NEWCOMERSTOWN EXEMPTED VILLAGE SCHOOL DISTRICT

ASSESSMENT AUDIT

Updated March 2017

Name of Assessment

(State-Mandated and Vendor-Approved)

Grades

Administered

Dates Administered

Frequency

Assessment Format

(For example, Multiple Choice, Short Answer, Extended Response etc.)

What do these results tell us about our students’ achievement? (Student Performance Indicator)

What do these results tell us about our instruction?

(Adult Behavior Indicators)

How do the results help us to gauge the gap between all students and subgroups?

ASQ/SE

PreK

Fall

1x/year

Teacher completes questionnaire with parent from parent perspective, indicating social and emotional characteristics as most of the time, sometimes, rarely or never.

Social and emotional characteristics

Provides baseline data

Provides baseline data

ECO

PreK

Fall, Spring

2x/year

Process using a 7 point rating scale to combine multiple assessments into a common measure which describes use of positive social and emotional skills, acquisition and use of knowledge and appropriate use of behaviors to meet personal needs

Social and emotional skills, acquisition and use of knowledge and appropriate use of behaviors to meet personal needs

Provides baseline data

Provides baseline data

KRAL

K

Fall

1/yr

Observation-performance task, short answer

K readiness

NA

no baseline

SLO

K & 1

Fall/Spring

2/yr

Multiple choice, short answer

Standards based

Results driven instruction

RTI groups

ODE- Reading

1

Fall/Spring

1/yr

Multiple choice, short answer, extended response

Standards based

CBM (oral reading fluency screening)

2-5

Fall/Winter/Spring

3/yr

Timed reading of grade level text

Are students on grade level with reading fluency

Is Tier 1 instruction effective (80% of students)

Helps identify students for Tier2 & Tier 3 intervention

STAR Reading

2-5

Quarterly

4/yr

Multiple choice

Grade equivalency and percentile rank on reading skills

Is Tier 1 instruction effective (80% of students)

The program groups students for intervention purposes-also lists skills that students are ready to work on

Gifted Screening

2

Year-long

1/yr

Stanford OLSAT; Multiple Choice

Gifted Classification (areas and content)

Which students need enrichment

iReady Reading

2-5

Fall, Winter, Spring

3/yr

Multiple choice

Grade equivalency and percentile rank on reading skills

Is Tier 1 instruction effective (80% of students)

Groups students like STAR, assigns lessons (online) and teacher lessons for skills students need to work on

iReady Math

2-5

Fall, Winter, Spring

3/yr

Multiple choice

Grade equivalency and percentile rank on math skills

Is Tier 1 instruction effective (80% of students)

Groups students like STAR, assigns lessons (online) and teacher lessons for skills students need to work on

AIR Reading

3

Fall, Spring

2/yr

Multiple choice, extended response

Are they at grade level in reading

Students that need intervention

Who will pass to 4th grade

SLOs

4 Science, Social Studies

5 Science, Social Studies

K-5 Related Arts

Fall, Spring

2/yr

Multiple choice, short answer and extended response

Tells teachers what students know and need to know

This diagnostic drives instruction – what teachers need to cover

Helps teacher se growth targets

AIR (American Institute of Research)-ELA EOY

3-5

March

1

AIR-Math EOY

3-5

April

1

AIR- Social Studies EOY

4

May

1

AIR-Science EOY

5

May

1

iReady Math

6-8

Fall, Winter, Spring

3/yr

Multiple choice

Grade equivalency and percentile rank on math skills

Is Tier 1 instruction effective (80% of students)

Groups students like STAR, assigns lessons (online) and teacher lessons for skills students need to work on

iReady ELA

6-8

Fall, Winter, Spring

3x/Year

Multiple choice

Grade equivalency and percentile rank on reading skills

Is Tier 1 instruction effective (80% of students)

Groups students like STAR, assigns lessons (online) and teacher lessons for skills students need to work on

Reading/LA EOY

6

March, April

2 sittings

Math EOY

6

April, May

2 sittings

Social Studies EOY

6

May

1 sitting

Reading/LA EOY

7

March, April

2 sittings

Math EOY

7

April, May

2 sittings

Reading/LA EOY

8

April, May

2 sittings

Math EOY

8

April, May

2 sittings

Science EOY

8

May

1 sitting

Diagnostic

6-8

Fall

1/yr

Multiple choice, short answer, extended response

Strengths/weaknesses

Content needing covered

Identify strengths and deficiencies (outliers)

STAR Reading

6-8

Fall, Spring

2/yr

Multiple choice, Ex Response

Grade equivalency, reading level

Shows deficiencies categorized, establishes appropriate grade level reading

Helps to show areas of weakness in order to write IEPs

Semester and Final Exams

6-12

End of each semester

2x/year

Multiple choice, short answer, extended response

Whether material taught has been mastered

If intervention is needed

(semester)

Outliers

OGT (*2017-Final Year for OGTs)

 [11, 12 if needed]

October, March

Until passed

Multiple choice, short answer, extended response

Competency in subject area, met graduation requirements

Report on effectiveness of instruction within specific content

Helps us target students shown to be deficient, for targeted intervention

ELA I EOY

9

March

2 sittings

Multiple choice, Ext Response

Competency in subject area, met graduation requirements

Report on effectiveness of instruction within specific content

Target needs for intervention, where applicable

Algebra I EOY

9

April, May

2 sittings

Multiple choice, Ext Response

Competency in subject area, met graduation requirements

Report on effectiveness of instruction within specific content

Target needs for intervention, where applicable

Geometry EOY

9, 10

April, May

2 sittings

Multiple choice, Ext Response

Competency in subject area, met graduation requirements

Report on effectiveness of instruction within specific content

Target needs for intervention, where applicable

American History EOY

9

April, May

2 sittings

Multiple choice, Ext Response

Competency in subject area, met graduation requirements

Report on effectiveness of instruction within specific content

Target needs for intervention, where applicable

American Government EOY

10

April, May

2 sittings

Multiple choice, Ext Response

Competency in subject area, met graduation requirements

Report on effectiveness of instruction within specific content

Target needs for intervention, where applicable

Biology EOY

10

April, May

2 sittings

Multiple choice, Ext Response

Competency in subject area, met graduation requirements

Report on effectiveness of instruction within specific content

Target needs for intervention, where applicable

ELA II EOY

10

April, May

2 sittings

Multiple choice, Ext Response

Competency in subject area, met graduation requirements

Report on effectiveness of instruction within specific content

Target needs for intervention, where applicable

ACT

11

March

1 sitting

Multiple choice

College readiness

College readiness

College readiness

Pre diagnostics

9-12

Fall

1 sitting

multiple choice, short answer, ext response

Shows areas of weakness; whether material taught has been mastered

Identifies areas of focus; shows acquisition of content/growth

Target student needs; Identify student growth

Post diagnostics

9-12

Spring

1 sitting

multiple choice, short answer, ext response

Shows areas of weakness; whether material taught has been mastered

Identifies areas of focus; shows acquisition of content/growth

Target student needs; Identify student growth

ELL/LEP

K-7

Fall

1 sitting

Woodcock-Johnson Screener

Determines whether a student’s home or native language is other than English.

If translation, intervention, or assistance is needed for students who qualify.  

Eliminate language barriers between students and our communication, instruction, and assessment.