student assessment inventory table of contents

Final Assessment Inventory: 2016-17 School Year

Student Assessment Inventory

Table of Contents

Elementary Math and Science

Middle School Math and Science

High School Math and Science

Elementary WaKIDS, ELA

Elementary CBAs and CBPAs

Middle School ELA

Middle School CBAs and CBPAs

High School ELA, CBAs and CBPAs

English Learners

Questions? Contact Sarah Rich at [email protected] or 360-412-4465

1 3/1/2016

mailto:[email protected]


Elementary Math and Science

Name of Assessment easyCBM CCSSMath

Measures of Academic Progress

Stepping Stones Check-Ups (with option to use Gauge, an online alternative in grades 3-5)

Origo Math (binder interventions)

Smarter Balanced Math Measurement of Student Progress Science

Entity Requiring assessment (state, district, school)

District District District District State State

Grades tested K – 8 3-8 K-5 2-5 3-8 and HS 5, 8 Course or subject Math ELA/Math Math Math Math Science Which students? All students

except identified highly capable students

Highly Capable students All students Students identified for Tier 2 or 3 math intervention support

All students All students

Type of assessment: summative/outcome, formative, screening, diagnostic, progress monitoring

Screening, progress monitoring

Screener (for highly capable identification) Formative – fall and winter Summative – spring Program evaluation

Formative and summative

Used to place students in the appropriate level materials

Summative Summative

Number of years administered in the district

6 6+ 4 years grades K-2 3 years grade 3 2 years grades 4-5 Gauge option available for 2 years

4+ years 2 Started in 2014-15

7 Started in 2009-10

To which content standards is the assessment aligned?

CCSS Math is aligned to CCSS math standards

CCSS ELA and Math Next Generation Science Standards

CCSS Math

CCSS Math

Common Core State Standards in Math

WA State Science Standards

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(source of alignment verification)

(easyCBM)

(Northwest Evaluation Assocation)

(district curriculum selection process)

(district curriculum selection process)

(Smarter Balanced Consortium of states)

(OSPI)

Intended purpose(s) of the assessment

Screening for math risk Progress monitoring for students in intervention

Identifying areas of strength/improvement for highly capable students. Program accountability/evaluation.

Measure student learning of targets and progress toward mastery of standards

Placement in Origo materials School and district accountability; To measure student learning of standards

School and district accountability; To measure student learning of standards

Intended use(s) of the assessment

Identifying students in need of intervention Evaluating progress of students in intervention School improvement planning


Inform core instruction, determine differentiated support needs

Placement in Origo materials School and district accountability; To measure student learning of standards


Users of the assessment

Classroom teachers, building math coaches, intervention teachers and paraeducators

Highly capable teachers; district highly capable steering committee

Classroom teachers

Classroom teachers, building math coaches, intervention teachers and paraeducators

Teachers, administrators, district leadership, state policy makers


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Do users of the assessment use it for its intended use(s)?

Yes

Yes

Yes

Yes Yes Yes

To what degree do users of the assessment find it useful or not useful? 1 – not useful 2 – somewhat useful 3 – useful 4 – very useful Explain why.

3 Some teachers find it very useful and others find it less useful. Professional development is needed.

1-4 This depends upon the teacher level of experience. We have used it in our elementary TAG program for many years, but it is new to our middle school teachers.

2-4 Most find it useful but many are now using it to determine differentiated support needs making it very useful

4 Places students in support groups accurately

2-4 Users are still learning about this relatively new assessment.

2-4 While this is an established assessment, it measures our old standards and is therefore less useful than the newer, NGSS aligned assessment will be (to begin Spring 2018).

Type of administration

Online or paper/pencil

Online/computer adaptive

Paper (Gauge is online) Paper/pencil Online, computer adaptive Online

Item type(s) Multiple choice Multiple Choice Selected response (multiple choice), short completed response (fill in and short answer)

Selected response (multiple choice), short completed response (fill in and short answer)

Selected and constructed responses, technology-enhanced items

Selected and constructed responses

Accommodations Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Test administration time

45 minutes

Fall, Winter, Spring One, 60 minute class period, although not timed.

30-60 minutes 438 minutes as reported from schools in the district (average – see Appendix for school-specific information)

120 minutes as reported from schools in the district (average)

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Testing window September, January, May

September, January, May End of each module; roughly occurs every 3 weeks

On demand as needed Last 12 weeks of school Last 12 weeks of school

Test frequency 3X per year 3X per year 3x per quarter, 12x per school year

On demand as needed but typically at the beginning of the year and possibly as new students enter and show signs of needing additional support

1X per year 1X year

Time between test administration and results to users

Immediate 1 day Immediately once scored by teacher.

Immediately once scored by teacher.

3 weeks 3 months

Vendor Houghton Mifflin Harcourt

NWEA Origo (Stepping Stones) Origo Education NA NA

Contract expiration dates

June 30, 2017 10/31/2017 Embedded in our K-5 Stepping Stones curriculum package; K-2 contracts to be renewed 2017-2018 with grade 3 renewable 2018-2019 and grades 4/5 renewable 2019-2020.

No contract; we own the materials.

NA NA

Entity that holds contract

North Thurston Public Schools

NTPS North Thurston Public Schools

No contract State State

Annual district cost (total and per student)

$15,190.83

$1.25 per student (includes

Math, Reading and Language = $12.50 per student.

Included in curricular package ($500 per teacher license for 5 years of access)

Each grade level intervention binder (includes assessment) costs $199 as a one-time purchase.

None None

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reading and math cost)

Science piloted in 2016-17 at $2.50 per student Total district cost: $6,000 (also used for highly capable identification process)

Funding source(s) District General Fund

Highly Capable State Grant

District General Fund District General Fund NA NA

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Middle School Math & Science



Engage NY Math Module Assessments

KEMS Progress Monitoring

KEMS Performance Task

Science Benchmark Assessments

Smarter Balanced Math

Measurement of Student Progress Science


District District District District District District State State

Grades tested K-8 3-8 6-12 6-8 6-8 6-8 3-8 and HS 5, 8 Course or subject Math ELA/Math Math KEMS strategic

support math class

KEMS strategic support math class

Science Math Science

Which students? All students except identified highly capable students

Highly Capable students All students All students enrolled in KEMS

All students enrolled in KEMS

All students All students All students


Screening, progress monitoring

Screener (for highly capable identification) Formative – fall and winter Summative – spring Program evaluation


Progress monitoring


Summative Summative Summative


6 6+ 2 4 1 5+ 2 Started in 2014-15

7 Started in 2009-10

To which content standards is the assessment aligned? (source of alignment verification)

CCSS Math is aligned to CCSS math standards (easyCBM)

CCSS ELA and Math Next Generation Science Standards (Northwest Evaluation Assocation)

CCSS Math (district curriculum selection process)

CCSS Math (district curriculum selection process)

CCSS; focused on Claims 2-4 (district curriculum

Still aligned to WA State 2009 Science Learning Standards for grades 7/8; 6th

Common Core State Standards in Math

WA State Science Standards (OSPI)

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selection process)

grade now aligned to NGSS

(Smarter Balanced Consortium of states)


Screening for math risk Progress monitoring for students in intervention


To inform instruction and grades for reporting

Cross-district program guidance and to inform instructional needs of intervention students

Focused on Claims 2-4; intended to be utilized to inform instructional needs of intervention students





Identifying students in need of intervention Evaluating progress of students in intervention School improvement planning





Inform instruction and grades for reporting



Users of the assessment Classroom teachers, building math coaches, intervention


Math teachers KEMS Math teachers

KEMS Math teachers

Science Teachers



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teachers and paraeducators


Yes Yes

Yes Yes Yes Yes Yes Yes


3 Some teachers find it very useful and others find it less useful. Professional development is needed.

1-4 This depends upon the teacher level of experience. We have used it in our elementary TAG program for many years, but it is new to our middle school teachers.

3-4 Results assist teachers in identifying additional instructional needs of students

4 Results are analyzed by teachers with the assistance of a district instructional specialist

4 Found to be so useful that many KEMS teachers are choosing to use with their core classes as well. Also want to add in a mid-year task.

3-4 Generally the results are analyzed and instructional changes are made based on results



Type of administration Online or paper/pencil

Online/computer adaptive Paper/pencil Paper/pencil, then entered into a Google-Doc

Paper/pencil Paper/pencil Online, computer adaptive

Online

Item type(s) Multiple choice Multiple Choice Selected response, short answer, extended response

Selected response

Selected response, short answer, extended response

Multiple choice, extended response



Accommodations Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Test administration time

45 minutes

Fall, Winter, Spring Intended to be 1 class session; most teachers extend to 2

1 class period 1 class period 1 class period 270 minutes as reported from schools in the district


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Testing window September, January, May

September, January, May 1-2 per month End of September, Mid-December, Mid-April, Early June

Baseline in September and again at the end of April; teachers requesting to add in a mid-year check

End of unit Last 12 weeks of school

Last 12 weeks of school year

Test frequency 3X per year 3X per year Every 2-3 weeks

4x per year 2-3 times per year

3x Sixth Grade Yr 3x Physical Science Yr 4x Life Science Yr

1X per year 1X year


Immediate 1 day Immediately once scored by teacher

Immediately scored with the Google doc platform

Immediately once scored by teacher


3 weeks 3 months

Vendor Houghton Mifflin Harcourt

NWEA district-created district-created district-created Mix; some are within curricular materials (FOSS, STEMScopes) while others are designed by our teachers—all are common w/in a building and linked to

NA NA

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their building goals and instructional focus


6/30/2017 10/31/2017 No contract No contract No contract NA NA NA


NTPS NTPS No contract No contract No contract No contract State State


$15,190.83

$1.25 per student (includes reading and math cost)

Math, Reading and Language = $12.50 per student. Science piloted in 2016-17 at $2.50 per student Total district cost: $6,000 (also used for highly capable identification process)

Printing costs only

None None None None None

Funding source(s) District General Fund

Highly Capable State Grant District General Fund

NA NA NA NA NA

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High School Math & Science

Name of Assessment Engage NY Math Module Assessments

Mini Math Performance Assessments

Unit Science Assessments End of Course Biology SBA Math


District District District State State

Grades tested 6-12 9-12 9-12 By 10th Grade; earlier if students take Biology in 9th grade

High School (by 11th grade)

Course or subject Math Math Biology, Chemistry, Physics Biology Math Which students? All students enrolled in

Algebra, Geometry and Algebra 2

Students enrolled in Algebra, Geometry and Algebra 2

Students enrolled in Biology, Chemistry, Physics

All students All students


Formative and summative Formative and summative Formative and summative Summative Summative


2 years for Algebra 1 year for Geometry 0-1 year for Algebra 2

1 Varies; ongoing practice 5 years; started in 2011-12 2 years; started in 2014-15


Common Core State Standards (district curriculum selection process)

Common Core State Standards (district curriculum selection process)

Next Generation Science Standards (district curriculum selection process)

WA State Biology Standards (OSPI)

Common Core State Standards in Math (Smarter Balanced Consortium of states)


Student and teacher feedback

Student and teacher feedback; practice on Smarter Balanced Assessment like performance tasks

To inform instruction and grades





To inform instruction To inform instruction School and district accountability;

School and district accountability;

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To measure student learning of standards


Users of the assessment Math teachers Math teachers Science Teachers Parents, students, teachers, administrators, district leadership, state policy makers



Yes

Yes

Yes

Yes

Yes


2-3 Results assist teachers in identifying additional instructional needs of students. Usefulness depends on whether or not an individual teacher analyzes the results to inform instruction and support needs or just utilizes results for reporting grades.

3-4 Informs instructional needs of students specific to the PT on the SBA and Claims 2-4

3 Aligned to the curriculum instructed. It would be more useful if there was common practice of analyzing results and using to inform instruction and possible differentiation needs of students.



Type of administration Paper/pencil Paper/pencil Paper/pencil and online Paper/pencil Online, computer adaptive Item type(s) Selected response, short

answer, extended response Selected response, short answer, extended response

Selected response, short answer, extended performance task response



Accommodations Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Test administration time Intended to be 1 class

session; some teachers extend to 2

1 class period 1 class period 73 minutes as reported from schools in the district (average)


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Testing window 2-3 per module End of each quarter (November, January, March, June)

End of each unit for content-based assessments and then 2 probes per year for performance tasks

Last 4 weeks of school Last 12 weeks of school

Test frequency Every 2-3 weeks 1 per quarter; every 9 weeks 4-5X per year 1X year 1X year in 11th grade.





3 months 3 weeks

Vendor District-created District-created Depends on the unit; some are curricular assessments (ie. STEMscopes) others are district created.

NA NA

Contract expiration dates No contract No contract No contract except for STEMscopes which is an annual subscription

NA NA

Entity that holds contract No contract No contract North Thurston State State Annual district cost (total and per student)

Printing costs only None STEMscopes: ~$5 per student. All others are free or printing costs within buildings

None None

Funding source(s) District General Fund District General Fund District General Fund NA NA

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Elementary WaKIDS, ELA

Name of Assessment

WaKIDS Units of Study Writing

Reach for Reading Comprehension

Reach for Reading Foundational Skills

Reach for Reading Vocabulary

Oral Reading Fluency (easyCBM or Reach for Reading)

easyCBM – Reading


Smarter Balanced


State District

District District District District District and State (requires 2nd grade oral reading fluency and data regarding how many students read below grade level in K-4 http://www.k12.wa.us/SSEO/K4LiteracyData.aspx)

District State

Grades tested K only K-5 K-5 K-2 K-5 1-5 K-5 3-8 3-8 and high school

Course or subject 6 Domains:

Social-emotional Physical Cognitive Language Literacy Mathematics

Writing Reading Reading Reading Reading Reading ELA/Math English Language Arts

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http://www.k12.wa.us/SSEO/K4LiteracyData.aspx

http://www.k12.wa.us/SSEO/K4LiteracyData.aspx


Which students? All students All students in core writing instruction

All students in core reading instruction

All students scoring below 50%ile on easyCBM in any sub-skill in reading

All students in core reading instruction

All students scoring below 50%ile

All Students fall, winter, spring Progress monitoring for students below the 50%ile

Highly Capable students

All students


Observational inventory of K readiness.

Formative


Formative or summative

Formative Summative Formative Interim/benchmark

Screener (for highly capable identification)

Formative – fall and winter

Summative – spring

Program evaluation

Summative


3: Started in 13-14 with state-funded full day K schools; fully implemented

3 years, starting year 4

1 1 1 1 6 6+ 2 Started in 2015

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in 16-17 with all schools


Early Learning and Development Guidelines (Office of Superintendent of Public Instruction)

Common Core State Standards in English Language Arts (district curriculum selection process)




CCSS Foundational literacy skills; nationally normed

CCSS ELA and Math

Next Generation Science Standards


Common Core State Standards in ELA and Math Smarter Balanced Consortium of states


Measuring Kindergarten readiness

To understand strengths/needs of students before teaching on progression of skills, and to see strengths/student growth after teaching unit

To understand knowledge of comprehension skills and use of comprehension strategies

To understand students’ sub-skills in phonological awareness, phonics, high frequency word knowledge , decoding

To understand students’ vocabulary strengths/needs and strategies to problem-solve words/phrases

To understand aspects of fluency: automaticity, prosody, accuracy and speed, expression, intonation and phrasing

Screening for reading risk; progress monitoring





Understanding entering Kindergartener’s skills and strengths to

PLC collaboration, data used to inform small group/one-on-

PLC collaboration, inform whole and

PLC collaboration, inform whole and small

PLC collaboration, inform whole and

PLC collaboration, inform whole and small

Identifying students for tier 2 and tier 3 intervention support; ensuring students in intervention are making progress

Identifying areas of strength/improvement for highly capable students. Program


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help teachers and parents work together to support student growth

one conferring, identify where to modify whole-group instruction

small group instruction

group instruction

small group instruction

group instruction, identify areas for growth that include intonation, phrasing, automaticity, expression (not just rate).

accountability/evaluation.


Users of the assessment

Kindergarten teachers, families, early learning providers

K-5 teachers K-5 teachers K-2 teachers

K-5 teachers 1-5 teachers

K-5 teachers Highly capable teachers; district highly capable steering committee

3-5 teachers


Yes

Yes Yes Yes Yes Many. Users still learning about fluency.

Many do, but some users don’t understand percentiles or the purpose of a normed test; more professional development is needed. For progress monitoring, most users are not using it to the full extent possible (e.g. setting goals, aimline)

Yes

Yes

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1-4

Varies by the user.

2-4 More professional development is needed.

1 - 2 Many users express that they haven’t connected the assessment to instruction yet.

2 - 3 Some users are informing small group instruction with results.

3 Piloting teachers last year found the district rewrites useful.

3-4 Use of the rubrics increases the usefulness.

1 – 4 This depends upon the teacher level of experience.

1-4

This depends upon the teacher level of experience. We have used it in our elementary TAG program for many years, but it is new to our middle school teachers.

2-3

Type of administration

Observational inventory of developing skills, therefore not a “test” in the typical sense.

Prompt with on-demand one day write (45 mins or less)

Paper/pencil Oral 1:1 (for parts), paper/pencil for others

online or paper/pencil

Oral, 1:1 K-1 each measure is 1:1 administered orally. Grades 2-5 oral reading fluency is 1:1, vocabulary and comprehension are group administered on the computer or paper/pencil.

Online/computer adaptive

Computer based

Item type(s) N/A Writing in different text types

Multiple choice and short answer response

Oral response and choosing items

Yes/no or true/false, multiple choice, short answer response

Reading passage, oral response to questions

Oral response and multiple choice depending upon the test.

Multiple Choice Selected and constructed responses

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(draw, label, write)

Accommodations NA. This is an observational assessment and probably does not require test accommodations.

Per IEP / 504 Per IEP / 504 Per IEP / 504

Per IEP / 504 Per IEP / 504

Per IEP / 504 Per IEP / 504 Per IEP / 504

Test administration time

Start of school – end of October. This is an observation and is collected over the course of a month. There is no ‘test administration time’ per se

Before and after the unit, once a quarter 45 minutes *in grade 4, quarter 3 post is replaced with the social studies CBA “Westward Expansion” and in grade 5 quarter 2 post is replaced with CBA on Opinion writing.

Twice during the unit in week 1,2,3 or 4 20 minutes every 2 weeks

Once or more during unit 15 minutes on average

Twice during the unit Weeks ½, ¾ 10 minutes every 2 weeks

Once a unit K and 1: 3 one-minute tests, 3X per year 2-5: 1 one-minute test, plus untimed vocabulary and comprehension (30 minutes to 1 hour each)

Fall, Winter, Spring 438 minutes as reported from schools in the district (average)

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Testing window Once in Kindergarten

Pre: September, November, February, April. Post: October, January, March, June.

Fridays or Day 5 of the week’s instruction, every other week

After instruction once a month

Fridays or day 5 of week’s instruction biweekly

After instruction once a month

September, January, May September, January, May

Last 12 weeks of school

Test frequency 1X per year 2X per quarter 4X per quarter

Varies 4X per quarter

2X per quarter

3X per year 3X per year 1X per year








Immediate 1 day 3 weeks

Vendor TS Gold Came at no extra cost with adoption of curriculum materials.

Cengage Cengage Cengage Cengage and Houghton Mifflin Harcourt

Houghton Mifflin Harcourt NWEA AIR


Unknown NA NA NA NA NA 6/30/2017 10/31/2017 NA


State NA NA NA NA NA NTPS NTPS State


None NA NA NA NA NA $15,190.83


None

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$1.25 per student

(includes reading and math cost)

Science piloted in 2016-17 at $2.50 per student

Total district cost: $6,000 (also used for highly capable identification process)

Funding source(s) NA NA NA NA NA NA District General Funds Highly Capable State Grant

NA

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Elementary CBAs and CBPAs

Name of Assessment CBPA Music CBPA Visual Art CBA Health and PE CBA Social Studies Entity Requiring assessment (state, district, school)

State State State State

Grades tested 5 5 5 4-5 (Required by state in 4 OR 5)

Course or subject Music Art PE Health as part of PE

Social Studies (Civics)

Which students? All students All students All students All students Type of assessment: summative/outcome, formative, screening, diagnostic, progress monitoring

Summative Summative Summative Summative

Number of years administered in district 6 6 6 6 years; Started in 2010-11


OSPI Arts EALRS, Music

OSPI Arts EALRS, Visual art

OSPI Health and Fitness Standards

OSPI Social Studies EALRS http://www.k12.wa.us/SocialStudies/Assessments/default.aspx

Intended purpose(s) of the assessment OSPI common assessment; OSPI data; teacher data

OSPI common assessment; OSPI data; teacher data


State compliance

Intended use(s) of the assessment Assess student knowledge of general music

Assess student knowledge of visual art concepts, vocabulary, and specific skills

Assess student knowledge of fitness; Assess student knowledge of health specific to smoking prevention

Summative - Compliance

Users of the assessment OSPI data collectors, teachers

OSPI data collectors, teachers


teachers

Do users use it for intended use(s)? Yes Yes Yes for PE PE teachers do not teach health other than for this assessment

Yes

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http://www.k12.wa.us/SocialStudies/Assessments/default.aspx


Name of Assessment CBPA Music CBPA Visual Art CBA Health and PE CBA Social Studies To what degree do users of the assessment find it useful or not useful? 1 – not useful 2 – somewhat useful 3 – useful 4 – very useful Explain why.

3 4—they use this as foundational work for their PLC

3 3 - It is used to prepare for SBA Argumentative writing

Type of administration Given as part of music class

Given as part of art class

Given as part of PE class Given over the course of the unit, notes, organizers, writing

Item type(s) Multiple choice, short answer response, essay

Multiple choice, short answer response, essay; drawing

Multiple choice, short answer response, essay

Multiple choice, short answer response, essay

Accommodations Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Test administration time Once per year

1-3 classes Once per year 1-3 classes

Once per year 1-3 classes for each CBA

1X per year

Testing window March-April February-May February-May Anytime, due in June Test frequency 1X per year 1X per year 1X per year 1X per year Time between test administration and results to users

Teacher scored Teacher scored Teacher scored Teacher scored

Vendor NA NA NA NA Contract expiration dates NA NA NA NA Entity that holds contract NA NA NA NA Annual district cost (total & per student) Paper and printing Paper and printing Paper and printing None Funding source(s) District arts

budget District arts budget District HPE budget NA

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Middle School ELA

Name of Assessment Easy CBM Measures of Academic Progress Smarter Balanced Units of Study


District District State District

Grades tested 6-8 3-8 3-8 and HS 6-8

Course or subject ELA/Math ELA/Math English Language Arts, Math

ELA

Which students? All Except Highly Capable Highly Capable students All students All except highly capable

Type of assessment:

summative/outcome, formative, screening, diagnostic, progress monitoring

Diagnostic Risk Assessment (instructional specialist response)

Screener (for highly capable identification)

Formative – fall and winter

Summative – spring

Program evaluation

Summative Summative - Per Unit


6 6+ 2 Started in 2014-15

3


Not necessarily aligned, but correlated with SBA results.

CCSS ELA and Math

Next Generation Science Standards


Common Core State Standards in ELA and Math (Smarter Balanced Consortium of states)

CCSS ELA Writing


Screener


Group 2: accountability

Assess students’ writing performance as compared to the CCSS Group 2: summative and formative in writing

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Intended use(s) of the assessment Identifying struggling students, factor in intervention placement Group 2: identifying at-risk students Group 4: not sure of intent - used for new stu. + beg of year + predictor of SBA. Get support they need.


Group 2: accountability Group 2: summative and formative in writing

Users of the assessment Group 2: 6-8 ELA teachers


Group 2: everyone Group 2: 6-8 ELA teachers


Varies from school-to-school Group 2: Yes – bldgs. Use as diagnostic; progress monitoring in some schools

Yes

Group 2: Yes Group 2: depends upon building

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2 - Lack of understanding of purpose has made some teachers believe it is not useful Group 2: dependent on bldg.. Score 1 – 4. Those who understand find it useful. Group 4: 2

1-4

This depends upon the teacher level of experience. We have used it in our elementary TAG program for many years, but it is new to our middle school teachers.

Group 2: 2-3 Group 2: those who do it 3

Type of administration Online or paper/pencil Passage Reading Fluency is 1-on-1 administration for 1 minute

Online/computer adaptive Online/computer adaptive Paper/pencil

Item type(s) Multiple choice Multiple Choice Selected and constructed responses

Essay prompts

Accommodations Per IEP / 504 Per IEP / 504 Per IEP / 504 Per 504/IEP

Test administration time Fall, Winter, Spring Fall, Winter, Spring

Per Unit Plan

Testing window First month, January, May September, January, May Last 12 weeks of school Per Unit Plan

Test frequency 3x per year 3X per year Once per year in ELA and Math

3X per year


immediate 1 day 3 weeks for preliminary results; up to 4 months for final results

Per teacher’s grading schedule

Vendor Houghton Mifflin Harcourt NWEA AIR Teacher’s College

Contract expiration dates June 30, 2017 10/31/2017 NA n/a

Entity that holds contract NTPS NTPS NA n/a

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$15,190.83

$1.25 per student (includes reading and math cost)


Science piloted in 2016-17 at $2.50 per student

Total district cost: $6,000 (also used for highly capable identification process)

None NA

Funding source(s) District General Fund Highly Capable State Grant State District General Fund

28 3/1/2016


Middle School CBAs and CBPAs

Middle School CBA CBPA Band, Orchestra, Choir CBPA Art CBPA Theatre Entity Requiring assessment (state, district, school)

State State State State

Grades tested 6-8 8, sometimes also 6 and/or 7 8, sometimes also 6 and/or 7

8, sometimes also 6 and/or 7

Course or subject SS Music Art, CTE Art Theatre, Drama Which students? All Social Studies Students All students in class All students in class All students in class Type of assessment: summative/outcome, formative, screening, diagnostic, progress monitoring

Formative or summative, depending on teacher

Summative Summative Summative, designed by classroom teacher

Number of years administered in district 10+ 6 6 6 To which content standards is the assessment aligned? (source of alignment verification)

SS Grade Level Expectations OSPI Arts EALRS, Music OSPI Arts EALRS, Visual art

OSPI Arts EALRS, Theatre

Intended purpose(s) of the assessment Accountability OSPI common assessment; OSPI data; teacher data



Intended use(s) of the assessment Accountability Assess student knowledge of general music


Assess student knowledge of theatre and specific skills

Users of the assessment Social Studies teachers OSPI data collectors, teachers OSPI data collectors, teachers


Do users use it for intended use(s)? Yes Yes Yes Yes To what degree do users of the assessment find it useful or not useful? 1 – not useful 2 – somewhat useful 3 – useful 4 – very useful Explain why.

1-2 3 3 2

Type of administration Paper/pencil or Computer based Given as part of music class Given as part of art class

Given as part of theatre class

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Middle School CBA CBPA Band, Orchestra, Choir CBPA Art CBPA Theatre Item type(s) Essay - Research Multiple choice, short answer

response, essay Multiple choice, short answer response, essay; drawing

Multiple choice, short answer response, essay; speaking/acting

Accommodations Per IEP / 504 Regular classroom accommodations Test administration time End of 1st Semester Once per year

1-3 classes Once per year 1-3 classes

Once per course (semester or annually for year-long courses) 1 class period

Testing window None March-April February-May Each semester Test frequency Depending on school 1X per year 1X per year 1X semester Time between test administration and results to users

Depending on teachers Teacher scored Teacher scored Teacher scored

Vendor None NA NA NA Contract expiration dates None NA NA NA Entity that holds contract None NA NA NA Annual district cost (total & per student) None Paper and printing Paper and printing Paper and printing Funding source(s) District General Fund District arts budget District arts budget Aspire school budget if printed

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High School ELA, CBAs and CBPAs

Name of Assessment ELA Interims CBA Social Studies CBPA Band, Orchestra, Choir CBPA Art CBPA Theatre Smarter Balanced Entity Requiring assessment (state, district, school)

District State State State State State

Grades tested 9-11

11-12 Beginning classes, typically grades 9-10

Beginning classes, include 9-12

Beginning classes, include 9-12

3-8 and high school

Course or subject ELA SS Music Art, CTE Art Theatre, Drama English Language Arts, Math

Which students? All standard ELA students

All Social Studies Students

All students in class All students in class All students in class All except students whose IEP teams determine WA-AIM is more appropriate

Type of assessment:


interim/benchmark Formative or summative, depending on teacher

Summative Summative Summative Summative


1st year, some piloted last year

10+ 6 6 6 2 Began in 2015


ELA CCSS SS GLEs OSPI Arts EALRS, Music OSPI Arts EALRS, Visual art OSPI Arts EALRS, Theatre

Common Core State Standards in ELA and Math


Identifying areas of strength/weakness for instructional planning

Accountability OSPI common assessment; OSPI data; teacher data



Accountability


Instructional planning Group 2: planning

Accountability Assess student knowledge of music and specific skills


Assess student knowledge of theatre and specific skills

Accountability

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Name of Assessment ELA Interims CBA Social Studies CBPA Band, Orchestra, Choir CBPA Art CBPA Theatre Smarter Balanced Users of the assessment ELA Teachers,

administrators Social Studies teachers Teachers Teachers Teachers Graduation requirement.

Colleges and universities Do users of the assessment use it for its intended use(s)?

Yes

Yes Yes Yes Yes Yes


4 3 3 3 2 3

Type of administration In class google or online in Smarter Balanced platform

Paper/pencil or Computer based

Given as part of music class Given as part of art class Given as part of theatre class

Computer based

Item type(s) SBA-Aligned questions and Brief Writes

Essay - Research Multiple choice, short answer response, playing/singing

Multiple choice, short answer response, essay; drawing

Multiple choice, short answer response, essay; speaking/acting


Accommodations Per IEP/504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504 Per IEP / 504

Test administration time 1 Day End of 1st Semester Once per year

1-3 classes

Once per year

1-3 classes

Once per course (semester or annually for year-long courses)

1-3 class periods

Untimed; average 4 hours

Testing window One in fall / one in spring

None March-April February-May Each semester Last 12 weeks of school

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Name of Assessment ELA Interims CBA Social Studies CBPA Band, Orchestra, Choir CBPA Art CBPA Theatre Smarter Balanced Test frequency twice/year Depending on school 1X per year 1X per year 1X semester Once per year in ELA and

Math Time between test administration and results to users

Multiple choice - instant Open Response - 2-3 weeks (per common scoring schedule)

Depending on teachers

Teacher scored Teacher scored Teacher scored 3 weeks for preliminary results; up to 4 months for final results

Vendor N/A None NA NA NA AIR

Contract expiration dates N/A None NA NA NA N/A

Entity that holds contract N/A None NA NA NA State


None None Paper and printing Paper and printing Paper and printing None

Funding source(s) N/A None District arts budget District arts budget Aspire school budget if printed

State

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English Learners

Name of Assessment WELPA Placement (Transitioning to ELPA placement in 2017-18)

ELPA21

Entity Requiring assessment (state, district, school) State State

Grades tested K - 12 K - 12

Course or subject English Language Proficiency English Language Acquisition

Which students? Speak another language other than English at home All identified English Learners

Type of assessment:


Screener Summative

Number of years administered in the district 5+ 1


Listening, Speaking, Reading and Writing Listening, Speaking, Reading and Writing

Intended purpose(s) of the assessment Placement into ESL program

State/Federal compliance

State/Federal

Compliance and exiting students

Intended use(s) of the assessment Placement into ESL program

State/Federal compliance

Exiting students

Tracking student progress

Users of the assessment OSPI, ESL department OSPI, State, ESL department and general education teachers

Do users of the assessment use it for its intended use(s)? Yes Yes

To what degree do users of the assessment find it useful or not useful? 1 – not useful 2 – somewhat useful

4 Somewhat

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Name of Assessment WELPA Placement (Transitioning to ELPA placement in 2017-18)

ELPA21

3 – useful 4 – very useful Explain why. Type of administration Paper and Pencil by ESL staff Via computer by ESL staff

Item type(s) Multiple choice and speaking and writing portions Multiple choice, speaking and writing samples

Accommodations Per IEP / 504 Per IEP / 504

Test administration time 30 – 45 mins 1 – 2 hours

Testing window All year February- March

Test frequency 1X per qualifying student 1X a year

Time between test administration and results to users Teacher scored Score usually available in June

Vendor McGraw-Hill Chosen by OSPI

Contract expiration dates June 2017 NA

Entity that holds contract OSPI ELPA 21 Consortium

Annual district cost (total and per student) Any booklet above allotted amount None

Funding source(s) State and district funds State funded

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student assessment inventory table of contents

Documents