Assessment

Assessment Window

Grade Levels

Data Report to Board

Brigance

July-September

Kindergarten

January

Reading Plus Benchmark 1

Sept. 19-23, 2022

3-12

Lexia Core5: Insight Assessment

Dreambox: Initial Assessment

ALEKS: Initial Knowledge Check

Sept. 19-23, 2022

K-12 students not meeting benchmark

NWEA MAP (Fall)

Sept. 12-16, 2022

K-11

October

Fountas & Pinnell

Sept. 12-16, 2022

K-6 students not meeting benchmark

October

Alternate Assessment

Window 1

TAR Window: Sept. 27, 2022 - May 30, 2023

AT Window 1:  Nov. 14 - Dec. 16, 2022

Students qualifying for Alt. Assessment

October

ACT (State Testing)

Initial Testing:  October 4-6 & October 11-13

SpEd Window: October 4-14 and October 18-28

Make-up Testing: October 18-20 & October 25-27

12

July

ACT (District Testing)

October 18-20 & October 25-27, 2022

ODW Scrimmage 1 (Passage-Based)

November 2022

K-11

December

NWEA MAP (Winter)

Jan. 30-Feb. 3, 2023

K-11

February

Reading Plus Benchmark 2

Jan. 30-Feb. 3, 2023

3-12 students working in Reading Plus

Fountas & Pinnell

Jan. 30-Feb. 3, 2023

K-6 students not meeting benchmark

ACCESS

Jan. 5- Feb. 17, 2023​

ELL Students

CTE End of Program (EOP)

March 20-31, 2023

CTE Pathway Students

October, as part of PR data

ACT (State Testing)

Standard & Accommodated Testing:  

March 7-9 & March 14-16

Make-up Testing: March 21-23 & March 28-30

11

July

ODW Scrimmage 2 (Passage-Based)

February 27-March 3, 2023

K-11

April

NWEA MAP (Spring)

Grades 3-11:  April 17-21, 2023

Grades K-2:  During the KSA window

K-11

May

Fountas & Pinnell

Grades 3-6:  March 21-29, 2022

Grades K-2:  During the KSA window

K-6 students not meeting benchmark

Reading Plus Benchmark 3

Last 2 weeks of school (schedule determined by BAC)

3-12 students working in Reading Plus

Alternate Assessment Window 2

AT Window 2: April 17 to May 30, 2023

Students qualifying for Alt. Assessment

October

AP Testing

May 2023

Students in AP classes

October, as part of PR data

KSA

Last 14 instructional days of district calendar

Reading: Grades 3-8 & 10

Math: Grades 3-8 & 10

SS: Grades 5, 8, & 11

Science: Grades 4, 7, & 11

Writing: Grades 5, 8, & 11

October

District-Wide Testing

Elementary ONLY

Middle/High ONLY

KSA

Type of Assessment

Name of Assessment

Purpose of

Assessment*

Use of Assessment Data to Support Learning*

Collective Responsibility

Formative

Assessment

Classroom

• How is the student responding to instruction and/or intervention?

• What learning comes next for the student?
• How do I adjust instruction in response to the evidence of student learning?
• What professional learning or coaching opportunities exist?

• Strategy 1: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria✝
• Strategy 2: Elicit Evidence of Learning✝
• Routine 1: Activating Prior Knowledge#
• Routine 2: Academic Dialogue#
• Routine 3: Questioning#
• Routine 4: Observation and  Analysis of Student Work#
• Routine 5: Peer and Self-Assessment#
• Strategy 3: Providing Feedback that Moves Learning Forward✝
• Strategy 4: Activating Students as Learning Resources for One Another✝
• Strategy 5: Activating Students as Owners of Their Own Learning✝
• MAP Skills Report

• Informs teaching and learning

• Monitors student learning and progress, based on lesson goals

• Provides immediate or very timely feedback on student understanding

• Signals important learning goals

• Informal and formal checkpoints on students’ learning during the course of instruction

• Provides feedback to students and teachers in short-term intervals

• Directly embedded in and informs ongoing teaching and learning

Student

• Uses provided feedback from elicited evidence to adapt learning.

Teacher

• Plan, Implement, Collect, Monitor, Reflect, and Adjust
• Notices, recognizes, and responds to the evidence of student learning to support progress toward learning goals.

PLC

• Collaborate, Provide and/or Receive Peer Feedback, Identify Next Steps

School Leadership Team

• Monitor, Coach, and Support

District Curriculum Team

• Monitor, Coach, and Support

Intervention

• Lexia Core5: GLM Report
• Reading Plus: SeeReader, ReadAround, iBalance
• Dreambox: Growth Report, Standards Report
• ALEKS Math: Teacher created KCs, Progress Reports, Pie Completion

Type of Assessment

Type of Assessment

Purpose of

Assessment*

Use of Assessment Data to Support Learning*

Collective Responsibility

Diagnostic

Assessment

Classroom

• What specific skills are needed for the student’s learning?

• How can I use the data to plan meaningful and efficient instruction?

• What professional learning or coaching opportunities exist?

• Pre-assessment
• Running Records

• Identifies potential learning strengths and difficulties and/or areas that require further development

• Provides teachers with information to inform next possible instructional steps

• Obtain insight into student’s learning challenges

• Feedback can inform how teachers provide learning support, as well as next steps in instruction

Teacher

• Differentiate based on the identified individual student learning needs to create a starting point for instruction.
• Determine if the student is using the skill/knowledge but making mistakes

PLC

• Collaborate, Provide and/or Receive Peer Feedback, Identify Next Steps

School Leadership Team

• Monitor, Coach and Support
• Identify school data trends and allocate resources to address gaps/deficits
• Recommend program and policy changes to SBDM

District Leadership Team

• Monitor, Coach and Support
• Recommend program and policy changes to the Board of Education

Board of Education 

• Identify district data trends and allocate resources to address gaps/deficits
• Review and consider approval of program and policy changes

District

• Lexia Core5: Insight Assessment
• Reading Plus: Insight Assessment
• Dreambox: Initial Assessment
• ALEKS: Initial Knowledge Check

State

• Brigance
• WIDA ACCESS Placement Test (K W-APT)
• WIDA Online Screener Grades 1-12

Type of Assessment

Type of Assessment

Purpose of

Assessment*

Use of Assessment Data to Support Learning*

Collective Responsibility

Interim/Benchmark

Assessment

Intervention

• Are there any core instructional concerns? What adjustments need to be made?

• How can I quickly identify students who are at risk or need extension?

• What professional learning or coaching opportunities exist?

• Leveled Literacy Intervention (LLI) - BAS

• Predicts student’s end-of-year proficiency

• Monitors students’ progress toward longer-term goals

• Informs teacher instruction and/or school improvement

• Identifies and provides support for struggling students, teachers, schools

• Evaluates learning outcomes

• Informs school improvement planning

• Signals important learning goals

• Monitor student learning and may be predictive of student’s end-of-year performance

• Inform improvement strategies for teachers, schools, and districts

Student

• Set learning goals

Teacher/PLC

• Identify strengths/gaps for individual students
• Assign students to tiered intervention as needed
• Reflect on the efficacy of instruction and make curricular changes as needed.

School Leadership Teams

• Identify school wide trends to inform opportunities for  student and/or adult learning, coaching, feedback and resources.
• Recommend program and policy changes to SBDM

District Leadership Team

• Identify district wide trends to inform opportunities for professional learning and coaching.
• Recommend program and policy changes to the Board of Education

Board of Education

• Review data and identify progress for a school or the district per administration
• Review and consider approval of program and policy changes

District

• On-Demand Writing Scrimmage (Interim)
• Fountas & Pinnell (Benchmark)
• Measures of Academic Progress - MAP (Benchmark)

Type of Assessment

Type of Assessment

Purpose of

Assessment*

Use of Assessment Data to Support Learning*

Collective Responsibility

Summative

Assessment

Classroom

• Which standards were/were not mastered by students?

• How can we use student data to identify strengths/gaps in the curriculum?  How can we address identified gaps?

• What was the achievement made during the specific time period of student learning in the designated areas (by student, class, grade level, school and district)?
• What professional learning or coaching opportunities exist?

• Common Summative Assessments
• Midterms
• Final Exams
• Final Projects
• Performance Tasks

• Provides overall description of students’ learning status, enabling monitoring and evaluation of student achievement

• Evaluates effectiveness of the educational Inform improvement strategies for programs, classroom, schools and districts environment at various levels

• Provides information for accountability purposes

• Informs school improvement planning

• Signals important learning goals

• Evaluate and monitor student learning

• Inform teaching and learning at the program, school, and district level

• Inform improvement strategies for programs, classrooms, schools and districts

Students

• Receives feedback on mastery of standards

Teachers/PLC

• Reflect on the efficacy of instruction and make curricular changes as needed

School Leadership Team

• Develop improvement plans for programs, classrooms, and school
• Recommend program and policy changes to SBDM

District Leadership Team

• Develop strategic, long term evaluation of curriculum and programming based on trends
• Develop improvement plans for programs, classrooms, schools, and the district
• Recommend program and policy changes to the Board of Education

Board of Education

• Identify annual yearly progress for a school or the district
• Review and consider approval of program and policy changes

KDE

• Identify annual yearly progress for schools and districts
• Identify schools and districts for targeted or comprehensive support

State

• KSA: Reading, Math, Social Studies, Science, On-Demand Writing
• Alternate KSA
• ACT
• CTE End-of-Program (EOP)
• Advanced Placement (AP)
• ACCESS
• Alternate ACCESS