district assessment handbook

105 Pages·2014·8.88 MB·English

DISTRICT
ASSESSMENT
HANDBOOK
2014-2015
MATH
Greeley-Evans I Weld County School District 6
TABLE OF CONTENTS
PART ONE: ASSESSMENT
Assessment Definitions_______________________________________ _______1
Assessment Overview________________________________________________5
Assessment Matrix__________________________________________________9
Data Terminology__________________________________________________17
Data Triangulation Guidelines________________________________________21
Alternate Assessment Track – English Language Learners_________________29
Alternate Assessment Track – Exceptional Student Services_______________45
Elementary Literacy - DIBELS Assessment Guidelines_____________________51
Elementary Literacy- READ Plan Guidelines_____________________________52
Elementary Literacy- Confirming SRD & Progress Monitoring Probes_________61
Literacy Core Replacement Guidelines_________________________________65
K-12 Math – Math Perspectives and Common Assessment Guidelines_________75
Math Core Replacement Guidelines____________________________________79
PART TWO: DATA TEAM PROCESS
Introduction of the Data Team Process _________________________________87
Data Team Configuration_____________________________________________88
Decision Making for Results Six Step Process _____________________________90
Roles Divided Among Data Team Members_______________________________97
Leading School Improvement Through Data Teams _______________________98
Resources: District Personnel ________________________________________103
Resources: Galileo__________________________________________________104
Reference and Contributions _________________________________________119
PART ONE:
ASSESSMENT
Assessment Definitions
ASSESSMENT DEFINITIONS
Assessment Type Definition/ Purpose Examples
Formative Informs whether adjustments must be Quizzes, tests,
Assessment* made in order for individual students or an common assessments,
entire class to gain mastery of specific and specific
objectives and should occur regularly curricular/program
throughout the instructional process. assessments.
 Benchmark A benchmark assessment is used to Galileo Content
ascertain students’ performance on a fixed Assessments
set of criteria at a specific moment in time
and is used to guide instruction
 Screening A screening assessment is used to determine AIMSweb, DIBELS,
the initial level of instructional support CogAT, and WIDA
students need. Placement
 Diagnostic A diagnostic test is used prior to instruction DIBELS Deep,Phonics
to ascertain each student’s strengths, Benchmark Assessment,
weaknesses, knowledge, and skills. In Assessing Math
addition, it can be used for placement into Concepts (AMC),
interventions. Rational Number
Interview
 Progress Progress monitoring is a process of frequent DIBELS, AMC, AIMSWeb,
Monitoring checks for understanding used to determine Rational Number
students’ academic and behavior growth Interview, Mastery
toward the attainment of specific Tests, Daily/Weekly
objectives. Quizzes, Quick Writes,
and SCRs.
 Performance A performance task is a goal-directed Language Arts Common
Task assessment exercise. It consists of an Assessment, Document
activity or assignment that is completed by Based Question (DBQ)
the student and then judged by the teacher Speeches, Projects, and
or other evaluator using a rubric of specific Other Writing
performance criteria. The rubric focuses on Assignments
students’ ability to synthesize and apply
what they have learned over a period of
time along a continuum of proficiency.
Summative An evaluation typically given at the end of NAEP, AP Exams, and
Assessment* a unit, term, chapter, semester, year, or CO ACT
the like to determine a final level of
achievement. Summative assessments are
also typically associated as high stakes for
students (grades), teachers (evaluation),
administration (accreditation), or all of
the above.
*Any assessment can be summative if it does not inform instructional practices or curricular decisions
1
Assessment Overview
ASSESSMENT OVERVIEW
Assessment for Learning Assessment of Learning
Reason for Assessing Promote increases in achievement Document individual or group
to help students meet more achievement or mastery of
standards, support ongoing standards, measure achievements
student growth, improvement status at a point in time for
purposes of reporting,
accountability
Audience Students about themselves Others about students
Focus of Assessment Specific achievement targets Achievement standards for which
selected by teachers that enable schools, teachers, and students
students to build towards are held accountability
standards
Place in Time A process during learning An event after learning
Primary Users Students, teachers, parents Policy makers, program planners,
supervisors, teachers, students,
parents
Typical Uses Provide students with insight to Certify student competence, sort
improve achievement, help students according to
teachers diagnose and respond to achievement, promotion and
student needs, help parents see graduation decisions, grading
progress over time, help parents
support learning
Teacher’s Role Transform standards into Administer the test carefully to
classroom targets, inform ensure accuracy and
students of targets, build comparability of results, use
assessments, adjust instruction results to help students meets
based on results, offer descriptive standards, interpret results for
feedback to students, involve parents, build assessments for
students in assessment report-card grading
Student’s Role Self-assess and keep track of Study to meet standards, take the
progress, contribute to setting test, strive for the highest
goals, act on classroom possible score, avoid failure
assessment results to be able to
do better next time
Primary Motivator Belief that success in learning is Threat of punishment, promise of
achievable rewards
Examples Using rubrics with students, Achievement tests, final exams,
student self-assessment, placement tests, short cycle
descriptive feedback to students assessments
Source: Adapted from Understanding School Assessment (pp. 17-18), by J. Chappuis and S. Chappuis, 2002, Portland , OR: Assessment
Training Institute.
5
Assessment Matrix
ASSESSMENT MATRIX

Assessment Content Grade Level Population Data Description Formative Summative Use Data Warehoused
Advance Other 9-12 Students enrolled Measures the objectives Analyze trends in student Individual school
Placement (AP) in Advanced and outcomes of a specific scoring and measure sites
Placement content area at the college student readiness to meet

courses level expectations of college
level course work
AIMSweb Reading 6-8 ILP students Measures reading fluency Determine level of Individual school
and comprehension instructional support sites
strategies  needed in the area of
reading
S, PM
9
Assessing Math Math K-3 All Measures the development Determine grouping for Individual school
Concepts (AMC) of students' understanding stations, inform number sites
of the foundational math  talks, and guide
concepts differentiation
D, PM
CMAS Science - 5 , 8, 12 A l l Colorado’s standards-based Informs school and district Infinite Campus,
Social Studies- 4, 7, 12 assessment designed to accountability measures, Alpine Achievment,
Reading- 3-11 measure the Colorado guides goals for USIPs, and Galileo
Math- 3-11 Academic Standards (CAS) and provides longitudinal
in the specific content  data for program and
areas curricular improvments. At
student level, tracks
necessary amount of
growth for students to
reach or maintain grade
level proficiency.
Formative Key: B = Benchmark; D = Diagnostic; PM = Progress Monitor; S = Screening; PT = Performance Task
Assessment Content Grade Level Population Data Description Formative Summative Use Data Warehoused
CO ACT Reading, 11 All Measures college readiness Determine level of post- Inifinite Campus &
English, Science in the areas of Reading, secondary, workforce Alpine Achievement
and Math English, Science, and Math readiness

CogAT Reasoning 2 - All Gifted and Measures learned An indicator for identifying Infinite Campus,
K-1 & 3-12* Talented reasoning and problem- students for Gifted & ESS Department, GT

*Selected solving skills in three Talented tagging & services Coordinator
Students only different areas: verbal, (ALP)
quantitative, and nonverbal S
1
0 DIBELS Reading K-5 All Measures initial fluency, Determine initial placement DIBELS Website,
nonsense-word fluency, in reading programs and Galileo

oral-reading fluency, track student growth
phonemic segmentation
fluency, and first sound S, PM
fluency
DIBELS Deep Reading K-3 Students well- Measures phonemic Diagnose student deficits Individual school
below awareness and students’ in phonemic awareness, sites
Benchmark in ability to apply phonics, and  print concepts and the
DIBELS phonics-related skills when students' ability to apply
decoding single-syllable and D phonics & phonics-related
multisyllabic words skills when decoding
Fitnessgram Physical 3-5, Various All Measures a variety of health- Determine level of student Individual school
Education secondary grade related physical fitness tests physical fitness & pre- sites & MIS
levels that assess aerobic established fitness zone

capacity; muscular
strength, muscular B
endurance, and flexibility;
and body composition
Formative Key: B = Benchmark; D = Diagnostic; PM = Progress Monitor; S = Screening; PT = Performance Task