copy of capital student assessment inventory final

7/25/2019 Copy of Capital Student Assessment Inventory Final

1/40

Capital School District Assessment Inventory

/26/2016

Name of Individual(s) completing the

table:

Pam Hererra, Cathy Schrei ber, Carie

Debaca

Date Completed: 8/15/2015

Subject Area/Grade Levels of

Inventory:Capital Elementary Schools

ame of assessment Early Learner Survey STAR Early Literacy STAR Reading Wonders Unit Assesments Writing Tasks STAR Math

ntity requiring assessment

ate SEA or other agen cy; district; or

hoolState District District District District District

rade(s) tested K K-1 2-4 1-4 K-4 1-4

ourse(s) or subjects tested Kindergarten Readiness Reading Reading Reading/ELA ELA/Writing Math

hich students are eligible or

quired to take assessment?All Kindergarten students All students All students All students All students All students

ype of assessment summative;

erim/benchmark; formative;

agnostic

Screener Benchmark/Diagnostic Benchmark/Diagnostic Summative Benchmark Benchmark/Diagno

umber of years assessment has

en administered3 New this year New this year 2 2 New this year

o which content standards is the

sessment aligned? (source of

gnment verification)Early Childhood

CCSS Standards/COREProgress for Reading

CCSS Standards/COREProgress for Reading

CCSS Standards/IMET RubricCCSS Standards/IMET

Rubric/CCSS Exemplar Tasks

CCSS Standards/COProgress for Math

tended purpose(s) of the

sessmentKindergarten Readiness

Universal Screener all

students


students

Measure student mastery of

unit specific standards


students

Universal Screener

students

tended use(s) of the assessmentee note 1. below)

Pre-School Effectiveness

Diagnostic,

Instructional uses,

Student support

Diagnostic,

Instructional uses,

Student support

Diagnostic,

Instructional uses,

Factor into course grades

Diagnostic,

Instructional uses,

Student support

Diagnostic,

Instructional uses

Student support

sers of the assessment K Teachers/State of DE Distr ict, School, Teachers Distr ict, School, Teachers Distr ict, School, Teachers Distr ict, School, Teachers Distr ict, School, Teac

o users of the assessment use it for

intended use(s)?Yes (All) Yes (All) Yes (All) Yes (All) Yes (All) Yes (All)


2/40


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ame of assessment Early Learner Survey STAR Early Literacy STAR Reading Wonders Unit Assesments Writing Tasks STAR Math

o what degree do users of the

sessment find it useful or not

eful?

not useful

somewhat useful

useful

very useful

xplain why.

1-Not UsefulTakes time away from instruction

during first month of schoolWebsitedoes not workand is not teacher

friendly

3-UsefulPotential for Very Useful as grade

levels become moreknowledgeable about student

strengths and weaknesses

3-UsefulScreening reports provide valuablediagnostic data and give instight on

student needs and instructionalgrouping/Much more beneficial

than the SRI

2-Somewhat UsefulWeekly Assessments serve the

same purpose/They are verylong/Good prparation for SBAC

3-UsefulExposes students to different

writing types and purposes/Helpprepare students for SBAC/Allows

students to see growth in theirwriting skills

3-UsefulGreat information/Very de

reports/contain much moreand alignment to CCSS th

SMI

ype of administration Small Group/Individual Online Online Online and Paper/Pencil Paper/Pencil Online

em type(s)Student Observation/Work

Sampling

Selected response Selected response

Multiple-choice, selected-

response, constructed-

response items, andPerformance Task

Writing Task Selected respons

cco mmod ation s/Supp orts None Adaptive Adaptive

Test administrator may use

any accommodation for which

the student already receives

as part of regular instruction





Adaptive/Read Alo

est administration time 20 hours40 minutes (includes 10

minutes of instructions andcomputer login)

40 minutes (includes 10minutes of instructions and

computer login)

45 mins grades 1 & 2; 60mins grades 3 & 4

Varies depending on grade-

level and writing purpose

40 minutes (includesminutes of instructions

computer login)

esting window(s) - 2015-16 School

ear8/24-10/9

8/31-9/11

1/4-1/15

5/2-5/13

8/31-9/11

1/4-1/15

5/2-5/14

10/5-10/16

1/11-1/22

2/22-3/4

4/11-4/22

5/23-6/3

September, January, March,

May (2 week windows; vary

within month by grade level)

9/7-9/18

1/11-1/22

5/9-5/20

est frequency 1 x year 3 x year 3 x year 5 x year (2nd-4th);

2 x year (1st)4 x year 3 x year

me between test administration and

sults to usersNA

Immediate Results at Teacher

and Administrator levels

Immediate Results at Teacher

and Administrator levelsTeacher graded Teacher graded

Immediate Results at T

and Administrator le

endor Teaching Strategies Gold Renaissance Learning Renaissance Learning Renaissance Learning

Kid Writing (K) - Publisher?

/Reading Wonders (1-4) -McGraw Hill

Renaissance Learn

ontract expiration date Unknown 6/30/2015 6/30/2015 6/30/2015 No contract 6/30/2015ntity that holds contract DDOE District District District NA Districtnnu al cos t

otal and per student)Unknown NA

unding source(s) NA


3/40


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table:

Date Completed:


Inventory:

ame of assessment



hool

rade(s) tested

ourse(s) or subjects tested


quired to take assessment?



agnostic


en administered



gnment verification)


sessment


sers of the assessment


intended use(s)?

Quarterly Math Assessments Math Fluency Science Cycle Assessments Smarter ELA Smarter Math DCAS SocialStudies

District District District Federal/State Federal/State State

K-4 1-4 1-4 3-4 3-4 4

Math Math Science ELA/Reading Math Social Studies

All students All students All students All students in grades 3-4 All students in grades 3-4 All students in grad

Summative Diagnostic Summative Summative Summative Summative

1 1 5

CCSS Standards/IMET Rubric CCSS Standards Next Gen

Common Core State

Standards (CCSS) in English

language arts/literacy

(Smarter Balanced

Common Core State

Standards (CCSS) in

Mathematics (Smarter

Balanced Assessment

Delaware Content Stan

in Social Studies


unit specific standardsMeasure Fluency progression


unit specific standards

1. Meet federal requirements

for school accountability.

2. Measure student

achievement toward the

CCSS in ELA/Lit.

3. Serve as the primary

indicator for other high-stakes

purposes.



2. Measure student


CCSS in ELA/Lit.



purposes.

1. Determine stude

achievement toward

content standard

2. Help teachers imp

classroom instructi

Diagnostic,

Instructional,


Predictive,

Diagnostic,

Instructional

Diagnostic,

Instructional,


School Accountability,

Student Achievement,Measure College and Career

Readiness


Student Achievement,Measure College and Career

Readiness

Student achievemeInstructional uses

District, School, Teachers District, School, Teachers District, School, Teachers

State, District, School,

Teachers, Families, & Various

Stakeholders


Teachers, Families, & Various

Stakeholders

State, District, Scho

Teachers, and Fam

Yes (All) Yes (All) Yes (All) To Be Determined To Be Determined Yes


4/40


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ame of assessment



eful?

not useful

somewhat useful

useful

very useful

xplain why.

ype of administration

em type(s)

cco mmod ation s/Supp orts

est administration time


ear

est frequency


sults to users

endor

ontract expiration date

ntity that holds contract

nnu al cos t

otal and per student)

unding source(s)

Quarterly Math Assessments Math Fluency Science Cycle Assessments Smarter ELA Smarter Math DCAS SocialStudies

3-UsefulAlign to CCSS and it helps us

monitor student progress towardsstandards/Performance Tasks are

authentic application

2=Somewhat UsefulMath fluency does not equate to

math understanding/Veryuseful/Indicates which students arestruggling with basic computation

2=Somewhat UsefulAssessments do not match lesson

objectives/Do not correlate withSTEM standards/Scoring is very

time intensive

1=Not UsefulTimeliness of data is a huge

problem/Couldn't use the data asneeded

1=Not UsefulNo teacher reports that gave

insight that was meaningful/Mathitems were very difficult

NA1=Not UsefulStudents are tested at eGrade 4 for K-3 standard

helpful at all in making instdecisions

Paper/Pencil Paper/Pencil Paper/Pencil Online adaptive tests Online adaptive tests Online




Written Response










Multiple choice an

technology-enhanced





Extended Time





Available for students with

disabilities, English Language

learners, and students

needing supports




needing supports

Available for students

disabilities and Eng

Language learner

25 mins Kindergarten; 45mins grades 1 & 2; 60 mins

grades 3 & 45 mins

45 mins grades 1 & 2; 60mins grades 3 & 4

Untimed, usually takes 3-4

hours


hours

Untimed, usually take

hours

10/14-10/28

1/5-1/19

3/9-3/23

5/23-6/3

September

December

February

May

November

February

May

3/10-6/2 3/10-6/2 3/2-6/2

4 x year4 x year (2nd-4th);

2 x year (1st)3 x year 1 x year 1 x year 1 x year

Teacher graded Teacher graded Teacher graded Undetermined Undetermined Immediate

Houghton Mifflin HarcourtSmarter Balanced

Assessment Consortium

Smarter Balanced

Assessment Consortium DEDOE

No contract

NA

NA

NA


5/40


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table:

Date Completed:


Inventory:

ame of assessment



hool

rade(s) tested

ourse(s) or subjects tested





agnostic


en administered





sessment


sers of the assessment


intended use(s)?

DCAS-Alt1 Smarter Interim Blocks DPAS II Pre/Post Tests National Assessment of Educational

Progress (NAEP)W-APT ACCESS

Federal/State Optional at district/school level State Federal/State Federal/State Federal/State

3-4 3-4 K-4 4 K-4 K-4Reading, Math & Social

StudiesReading/ELA or Math Content Specific

Reading, Mathematics,

Science, Writing

Reading, writing, listening,

speaking

Reading, writing, liste

speaking

Students with disabilities in

grades 3-11

Students and classrooms

based on needAll students

Sample of all students in

grades 4 who also take the

general state assessment.

Diagnostic test for identifying

ELL studentsStudents identified as

Summative Interim Diagnostic National survey test English language proficiency English language profi

4 1 3 25 12 years 12 years

Delaware Content Standards

Grade-Band Extensions

(based on Common Core

State Standards)

Common Core State

Standards in English language

arts/literacy and/or

Mathematics

Vary by content area focusCommon Core State

Standards

WIDA English Language

Development Standards

WIDA English Langu

Development Standa



2. Measure student


Delaware content standards

grade-band extension



purposes.

Inform instructionMeasure student growth

across year

Measures student mastery of

reading, mathematics and

science

To screen students for

placement

To measure an ELL stu

level of English langu

proficiency at year- e


Student Achievement,

Other high stakes purposes

Assess CCSS,

Instructional decisions,

Student support

Teacher evaluation Predict the performance onnational assessment

To place ELL students in the

appropriate educationalsetting in order to provide

required services

To place students in

appropriate educatio

setting. To monitor sta

local progress toward T

goals.


Teachers, and Families

District, School, Teachers,

and FamiliesState, Teacher

Nation, State, and large

school district levels



State, District, Scho

Teachers, and Fam

Yes To Be Determined Yes Yes Yes Yes


6/40


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ame of assessment



eful?

not useful

somewhat useful

useful

very useful

xplain why.

ype of administration

em type(s)

cco mmod ation s/Supp orts

est administration time


ear

est frequency


sults to users

endor

ontract expiration date

ntity that holds contract

nnu al cos t

otal and per student)

unding source(s)

DCAS-Alt1 Smarter Interim Blocks DPAS II Pre/Post Tests National Assessment of Educational

Progress (NAEP)W-APT ACCESS

NA

2=Somewhat UsefulProvided students opportunities to

gain insight and practice withspecific standards and SBAC

question types

N/A NA

One-on-one testing; teacher

uses script and materials

provided; test administrator

enters student responses into

an on-line system

Online tests Paper-pencil Paper-pencil & online Online test Paper-pencil

Multiple-choice items




Varies by content area focus

Multiple-choice, constructed-

response items, and essay in

writing

Multiple-Choice and essay in

writing

Multiple-Choice and es

writing





(with a few exceptions)




needing supports

Classroom accommodationsBraille, scribe, magnification,

amplification, extended timeNot available

Limited accommodatio

available, such as tran

of tests directions and

into native languag

Untimed, usually takes 1 hour Approximately 1 class periodUntimed, usually take 30 mins

to 1 hour

90 mins for Paper/Pencil; 120

mins for online testing45 minutes

Untimed, it usually take

2 hours

3/9-6/2 LEA decision Fall & Spring 2017Any time of the year as

needed3/1-4/29

1 x year LEA decision 2 x year State requires once every two

years

Only once to determine

student English languageOnce a year

ImmediateDepending on schedule for

hand-scoringTeacher graded About 4 months

Upon the completion of the

test by test administrator3-5 months

DEDOESmarter Balanced

Assessment Consortium DDOE

N/A

DDOE

$3.50/ student

DDOE


7/40


/26/2016


table:

Date Completed:


Inventory:

Name of assessment

Entity requiring assessment

state SEA or other age ncy; district; or

school

Grade(s) tested

Course(s) or subjects tested

Which students are eligible or

required to take assessment?

Type of assessment summative;

interim/benchmark; formative;

diagnostic

Number of years assessment has

been administered

To which content standards is the

assessment aligned? (source of

alignment verification)

Intended purpose(s) of the

assessment

Intended use(s) of the assessment(See note 1. below)

Users of the assessment

Do users of the assessment use it for

its intended use(s)?

ACCESS ALT IEP Benchmark Assessments

Triennial PsychoEducational Evaluation

(battery of assessments specific to each

student's need)

Federal/State DDOE Federal/State

K-4 K-4 K-4Reading, writing, listening,

speakingSpecific to student need Specific to student need

Students identified as ELL

who have significant cognitive

disabilities

Students identified as

eligible for special-

education services

Students identified as eligible

for special-education services

orStudents referred forevaluation from RtI process or

Students for whom parentshave requested evaluation

English language proficiency Benchmark Diagnostic

12 years - -


Development StandardsDepends on IEP goals N/A

To measure an ELL student

with significant cognitive

disabilities level of English

language proficiency at year-

end.

To measure student

progress toward IEP Annual

Goals

To measure student academic

achievement and/or

behavioral progress


appropriate educational

setting. To monitor state and

local progress toward Title III

goals.

To progress monitor the

appropriateness of the goaland the effectiveness of IEP

implementation

To develop appropriate IEP

goals and benchmarks. To

provide information aboutstudent progress to multiple

stakeholders. To continue or

discontinue eligibility status.



School, Teachers, and

Families

School, Teachers, and

Families

Yes Yes Yes


8/40


/26/2016

Name of assessment

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.

Type of administration

Item type(s)

Accom modat ions /Suppo rts

Test administration time

Testing window(s) - 2015-16 School

Year

Test frequency

Time between test administration and

results to users

Vendor

Contract expiration date

Entity that holds contract

Annu al cos t

(total and per student)

Funding source(s)

ACCESS ALT IEP Benchmark Assessments

Triennial PsychoEducational Evaluation

(battery of assessments specific to each

student's need)

3 - Usefulness dependenton the quality of the IEP

4 - Diagnostic and adaptive toindivdual student needs;Useful to IEP team for

individual students

Paper-pencil Various One-on-one; indivdiual

Multiple-Choice and essay in

writing

Writing prompts, behavior

charts, fluency passages,

etc. (dependent on goal)

Interviews and performance

based tasks

Limited accommodations are

available, such as translation

of tests directions and items

into native language

As required by IEP Not available

Untimed, it usually takes about

2 hours

Less than 30 minutes per

goal (often included in

regular instructional

acitivites and not separate)

Untimed, it usually takes about

90 minutes to 3 hours

3/1-4/29 End of each quarter Any time of the year as

needed

Once a year 4 x year At least once every 3 years

3-5 months Immediately Within 1 month

Multiple vendors and

teacher-created material,depending on the goal

Multiple vendors for individual

assessments; all are norm-

referenced and nationally

accepted

IDEA, Curriculum IDEA


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ame of Individual(s) completing the

table:

Date Completed:


Inventory:

me of assessment Scholastic Reading Inventory Dibels Oral Reading Fluency (ORF)Bi-Weekly ELA Curri culum

AssessmentsELA Unit Assessments Quarter ly ELA Wri ting Assessment Scholast ic Phonics Invent

ity requiring assessment

e SEA or other agency; district; or

oolCSD CSD CSD CSD CSD CSD

de(s) tested 5-6 5-6 5-6 5-6 5-6 5-6

urse(s) or subjects tested ELA ELA ELA ELA ELA ELA

ch students are eligible or

uired to take assessment?All students All students

All students in these gradeswho are also required to

take regular state

assessment


take regular state

assessment


take regular state

assessment

All students reading b500L and all student

System 44 (phonem

intervention)

e o assessmen summa ve;

rim/benchmark; formative; Benchmark Diagnostic Summative Summative Summative Diagnostic

mber of years assessment has

n administered>6 15+ 2 3 2 5

which content standards is the

essment aligned? (source of

nment verification)N/A N/A

Common Core StateStandards (CCSS) in

English languagearts/literacy





N/A

nded purpose(s) of the

essmentMeasure Student Lexile Measure Student ORF


ELA standards


ELA standards

Measure student knowl-

edge of ELA standards in

writing

Measure Student Phon

and Sight Word Fluen

Accuracy

nded use(s) of the assessment

e note 1. below)

Predictive

Diagnostic

Instructional uses

Teacher evaluation

Diagnostic

Instructional uses

Predictive

Instructional uses

Predictive

Instructional uses

Predictive

Instructional uses

Diagnostic

Instructional uses

ers of the assessment District, School, & Teachers School & Teachers Teachers Teachers Teacher Teachers

users of the assessment use it for

ntended use(s)?Yes Yes Yes Yes Yes Yes

Darren Guide, Eugene Montano, Marie Conway, Sharon Densler

Summer 2015

Grades 5 & 6 - All Subjects


10/40


f: 1/26/2016 P

me of assessment Scholastic Reading Inventory Dibels Oral Reading Fluency (ORF)Bi-Weekly ELA Curri culum

AssessmentsELA Unit Assessments Quarter ly ELA Wri ting Assessment Scholast ic Phonics Invent

what degree do users of the

essment find it useful or not

ful?

not useful

somewhat useful

useful

very useful

plain why.

3- helps to identifyappropriate placement for

students

3- helps to identify

appropriate placement for

students

2- tends to be redundantwhen using unitassessments

2- district staff find itaccurately predicts

performance on stateassessment


performance on stateassesment

4

e of administration Computer Paper/Pencil Paper/Pencil Paper/Pencil Paper/Pencil Computer

m type(s) Multiple choice Reading PassageMultiple Choice,

Constructed Responses

Multiple Choice,

Constructed ResponsesPerformance Task (Essay) Multiple Choice

o mmod atio ns/Su ppo rtsUntimed, Computer

Adaptive1-1 Administration

Graphic organizers, Extra

Time


Time


TimeComputer Adaptiv

t administration time 25-35 minutes 1 minute up to 90 minutes up to 180 mintues up to 180 minutes 20 mins

ting window(s) - 2015-16 School

r

8/31-9/25,

10/13-10/28,

12/7-1/15,

3/7-3/23,

5/2-6/3

Week of 10/26; week of

1/18; week of 3/21; week of

5/30

completed by 9/22; 10/6;

11/3; 11/17; 12/18; 1/13;

2/12; 2/29; 3/24; 4/15; 5/13;

5/27

completed by 10/16; 12/4;

1/29; 3/11; 4/29

Week of 10/26;

Week of 1/18;

Week of 3/21;

Week of 5/30

8/31-9/25,

12/7-1/15,

5/2-6/3

t frequency3 x year (5 x for students in

Reading Intervention)

4 x year (can be weekly as

needed)

Approximately 1x every 2

weeks1 x every 5 weeks 4 x year 3 x year

e between test administration and

ults to usersImmediate Immediate 1-2 days 3-5 days 3-5 days Immediate

ndor Scholastic HMH DIBELS McGraw HillMcGraw Hill & Scholastic

(Read 180 students)

Capital School District

developed assessmentScholastic HMH

ntract expiration date N/A N/A N/A N/A N/Aity that holds contract District District District District District

ual c ost

al and per student)$0 $0 $0 $0 $0

ding source(s)


11/40


f: 1/26/2016 P


table:

Date Completed:


Inventory:

me of assessment



ool

de(s) tested

urse(s) or subjects tested


uired to take assessment?


rim/benchmark; formative;


n administered



nment verification)


essment


e note 1. below)

ers of the assessment


ntended use(s)?

Scho last ic Mat h Inv ent or y Mi d- and End -of -Un it ass es sment s Common Format ive Ass es sment s Common Summat iv e Ass es sment s DCAS Sci en ce IOWA Alg Ass es sment

CSD CSD CSD District State CSD

5-6 5-6 5-6 5-6 5 6

Math Math Math Science Science Math

All Students


take regular state

assessment


take regular state

assessment

All students

All students in Grade 5 who

are also required to take the

regular state assessment

All students in Grade 6

are also required to tak

regular state assessm

Benchmark Summative Formative Summative SummativePlacement Alg 1 in M

School

>8 5 >8 10 5 >6

Math CCSS

(www.Quantiles.com)

Publisher's Criteria/IMET

ToolIMET/CCSS

Delaware Prioritized State

Science Standards


Science standards

Math CCSS (Alignm

doc?)

Identify Student QuantileMeasures student mastery

of Math Standards

Measures student mastery

of Math Standards


of Science Standards

1. Determine student


content standards

2. Help teachers improveclassroom instruction

Student placement

Accelerated Math Gra

or Alg 1 Grade 8

Predictive

Diagnostic

Instructional uses

Teacher evaluation

Predictive

Instructional uses

Predictive

Instructional uses

Predictive

Instructional uses

Student achievement,

Instructional uses

Predict math performan

Algebra

District, School, & Teachers Teachers Teachers TeachersState, District, School,

Teachers, & FamiliesDistrict, School, & Tea

Yes Yes Yes Yes Yes Yes


12/40


f: 1/26/2016 P

me of assessment



ful?

not useful

somewhat useful

useful

very useful

plain why.

e of administration

m type(s)

o mmod atio ns/Su ppo rts

t administration time


r

t frequency


ults to users

ndor

ntract expiration date

ity that holds contract

ual c ost

al and per student)

ding source(s)

Scho last ic Mat h Inv ent or y Mi d- and End -of -Un it ass es sment s Common Format ive Ass es sment s Common Summat iv e Ass es sment s DCAS Sci en ce IOWA Alg Ass es sment

4- helps to identifyappropriate placement forstudents. It also identifies

areas of strength andweekness which teachers

use to differentia theirlessons.


performance on stateassessment and teachersuse it to gauge student'smastery of the content.

4-useful to assess studentunderstanding of content

and adjust instructionbased on feedback from

these assessments.


2-useful to assessunderstanding of K-5

science standards

4-very useful in schedstudents at Central Mi

School

Computer Paper/Pencil Paper/Pencil Paper/Performance Plus Computer Paper/Pencil

Multiple ChoiceMultiple Choice,

Constructed ResponsesMultiple Types Multiple Types

Multiple choice and

technology-enhanced itemsMultiple Choice

Untimed, Computer

Adaptive


TimeClassroom as needed As needed


disabilities and English

Language learners

None

30-45 mins 45-90 mins 45-90 minutes 50 minutes 90 minutes 45 minutes

8/31-9/25,

10/13-10/28,

12/7-1/15,

3/7-3/23,

5/2-6/3

10/5-10/16,

11/23-12/4,

1/18-1/29,

3/7-3/18,

5/6-5/20

Based on unit pace (weekly) End of each unit (DATES?) 3/10-6/2 Spring (Dates?)

3 x year (5 x for students in

Math Intervention)1 x every 5 weeks

3-4 common formatives in

every unit (2-5 weeks)4 x year 1 x year 1 x year

Immediate 3-5 days 2 days 2 weeks Immediate 2 weeks

Scholastic HMH Houghton Mifflin Harcourt Houghton Mifflin Harcourt District DDOE Riverside Publishing/H

N/A ? N/A N/ADistrict District District District N/A

$0 $0 $0$2,500 (1,000 tests gr

6 & 7)CSD CSD CSD CSD


13/40


f: 1/26/2016 P


table:

Date Completed:


Inventory:

me of assessment



ool

de(s) tested







n administered



nment verification)


essment


e note 1. below)



ntended use(s)?

Smarter ELA Smarter Math Smarter Interim Blocks DPAS II Pre- & Post-Tests DCAS-Alt1 W-APT

Federal/State Federal/StateOptional at district/school

levelDDOE DDOE USED, State

5-6 5-6 5-6 5-6 5-6 5-6

ELA/Reading Math Reading/ELA or Math Content SpecificReading, Math & Social

Studies

Reading, writing, liste

speaking


take regular state

assessment


take regular state

assessment

All students All studentsStudents with disabilities in

grades 3-11

Diagnostic test fo

identifying ELL stude

Summative Summative Interim Diagnostic SummativeEnglish language

proficiency

1 1 1 3 4 12 years

Common Core State

Standards (CCSS) in

English language

arts/literacy (Smarter

Balanced Assessment

Common Core State

Standards (CCSS) in


Balanced Assessment

Consortium)

Common Core State

Standards in English


and/or Mathematics

Vary by content area focus

Delaware Content

Standards Grade-Band

Extensions (based on

Common Core State

Standards)

WIDA English Langu

Development Standa

1. Meet federal

requirements for school

accountability.

2. Measure student


CCSS in ELA/Lit.3. Serve as the primary

indicator for other high-

stakes purposes.

1. Meet federal


accountability.

2. Measure student


CCSS in ELA/Lit.3. Serve as the primary


stakes purposes.

Improve classroom

instruction

Measure student growth

across year

1. Meet federal


accountability.

2. Measure student



grade-band extension3. Serve as the primary


stakes purposes.

To screen students

placement



Measure College and

Career Readiness



Measure College and

Career Readiness

Assess CCSS,


Student support

Teacher evaluation




To place ELL student

the appropriate educa

setting in order to pro

required services


Teachers, Families, &

Various Stakeholders




District, school, teachers,

and familiesState, teacher

State, district, school,

teachers, and families

District, school, teach

and families

To Be Determined To Be Determined To Be Determined Yes Yes Yes


14/40


f: 1/26/2016 P

me of assessment



ful?

not useful

somewhat useful

useful

very useful

plain why.

e of administration

m type(s)




r

t frequency


ults to users

ndor



ual c ost

al and per student)

ding source(s)

Smarter ELA Smarter Math Smarter Interim Blocks DPAS II Pre- & Post-Tests DCAS-Alt1 W-APT

2- staff use thisassessment as a part of

their evaluation; it would notbe given if it were not for

Component V

Online adaptive tests Online adaptive tests Online tests Paper/Pencil

One-on-one testing; teacher

uses script and materials

provided; test administrator

enters student responses

into an on-line system

Online test



response items, and

Performance Task



response items, and

Performance Task



response items, and

Performance Task

Varies by content area

focusMultiple-choice items

Multiple-Choice and e

in writing


disabilities, English

Language learners, and

students needing supports









Classroom

accommodations


any accommodation for

which the student already

receives as part of regular

instruction (with a few

exceptions)

Not available


hours


hours

Approximately 1 class

periodUntimed, up to 90 mins

Untimed, usually takes 1

hour45 minutes

3/10-6/2 3/10-6/2 LEA decision Fall & Spring 3/9-6/2Any time of the year

needed

1 x year 1 x year LEA decision 2 x year 1 x year Only once to determ

student English langu

eligibility only

Undetermined UndeterminedDepending on schedule for

hand-scoringTeacher graded Immediate

Upon the completion o

test by test administr

Smarter Balanced


Smarter Balanced


Smarter Balanced

Assessment ConsortiumDDOE DEDOE WIDA Consortium

N/ADDOE

$3.50/ student

DE DOE


15/40


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table:

Date Completed:


Inventory:

me of assessment



ool

de(s) tested







n administered



nment verification)


essment


e note 1. below)



ntended use(s)?

ACCESS ACCESS ALT

USED, State USED, State

5-6 5-6Reading, writing, listening,

speaking


speaking



who have significant

cognitive disabilities

English language

proficiency

English language

proficiency

12 years 12 years





To measure an ELL

students level of English

language proficiency at year

end.




language proficiency at yearend.

To place students in the


setting. To monitor state

and local progress toward

Title III goals.





Title III goals.





Yes Yes


16/40


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me of assessment



ful?

not useful

somewhat useful

useful

very useful

plain why.

e of administration

m type(s)




r

t frequency


ults to users

ndor



ual c ost

al and per student)

ding source(s)

ACCESS ACCESS ALT

Paper-pencil Paper-pencil

Multiple-Choice and essay

in writing


in writing

Limited accommodations

are available, such as

translation of tests

directions and items into

native language





native language

Untimed, it usually takes

about 2 hours


about 2 hours

3/1-4/29 3/1-4/29

Once a year Once a year

3-5 months 3-5 months

WIDA Consortium WIDA Consortium


17/40


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me of Individual(s) completing the

table:

Date Completed:


Inventory:

me of assessment Scho last ic Read ing In ven to ry Scho last ic Ph on ics In ven to ry EL A Un it Assessmen ts Sch ol ast ic Mat h In ven to ry American Principles Unit

Assessment

Historical Research Unit

Assessment

ty requiring assessment


ool

CSD CSD CSD CSD School School

de(s) tested 7-8 7-8 7-8 7-8 8 7

rse(s) or subjects tested ELA ELA ELA Math Social Studies Social Studies


uired to take assessment?All students

All students reading below

500L and all students in

System 44 (phonemic

intervention)

All students in these grades

who are also required to

take regular state

assessment

All Students



take regular state

assessment



take regular state

assessment

e of assessment summative;

rim/benchmark; formative;Benchmark Diagnostic Summative Benchmark Summative Summative


n administered>6 5 10 >8 1 1



nment verification)

N/A N/A

Common Core State

Standards (CCSS) in

English language

arts/literacy

Math CCSS

(www.Quantiles.com)

Delaware Social Studies

Civics standards

Delaware Social Studies

History standards


essmentMeasure Student Lexile

Measure Student Phonemic

and Sight Word Fluency &

Accuracy


ELA standardsIdentify Student Quantile


SS standards


SS standards


e note 1. below)

Predictive

Diagnostic

Instructional uses

Teacher evaluation

Diagnostic

Instructional uses

Diagnostic

Instructional uses

Predictive

Diagnostic

Instructional uses

Teacher evaluation

Diagnostic

Instructional uses

Diagnostic

Instructional uses

rs of the assessment District, School, & Teachers Teachers School & Teachers District, School, & Teachers School & Teachers School & Teachers


ntended use(s)?Yes Yes Yes Yes Yes Yes

Darren Guide, Eugene Montano, Catherine Kuntzi, Sharon Densler

Summer 2015

Grades 7 & 8 - All Subjects


18/40


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me of assessment Scho last ic Read ing In ven to ry Scho last ic Ph on ics In ven to ry EL A Un it Assessmen ts Sch ol ast ic Mat h In ven to ry American Principles Unit

Assessment

Historical Research Unit

Assessment


ful?

not useful

somewhat useful

useful

very useful


students


students & areas ofsuccess in each unit

assessed

3 - Teachers can adjustinstructional strategies

based on studentperformance

3 - Teachers can adjustinstructional strategies

based on studentperformance

e of administration Computer Computer Computer or Paper/Pencil Computer Paper booklet/scantron Paper booklet/scantron

m type(s) Multiple choice Multiple ChoiceMultiple Choice,

Constructed ResponsesMultiple Choice

Multiple Choice/Short

Answer

Multiple Choice/Short

Answer

o mmod ation s/Supp ort sUntimed, Computer

AdaptiveComputer Adaptive Some chunking for SWD

Untimed, Computer

AdaptiveChunking, Extended time Chunking, Extended time

t administration time 25-35 minutes 20 mins up to 90 mins 30-45 mins 90 minutes 90 minutes

ting wind ow(s) - 2015-16 School

r

8/31-9/25,

10/13-10/28,

12/7-1/15,

3/7-3/23,5/2-6/3

8/31-9/25,

12/7-1/15,

5/2-6/3

Completed by: 10/16; 12/4;

1/29; 3/11; 4/29

8/31-9/25,

10/13-10/28,

12/7-1/15,

3/7-3/23,5/2-6/3

Week of 10/26 Week of 1/18

t frequency3 x year (5 x for students in

Reading Intervention)3 x year 3-5 x Marking Period

3 x year (5 x for students in

Math Intervention)1 x year 1 x year


ults to usersImmediate Immediate One week Immediate 24-48 hours 24-48 hours

dor Scholastic HMH Scholastic HMH CSD Scholastic HMH CMS CMS

tract expiration date N/A N/A N/A N/A NA N/Aity that holds contract District District District District NA N/A

u al cos t

al and per student)$0 $0 $0 $0 $0 $0

ding source(s)


19/40


f: 1/26/2016


table:

Date Completed:


Inventory:

me of assessment



ool

de(s) tested

rse(s) or subjects tested






n administered



nment verification)


essment


e note 1. below)

rs of the assessment


ntended use(s)?

Per fo rman ce Pl us Un it PreTest s Commo n Summat ive Assessmen ts Perf ormance Pl us Uni t PreTest s Commo n Summat ive Assessmen ts AAPPL IOWA Al g Assessmen t

District District District District District CSD

7-8 7-8 7-8 7-8 8 7

Science Science Social Studies Social Studies French Level I Math



take regular state

assessment



take regular state

assessment



take regular state

assessment



take regular state

assessment

8th grade students who

have completed both 7th

and 8th grade French

course


are also required to take

the regular state

assessment

Formative Summative Formative Summative Summative Placement Alg 1 in Grade 8

4 10 4 10 1 >6


Science Standards


Science Standards


Social Studies Standards



World Readiness

Standards for Learning

Languagaes (listening,

speaking, reading and

writing)

CCSS/IOWA Research

Document






of Soc ial Studies

Standards


of Social Studies

Standards

Determine student

proficency levels in French

Student placement in Alg 1

Grade 8

Instructional usesPredictive

Instructional usesInstructional uses

Predictive

Instructional uses

Diagnostic

Student PlacementPredictive

Teachers Teachers Teachers Teachers Schools District, School, & Teachers

Yes Yes Yes Yes Yes Yes


20/40


f: 1/26/2016

me of assessment


ful?

not useful

somewhat useful

useful

very useful

e of administration

m type(s)

o mmod ation s/Supp ort s



r

t frequency


ults to users

dor

tract expiration date


u al cos t

al and per student)

ding source(s)

Per fo rman ce Pl us Un it PreTest s Commo n Summat ive Assessmen ts Perf ormance Pl us Uni t PreTest s Commo n Summat ive Assessmen ts AAPPL IOWA Al g Assessmen t

3-useful to see studentgrowth in science during

the school year




4- the assessment showsthe students' proficency

levels in French and wereused to determine 9thgrade WL placement

4-very useful in schedulingstudents at Central Middle

School

Paper/Performance Plus Paper/Performance Plus Paper/Performance Plus Paper/Performance Plus Computer Paper/Pencil

Mulitiple types Multiple Types Multiple Types Multiple Types

Performance-based

assessment of standards-

based language learning

across the three modes of

communication

(Interpersonal, Interpretive,

and resentational

Multiple Choice

As needed As needed As needed As needed None None

15 minutes 50 minutes 15 minutes 50 minutes 2 hours 45 minutes

10/5-10/16,

11/23-12/4,

1/18-1/29,

3/7-3/18,5/6-5/20

10/12-10/30,

1/4-1/22,

3/14-3/31,5/16-5/31

Completed by 9/30

Week of 10/26; Week of

1/18; Week of 3/21; Week

of 5/30

5/15 - 5/31 4/25-5/20 ( 7th grade only)

5 x year 4 x year 1 x year 4 x year 1 x year 1 x year

1 week 2 weeks 1 week 2 weeksImmediately (in part); 2

weeks (in part)2 weeks

District District Middlebury Riverside Publishing/HMH

N/A N/A N/A

N/A N/A DDOE N/A

$0 $0$2,500 (1,000 tests grades

6 & 7)CSD


21/40


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table:

Date Completed:


Inventory:

me of assessment



ool

de(s) tested







n administered



nment verification)


essment


e note 1. below)



ntended use(s)?

DCAS Science DCAS Social Studies Smarter ELA Smarter Math Smarter Interim Blocks National Assessment of Educational

Progr ess (NAEP)

State State Federal/State Federal/StateOptional at district/school

levelFederal/State

8 7 7-8 7-8 7-8 8

Science Social Studies ELA/Reading Math Reading/ELA or MathReading, Mathematics,

Science, Writing



the regular state

assessment



the regular state

assessment



take regular state

assessment



take regular state

assessment

All studentsSample of all students ingrade 8 who also take the


Summative Summative Summative Summative Interim National survey test

5 5 1 1 1 25


Science Standards



Common Core State

Standards (CCSS) in

English language

arts/literacy (Smarter

Balanced Assessment

Common Core State

Standards (CCSS) in


Balanced Assessment

Consortium)

Common Core State



and/or Mathematics

Common Core State

Standards



content standards

2. Help teachers improve

classroom instruction



content standards



1. Meet federal


accountability.

2. Measure student


CCSS in ELA/Lit.



stakes purposes.

1. Meet federal


accountability.

2. Measure student


CCSS in ELA/Lit.



stakes purposes.

Improve classroom

instruction


of reading, mathematics

and science


Instructional uses


Instructional uses



Measure College and

Career Readiness



Measure College and

Career Readiness

Assess CCSS,


Student support

Predict the performance on

national assessment


Teachers, & Families










and families


school district levels

Yes Yes To Be Determined To Be Determined To Be Determined Yes


22/40


f: 1/26/2016

me of assessment


ful?

not useful

somewhat useful

useful

very useful

e of administration

m type(s)




r

t frequency


ults to users

dor



u al cos t

al and per student)

ding source(s)

DCAS Science DCAS Social Studies Smarter ELA Smarter Math Smarter Interim Blocks National Assessment of Educational

Progr ess (NAEP)

1-not useful1 - Feedback obtained late

in the year and can't beused to tailor instruction

Computer Computer Online adaptive tests Online adaptive tests Online tests Paper-pencil & online

Multiple choice and

technology-enhanced items

Multiple choice and




response items, and

Performance Task



response items, and

Performance Task



response items, and

Performance Task

Multiple-choice, constructed-

response items, and essay

in writing



Language learners



Language learners













Braille, scribe,

magnification, amplification,

extended time

90 minutes 90 minutesUntimed, usually takes 3-4

hours


hours

Approximately 1 class

period

90 mins for Paper/Pencil;

120 mins for online testing

3/10-6/2 3/10-6/2 3/10-6/2 3/10-6/2 LEA decision 2017

1 x year 1 x year 1 x year 1 x year LEA decisionState requires once every

two years

Immediate Immediate Undetermined UndeterminedDepending on schedule for

hand-scoringAbout 4 months

DDOE DDOESmarter Balanced


Smarter Balanced


Smarter Balanced


National Center for

Education Statistics


23/40


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table:

Date Completed:


Inventory:

me of assessment



ool

de(s) tested







n administered



nment verification)


essment


e note 1. below)



ntended use(s)?

DPAS II Pre- & Post-Tests DCAS-Alt1 W-APT ACCESS ACCESS ALT

DDOE DDOE USED, State USED, State USED, State

7-8 7-8 7-8 7-8 7-8

Content SpecificReading, Math & Social

Studies


speaking


speaking


speaking

All studentsStudents with disabilities in

grades 3-11

Diagnostic test for

identifying ELL studentsStudents identified as ELL

Students identified as ELLwho have significant

cognitive disabilities

Diagnostic SummativeEnglish language

roficienc

English language

roficienc

English language

roficienc

3 4 12 years 12 years 12 years

Vary by content area focus

Delaware Content

Standards Grade-Band

Extensions (based on

Common Core State

Standards)








across year

1. Meet federal


accountability.

2. Measure student



grade-band extension

3. Serve as the primaryindicator for other high-

stakes purposes.

To screen students for

placement

To measure an ELL

students level of English

language proficiency at

yearend.




language proficiency at

year-end.

Teacher evaluation




To place ELL students in

the appropriate educational

setting in order to provide

required services

To place students in the




Title III goals.





Title III goals.

State, teacherState, district, school,



and families





Yes Yes Yes Yes Yes


24/40


f: 1/26/2016

me of assessment


ful?

not useful

somewhat useful

useful

very useful

e of administration

m type(s)




r

t frequency


ults to users

dor



u al cos t

al and per student)

ding source(s)

DPAS II Pre- & Post-Tests DCAS-Alt1 W-APT ACCESS ACCESS ALT

Paper/Pencil

One-on-one testing;

teacher uses script and

materials provided; test

administrator enters student

responses into an on-line

Online test Paper-pencil Paper-pencil

Varies by content area

focusMultiple-choice items


in writing


in writing


in writing

Classroom

accommodations


any accommodation for

which the student already

receives as part of regular

instruction (with a few

exceptions)

Not available





native language





native language

Untimed, up to 90 minsUntimed, usually takes 1

hour45 minutes


about 2 hours


about 2 hours

Fall & Spring 3/9-6/2Any time of the year as

needed

3/1-4/29 3/1-4/29

2 x year 1 x year

Only once to determine

student English language

eligibility only

Once a year Once a year

Teacher graded ImmediateUpon the completion of the

test by test administrator3-5 months 3-5 months

DDOE DEDOE WIDA Consortium WIDA Consortium WIDA Consortium

N/A

DDOE

$3.50/ student

DDOE


25/40


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table:

Date Completed:


Inventory:

me of assessment Scholast ic Reading Inventory Scholast ic Phonics Invent ory Scholast ic Math Inventory Common Summat ives

tity requiring assessment

te SEA or other agency; district; or

hool

CSD CSD CSD District

ade(s) tested 9-12 9-12 9-12 9-12

urse(s) or subjects tested ELA ELA Math All Content Areas


quired to take assessment?All students

All students reading below

600L and all students in

System 44 (phonemic

intervention)

All StudentsAll students in credit-

bearing courses

pe of assessment summative;

erim/benchmark; formative;Benchmark Diagnostic Benchmark Summative


en administered>6 5 0 4




N/A N/AMath CCSS

(www.Quantiles.com)

Delaware Standards for

Content

ended purpose(s) of the

sessmentMeasure Student Lexile

Measure Student Phonemic

and Sight Word Fluency &

Accuracy

Identify Student QuantileMeasure student mastery of

content standards in unit

Darren Guide, Eugene Montano, Melissa Butz-Miller, Sharon Densler

Summer 2015

Grades 9-12 - All Subject s


26/40


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ended use(s) of the assessment

ee note 1. below)

Predictive

Diagnostic

Instructional uses

Teacher evaluation

Diagnostic

Instructional uses

Predictive

Diagnostic

Instructional uses

Teacher evaluation

Predictive

Instructional uses


ers of the assessment District, School, & Teachers Teachers District, School, & TeachersSchool, Teachers &

Familiesusers of the assessment use it for

intended use(s)? Yes Yes Yes Yes



eful?

not useful

somewhat useful

useful

very useful

plain why.


students for grade 9 asthere are options for

support2 - not used for scheduling

purposes (AP, Honors, etc.)but is used by teachers in

the classroom for groupingof students

ELA, Math, CTE: 3 - helpsinform student

understanding of content;usable data that helpsinform instruction andclassroom activities;

Science: 1/2 - useful toguide instruction,

problematic in terms ofdifferentiated instruction,

not all instruction occurs atthe same place or at thesame time - especially with

A/B schedule

pe of administration Computer Computer Computer Paper/Pencil or Computer


27/40


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m type(s) Multiple choice Multiple Choice Multiple Choice Varied

co mmod atio ns/Sup port sUntimed, Computer

AdaptiveComputer Adaptive

Untimed, Computer

Adaptive

Scaffolding, extra time, etc.

as per IEP

accommodations

st administration time 25-35 minutes 20 mins 30-45 mins up to 90 mins

sting wind ow(s) - 2015-16 School

ar

8/31-9/25,

10/13-10/28,

12/7-1/15,

3/7-3/23,

5/2-6/3

8/31-9/25,

12/7-1/15,

5/2-6/3

8/31-9/25,

12/7-1/15,

5/2-6/3

Course Specific

st frequency3 x year (5 x for students in

Reading Intervention)3 x year 3 x year 3-4 x Marking Period


sults to usersImmediate Immediate Immediate up to 1 week

ndor Scholastic HMH Scholastic HMH Scholastic HMH District

ntract expiration date N/A N/A N/A N/Atity that holds contract District District District CSD

nu al cos t

tal and per student)$0 $0 $0 $0

nding source(s)


28/40


of: 1/26/2016 Pag


table:

Date Completed:


Inventory:

me of assessment



hool

ade(s) tested







en administered





sessment

Quarterly Assessments AP Exams CTE Pathway Certifications DCAS EOC - Algebra II

District College Board District State

9-12 10-12 11-12 Algebra II

All Content Areas ELA, Math, Science, SocialStudies, Others

ECE, Plant & Animal Sci,

CNA, Com Tech, Business,

HVAC, CAD, Culinary

Algebra II

All students in credit-

bearing courses

All students enrolled in

Advanced Placement

Courses

All Level III CompletersOptional for students

enrolled in Algebra II

Summative Summative Summative, Certification Summative

4 10+ years 2 5

Delaware Standards for

Content

ELA & Math CCSS

(Independent review by

College Board:

http://media.collegeboard.c

om/digitalServices/pdf/research/RR2011-8.pdf)

CTE Pathway Specific

Content Standards

Delaware Algebra II

Standards


content standards in

marking period (multiple

units)

Measure college readiness

depending on AP course

Measure student mastery &

provide Certification


Math course standards


29/40


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me of assessment


ee note 1. below)



intended use(s)?



eful?

not useful

somewhat useful

useful

very useful

plain why.

pe of administration


Diagnostic

Instructional uses


District accountability

Instructional uses

College admissions

Advanced Placement credit

District accountability,

Career Placement

Diagnostic

Instructional uses

Teacher evaluation

School, Teachers &

Families

District, School, Teachers &

Families

District, School, Teachers &

FamiliesState, District

Yes Yes Yes No, a , : - e ps

inform studentunderstanding of content,but analysis of data is not

as useful as during markingperiod; poor data as

students do not understandimpact of assessment;

large attendance issuescause data to be unreliable;loss of instructional time to

administer exams;

Science, Social Studies: 1

- students do not takeseriously, no purposeful

feedback, massive loss ofinstruction time, no time forremediation, difficult to

align with A/B schedule,glorified unit assessments,schedule and instruction

disruption, routinedisruption, reduces

3 - colleges anduniversities find it

accurately predictsperformance in college, but

the results are not usefulfor educators to inform

instruction as the data is forstudents that have already

completed the course

4 - grants certifications forcareers/job, immediate

feedback, assesscurriculum and program

effectiveness Comp Techand Business - 1 too

narrow and not applicable

business world

2 - little specific feedback;coursework from previousand not current classes

Paper/Pencil or Computer Paper/PencilComputer, Hand-on

Performance TasksComputer


30/40


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me of assessment

m type(s)

co mmod atio ns/Sup port s

st administration time


ar

st frequency


sults to users

ndor


tity that holds contract

nu al cos t

tal and per student)

nding source(s)


VariedMultiple choice and free-

response questions

Multiple Choice/Scenario-

based

Multiple choice and


Scaffolding, extra time, etc.

as per IEP

accommodations

Braille and large print

editions of assessmentIEP based - if requested



Language learners

up to 90 mins

4 hours (3 hours of testingtime with 1 hour of

instructions read aloud andbreaks) per exam

3-5 hours 3 hours

10/23-28,

1/13-19,

3/18-23,

6/1-6

5/2-6,

5/9-13

May or at the end of each

semester (CNA)

8/31-3/31,

4/4-6/2

4 x year 1 x year 1 x year (2 x CNA) 2 x year

up to 1 week 2 months Immediate Immediately

District College Board

NOCTI and prometrics, Red

Cross, Educational Testing

Services, Certiport,

ServSafe, EMS, American

Heart Association

DDOE

N/A N/A N/A

CSD CSD District

$0$85.00 per student enrolled

in AP

-test (student pays for

Students and/or local funds State funds - 509


31/40


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table:

Date Completed:


Inventory:

me of assessment



hool

ade(s) tested







en administered





sessment

DCAS Science DCAS US History EOC Smarter Interim Blocks SAT School Day

State StateOptional at district/school

levelState

10 11 9-11 11

Science Social Studies Reading/ELA or Math Reading, Mathematics,Writing



take the regular state

assessment



take the regular state

assessment

All students

All students in grade 11

who also take the general

state assessment.

Summative Summative Interim College entrance test

5 5 1 5


Science Standards



Common Core State



and/or Mathematics

Common Core State

Standards



content standards





for past 3 years

Improve classroom

instruction

Measure student readiness

for college


32/40


of: 1/26/2016 Pag

me of assessment


ee note 1. below)



intended use(s)?



eful?

not useful

somewhat useful

useful

very useful

plain why.




Instructional uses


Instructional uses

Assess CCSS,


Student support


Instructional uses

College admissions

State, DistrictState, District, School,






No Yes To Be Determined Yes

2 - little specific feedback;coursework from previousand not current classes

1 - it is not a US Historytest. It is a general Social

Studies test.

Computer Computer Online tests Paper/Pencil


33/40


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me of assessment

m type(s)




ar

st frequency


sults to users

ndor


tity that holds contract

nu al cos t

tal and per student)

nding source(s)


Multiple choice and


Multiple choice and




response items, and

Performance Task

Multiple-Choice & Essay



Language learners



Language learners





Braille, scribe,

magnification, amplification,

extended time

90 minutes 90 minutesApproximately 1 class

period3hrs 45 minutes

3/10-6/2 3/10-6/2 LEA decision 2-Mar-16

1 x year 1 x year LEA decision 1 x year

Immediate ImmediateDepending on schedule for

hand-scoringAbout 2 months

DDOE DDOESmarter Balanced

Assessment ConsortiumCollege Board

N/A

DDOE


34/40


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table:

Date Completed:


Inventory:

me of assessment



hool

ade(s) tested







en administered





sessment

PSAT School Day PSSS (PSAT 9th) National Assessment of Educational

Progress (NAEP)DPAS II Pre- & Post-Tests

State District Federal/State DDOE

10 9 12 9-12

Reading, Mathematics,Writing

Reading, Mathematics,Writing

Reading, Mathematics,Science, Writing

Content Specific

All students in grade 10

who also take the general

state assessment.

All students in grades 9 who

are also required to take the

general state assessment

Sample of all students in

grade 12 who also take the


All students

College readiness test College readiness test National survey test Diagnostic

3 1 25 3

Common Core State

Standards

Common Core State

Standards

Common Core State

StandardsVary by content area focus


for college


for college


of reading, mathematics

and science


across year


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me of assessment


ee note 1. below)



intended use(s)?



eful?

not useful

somewhat useful

useful

very useful

plain why.


PSAT School Day PSSS (PSAT 9th) National Assessment of Educational

Progress (NAEP)DPAS II Pre- & Post-Tests


Instructional uses

College admissions


Instructional uses

College admissions

Predict the performance on

national assessmentTeacher evaluation






school district levelsState, teacher

Yes Yes Yes Yes

2- staff use thisassessment as a part oftheir evaluation; it wouldnot be given if it were not

for Component V

Paper/Pencil Paper/Pencil Paper-pencil & online Paper/Pencil


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m type(s)




ar

st frequency


sults to users

ndor


copy of capital student assessment inventory final

Documents