2014-15 Elementary Assessment Matrix

Maine School Administrative District No. 75
2014-15 Elementary Assessment Matrix

This view of our Assessment System lists assessments under three categories: Universal Screening, Formative and Summative. Unless otherwise indicated, assessments listed for the grade level you teach are to be administered, scored and reported.

Reading Universal Screening

*Assessment Name*	*Grade Level*	*Description*	*Intended Use*	*Frequency, timing*	*Management*
AIMSweb * (also used for Progress Monitoring)	K-5	1-3 minute tests see AIMSweb K-5 Matrix	• Universal Screening (Benchmark Assessment)	• 3X/year. September, January, May	• Online data entry • Some tests administered online • Printed materials downloaded from website • File Improvement Reports in Literacy Folder

Reading Summative

*Assessment Name*	*Grade Level*	*Description*	*Intended Use*	*Frequency, timing*	*Management*
Smarter Balanced Summative Assessments	3-5	• Reading, Writing, Speaking & Listening, Research/Inquiry, Performance Tasks • Computer adaptive technology • Results in weeks • Multiple-choice • Short constructed response • Extended constructed response • Performance tasks	• Used by participating states to meet ESEA requirements for testing reading and mathematics once each year (grades 3-8).	• Once a year, spring	• School-based teams determine administration schedules and logistics
Teachers College Assessment (Running Records A-K, L-Z) * ( also used as formative tool)	K-5	•Narrative reading inventories • Provide an analysis of comprehension, miscues, and fluency	Determine independent reading level at the end of the year, using TC Running Record	• 1X/year May/June	• Enter final (May/June) Running Record levels and scores into Campus • File final running record in Literacy Folder

Reading Formative

*Assessment Name*	*Grade Level*	*Description*	*Intended Use*	*Frequency, timing*	*Management*
Running Records • Teachers College (TC) Assessment *** (also Summative at end of the year)** (Running Records A-K, L-Z) Scholastic and Bebop titles • TC In-Book Assessment • Informal In-Book Running Record • Fountas & Pinnell Benchmark Reading Assessment • DRA2 • Rigby	K-5	Narrative reading inventories. Provide an analysis of comprehension, miscues, and fluency	Formative • Provide information for goal setting • Identify teaching points • Inform achievement level determination for reporting purposes	• A-J at least 5X/year • L-Z at least 3X/year	• Maintain In-Class record • Reading Graph in Literacy Folder
PHONS-R (revised)	All K 1-5 as needed	Assessment of phonological processing development	• Kindergarten of phonological processing • Progress monitoring of phonological processing • Identify teaching points	• K -all students in the fall • continue monitoring as determined by protocol	• Print from Literacy Assessment page • Maintain PHONS Student Record • File in Literacy Folder
Teachers College Concepts About Print	K	Assessment of • Book orientation knowledge • Understanding of directional arrangement of print on the page • Understanding of terminology such as word, letter, beginning of sentence, and top of page • Understanding of simple punctuation marks	• Assess emergent literacy print concepts • Identify teaching points	• As needed	• Print off Teachers College site

Reading Formative, cont.

*Assessment Name*	*Grade Level*	*Description*	*Intended Use*	*Frequency, timing*	*Management*
Teachers College Letter / Sound Identification Assessment	K-1	• Uppercase alphabet letters in random order • Lowercase alphabet letters in random order • Assesses student knowledge of letter name and sound for each of the letters	• Assess letter knowledge • Identify teaching points	• On-going	• Print off Teachers College site link on Literacy Assessment page
AIMSweb * (also used as Universal Screening measure)	K-5	1-3 minute tests See above	• RTI, Title IA and Special Education Progress Monitoring • Optional for classroom teachers with required PD	• Progress monitoring every 3 weeks at minimum	• Online data entry • Some tests administered online • Printed materials downloaded from website
Teachers College High Frequency Words Assessment	K-2	Lists A-H of High Frequency Words • Determine the number of high-frequency words that students know	• Monitor students’ growth in automatic word recognition	• At least 4X/year for students below benchmark • As needed for other students	• Print off Teachers College site
Teachers College Unit Performance Assessment *-or-* *Smarter Balanced Read Literary or Read Informational Texts Interim Assessment Block (TBD)*	2-5	Short reading passage with 4-5 comprehension questions interspersed throughout selection • Read aloud by teacher or student reads silently and student writes responses. • Assesses proficiency of use of reading skills	• Inform both curriculum planning and planning individual conferences	• 1 Fiction or 1 Nonfiction • Grade levels will seek LTL consultation when determining when to administer	• Print from Literacy Assessment page or Literacy Resources folder • For NF, choose no more than 2 questions to have students write in response to (tied to the goals of the unit)

Spelling Formative and Summative

*Assessment Name*	*Grade Level*	*Description/Purpose*	*Intended Use*	*Frequency, timing*	*Management*
Spelling Inventory – (via Teachers College) Spelling Inventory – Primary Elementary (Upper Elementary Assessment not required)	Requires TC login K-1 2-5	Provides word list and scoring guide Determine stage of students spelling development	Pre- and post-assessment Inform curriculum decisions	• Beginning of Year/End of Year	• Print off from TC website • Give spelling test • Complete feature guide • Enter end of year scores into Campus • File spring test and feature guide in literacy folder
Fundations Unit Test	K-3	Unit tests within K-3 structured phonics/spelling program using multisensory teaching techniques	Assess mastery of concepts taught	• End of each unit	• Fundations Teacher’s Manual
No Excuse Words Assessment	4-5	“No Excuse” words are those for which students are held accountable – students are expected to spell these words correctly in all of their everyday writing.	Grade 4 and 5 spelling assessments with dictation sentences for assessing student mastery	• Beginning of Year/End of Year	• Print from Literacy Assessment page • Gr. 4 file final test in literacy folder • Gr. 5 file final test in cumulative folder

Writing Summative

Smarter Balanced Assessment

3-5

• Reading, Writing, Speaking & Listening, Research/Inquiry, Performance Tasks
• Computer adaptive technology
• Results in weeks
• Multiple-choice
• Short constructed response
• Extended constructed response
• Performance tasks

• measures student achievement at the school, district and state levels

• once a year, spring

• follow testing protocols

Writing Formative

*Assessment Name*	*Grade Level*	*Description/Purpose*	*Intended Use*	*Frequency, timing*	*Management*
Teachers College Narrative on-demand	K-5	This is an extended Personal Narrative assessment that can be used to analyze the Qualities of Good Writing.	• pre and post unit to inform instruction • measures student performance against grade level standards	• at a minimum pre prior to first narrative unit and post following last narrative unit this year •optional more frequent	• post assessment placed in Literacy folder
Teachers College Informational on-demand	K-5	This is an extended Informational assessment that can be used to analyze the Qualities of Good Writing.	• pre and post unit to inform instruction • measures student performance against grade level standards	• at a minimum pre prior to first informational unit and post following last informational unit this year •optional more frequent	• post assessment placed in Literacy folder
Teachers College Opinion/Arg. on-demand *	K-5	This is an extended Opinion/Argument assessment that can be used to analyze the Qualities of Good Writing.	• pre and post unit to inform instruction • measures student performance against grade level standards	• at a minimum pre prior to first opinion/argument unit and post following last opinion/argument unit this year •optional more frequent	• enter pre and post scores into Campus • post assessment placed in Literacy folder

Mathematics Universal Screening, Formative and Summative

*Assessment Name*	*Grade Level*	*Description/Purpose*	*Intended Use*	*Frequency, timing*	*Management*
AIMSweb *	K-1 2-5	4 one-minute oral tests Grade 1 does M-COMP, too. Paper/Pencil timed tests • Computation M-COMP • Concepts and Applications M-CAP	• Universal Screening (Benchmark Assessment) • RTI, Title IA and Special Education Progress Monitoring	3X/year. September, January, May	• K-1 online • 1-5 Teacher enters scores to online data base
Everyday Mathematics Unit Assessments- Revised 2014-2015	K-5	K-oral 1-5- Paper and Pencil	• Measure student growth on concepts taught in unit to inform instruction	• end of each unit-Refer to revised unit assessments for 2014-2015	• Paper checklists from EDM Assessment Handbook-use revised versions for 2014-2015
Recognizing Student Achievement (RSAs)	K-5	Short check-ins in each lesson (e.g., a math box problem)	• inform instruction	• potentially every lesson-used at teacher’s discretion	• Paper checklists from EDM Assessment Handbook
Fall Performance Task	K--5	Open-ended problem-solving task	• inform instruction and professional development	• Fall-Check grade level information to see when to admin.	• Follow district protocol
Winter Performance Task	K-5	Open-ended problem-solving task	• inform instruction and professional development	• Winter-info to be shared in Nov.	• Follow district protocol
SBAC-Smarter Balanced Assessment	3-5	computer adaptive test and online performance task (summative) content-specific interim assessments delivered online (formative)	• Used by participating states to meet Elementary and Secondary Education Act (formerly known as NCLB) requirements for testing mathematics (grades 3-8).	• Summative- once a year, Spring •Interim- TBD	• Tests delivered online • School-based teams determine administration schedules and logistics