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