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 |