms,
Google Slides, and Google
Docs. Using these
platforms allows me to
share student work
digitally with
administration,
colleagues, families, and
students, as well as allows
me to print student work
for those who lack access
to technology. 12/11/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment to provide feedback in academic achievement. in ways that support individual student
information to share Noti>ies families of ways that students increased learning. progress and ways to
timely and student pro>iciencies, understand. Provides opportunities for provide and monitor
comprehensible challenges, and behavior 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 7/17/22 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.12/11/22

I provide students with I communicate often with

feedback as a whole-class families via Class Dojo
and hand back regarding their child's
assignments to students progress in all areas. I
after being graded. I send home a progress
would like to, however, report and report card
improve on making each trimester that
feedback more personal includes not only end-of-
and intentional. trimester grades, but also
Evidence areas of concern,
I send home progress individual comments for
reports to families on a students who are showing
trimester basis and notify dif>iculty in certain areas,
families when behavioral and GATE progress forms
issues arise through Class for students who are
Dojo, email, or phone call. accelerated learners.
7/17/22 12/11/22