Standard Classroom Assessment Procedures K 5public.volusia.k12.fl.us/elementary-curriculum/Documents/Std... · Developed by K‐12 Curriculum ... Science Formative/Summative Semester

StandardClassroomAssessment

ProceduresK5

DevelopedbyK12Curriculum20122013

TableofContents

StandardClassroomAssessmentProcedures..............................................3ReadingAssessmentDirectionsGrades25..............................................4VolusiaCountyDistrictWritingAssessmentsGrades25...................................8MathematicsInterimAssessmentDirectionsGrade1......................................9MathematicsInterimAssessmentDirectionsGrades25..................................10MathematicsFormative/SummativeSemesterAssessmentDirectionsGrades35..............11ScienceInterimAssessmentDirectionsGrades35.......................................14ScienceFormative/SummativeSemesterAssessmentDirectionsGrade5.....................18GradingandReportingforEnglishLanguageLearners......................................21GradingandReportingforStudentswithDisabilities.......................................24Grade3PortfolioAssessments:TestAdministrationGuidelines..............................28

StandardClassroomAssessmentProcedures

Professional learning communities throughout the district are developing schoolbasedcommonformativeassessments. Thedistrictofficesaredevelopingsummative interimassessments.Oneofthestrengthsofsuchassessments istheirdesignwithcommon itemsalignedtobenchmarks.ScantronAchievementSeriesallowsschoolteamstocompareassessmentdataattheclass,schoolanddistrict level by grade. In order to use these assessments and compare results and trends, it isimportant that the conditions underwhich the assessments are administered are uniform. Listedbelowarebestpracticesforassessmentrecommendedbythesubjectareadepartments:

GeneralInformation District Interim Assessments in reading, math and science are provided as common district

summativeassessments.

Progressmonitoringcalendarsprovidecommonpacingtoensurethatstudentswhotransferfromonebuildingtoanotherhaveanopportunitytolearnthegradelevelcontent.

Studentswillbenefitmostwhentheinterimdataarecollectedandanalyzedbytheteacher/gradelevelteaminatimelymanner.

Resultsaremoremeaningfulwhenanalyzedbystandard/benchmarkratherthan justtheoverallpercentagegrade.

Districtinterimassessmentsaredesignedtobegivenfollowingthepacingofthecurriculummaps(variesforreading,math,andscience).

Conditionsforadministrationofschoolbasedcommonassessmentsshouldbeagreeduponbythegradelevelteams.

Formative/SummativeSemesterAssessments(FSA/SSA)inmathematicsandsciencearedesignedtoincludecontentfromthefirstsemesteronly.Itwouldnotbeunusualtohavealowerscoreatthebeginningoftheyearsincethecontenthasnotbeentaught.

Mathematics and Science eachuse the same semester assessment forboth administrations tomeasuregrowthfrombeginningoftheyeartomidyearinpreparationforFCATassessment.

Ingeneral,classroomassessmentsarenottimed,butstudentsshouldbetrainedtobecomeawareofwhat a reasonable amount of timewould be for different assessments. For example, thereasonable amountof time for a classroom common formative assessmentwouldprobablybeshorter than for a district interim (unit) assessment or the Formative/Summative SemesterAssessments.Additionaltimeshouldbeallowedforindividualstudentswhoneedit.

A studentwith an Individual Education Plan (IEP) should be provided the accommodations onclassroomassessmentsthatwouldbeallowableforthatstudentonFCAT.

AnEnglishLanguageLearner(ELL)shouldbeprovidedtheaccommodationsondistrictassessmentsthatwouldbeallowableforthatstudentonFCAT.Onclassroomassessments,anELLmayreceiveadditionalaccommodationsdependingonthestudentslanguagelevel.

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ReadingAssessmentDirections

InterimAssessmentsGrades25

Passagesorquestionsmaynotbe read toa studentatanygrade,unlessdetermining listeningcomprehensionistheintendedpurposeoftheassessment.

Reading assessments should not be administered in artificially small chunks thatmay actuallyprevent students fromdeveloping stamina for reading ina testingenvironment. Secondgradestudents learning to takeassessmentsmayneed this typeof scaffoldingat first,but shouldbeencouraged to build independent test taking skills. Second semester second graders andmostintermediate students should be able to complete a reading assessment in one session ofapproximately60minutes.BesuretofollowtheguidelinesestablishedforstudentswithanIEP.

Readingassessmentsaredesignedtobeasparallelaspossiblefromunittounit.InsteadofusingaB formor retaking thesameassessment, thenextunitassessmentcanbeused tomeasuregrowthonspecific testedbenchmarks. Weeklyassessmentscanbeused tomonitorgrowthonspecificbenchmarkareasasaresultoffurtherinstructionorintervention.

Interim reading assessments are designed to assess the students ability to apply readingstrategiesinanunfamiliarcontext.Preteachingvocabularythatismeanttobetestedincontext,previewing specific questions or discussing the topics of articles prior to testing invalidates orskewstheresults.

Reviewing reading test items with students and then readministering the same assessmentinvalidatesorskews the results.*NoteStudentswithan IEP that indicates retakesareallowed shouldstillnothavethespecificitemsreviewedbeforereassessment.

Whenadministeringaninterimreadingassessmentusethefollowingdirections.

Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.Afteryoureadeacharticle,passage,essay,orpoem,answerthequestionsthatfollow.Itisimportanttoanswereachquestion.Fillinthebubblescompletelyonyouranswersheetanderaseanystraymarks.Writetheshortandextendedresponse(s)inthebox(es)provided.

Youwillhaveapproximately____minutestocompletethetest.(4560minutes)Raiseyourhandifyouhaveanyquestions.Youmaybegin.

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WhenadministeringaDevelopmentalReadingAssessment(DRA)usethefollowingprotocol.

TheDRAshouldbegivenfollowingstandarddirectionsprovidedfortheassessment. DRApassagesarenotpresented to students foranyotherpurposeother than theassessment.

Thetextshouldnotbefamiliartostudents. TheretellingsectionmustbegivenandscoredonthecomprehensionrubricbeginningatDRA

Level4.Thereadinglevelisdeterminedtobethehighestlevelwherebothaccuracyandcomprehensionareatproficientlevels.

InstructionshouldnottakeplaceduringtheadministrationoftheDRA.

WhenadministeringtheFAIRassessmentsusethefollowingprotocol.

K2FAIRassessmentshouldcloselyfollowstandardadministrationprocedures. K2FAIRismeanttobeadministeredbytheteacherofthestudents. InstructionshouldnottakeplaceduringtheadministrationofFAIR.

AccommodationsforStudentswithDisabilitiesforReading/LanguageArtsAssessments

Assessment Accommodations Rationale/Comments

TeacherCreatedAssessments

*VariesbyIndividualEducationPlan(IEP)*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations

Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded

WeeklyReadingAssessments

*VariesbyIndividualEducationPlan(IEP)

*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations


InterimReadingAssessments

IEPaccommodationsthatareallowableonFCAT

Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneededUsedtodeterminestudentslevelcomparedtothegeneraleducationstandards

DRA

NoAccommodations

Usedtodeterminestudentslevelcomparedtothegeneraleducationstandards.

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FAIRK2FAIR35

Repeatandclarifytaskdirections. Astudentmaydemonstrateunderstanding

ofdirectionsbyrepeatingorparaphrasing. Administrationofthetasksmaytakeplace

duringseveralbriefsessions. Astudentmaybetestedbysomeone

familiarwiththestudentslanguageandcommunicationmodeandwithwhomthestudentiscomfortable.Testermustbetrainedontheassessment.

Repeatandclarifygeneraltestdirections

thatarepresentedbythetesterorontheboard.Testermaypreparestudentfortasksbyexplainingdirectionsthatwillbeincludedinthewebbasedapplication.Oncethetestbegins,thestudentwillnotbeabletostopandaskquestionsduetotimingissues.

Astudentmaybemonitoredwhiletakingtheonlineassessmentsbysomeonefamiliarwiththestudentslanguagesandcommunicationmodeandwithwhomthestudentiscomfortable.

AccommodationspertheIEPandspecificinstructionsfoundintheFAIRManual.AccommodationspertheIEPandspecificinstructionsfoundintheFAIRManual

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ELLAccommodationsforReading/LanguageArtsAssessments


TeacherCreated

Assessments

*VariesbyEnglishlanguagelevel*ListedundertheAssessingELLslinkontheWorldLanguagesWebsiteorTitleIII/ESOLWebsite

Usedtodeterminewhatthestudentunderstoodfromthelesson.

WeeklyReading

Assessments


Usedtodeterminewhatthestudentunderstoodfromthelesson.

InterimReading

Assessments

AccommodationsthatareallowableonFCAT

TheseshouldnotcounttowardsgradesforgradingperiodforBEG(NES)andLIN(LowLES)levels.

DRA

NoAccommodations

Used to determine studentslevel compared to thegeneraleducationstandards.

K2FAIR

35FAIR

Repeatandclarifytaskdirections. Studentsmaydemonstrateunderstandingof

directionsbyrepeatingorparaphrasing. Administrationofthetasksmaytakeplace

duringseveralbriefsessions.

Astudentmaybetestedbysomeonefamiliarwiththestudentslanguageandcommunicationmodeandwithwhomthestudentiscomfortable.Testermustbetrainedontheassessments.

Repeatandclarifygeneraltestdirectionsthatarepresentedbythetesterorontheboard.Testermaypreparestudentfortasksbyexplainingdirectionsthatwillbeincludedinthewebbasedapplication.Oncethetestbegins,thestudentwillnotbeabletostopandask questionsdueto timingissues.

Astudentmaybemonitoredwhiletakingtheonlineassessmentsbysomeonefamiliarwiththestudentslanguagesandcommunicationmodeandwithwhomthestudentiscomfortable.

AccommodationsfromStateAccommodationsfromState

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VolusiaCountyDistrictWritingAssessmentsGrades25Whenadministeringadistrictwritingassessmentusethefollowingdirections.

Donotreadtheprompttostudents. Ifastudentrefusestowrite,donotretest,gradeasunscorable.

ESEAccommodationsforWriting

VolusiaWrites

IEP Accommodations that are allowable onFCAT

PracticeforFCATandallowforTeachertoconference,informinstruction,andintervenewithstudentsasneeded

FCATWriting

*VariesbyIEP*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations

AccommodationspertheIEPandspecificinstructionsfoundintheFCATManual.Staffdevelopmentprovidedtodistrict/staff

ELLAccommodationsforWriting

VolusiaWrites Accommodationsthatareallowable

onFCATPracticeforFCAT

FCATWriting

Accommodations listed in the FCATTestAdministrationManual

AccommodationsfromState

Say:Lookatthelinedsideofyourplanningsheet.Printyournameintheupperrighthandcorner.Youmayusethisplanningsheettowritedownideas,plan,andorganizeyourwriting.

Lookatthefrontofyourwritingfolder.Writethedate,yourname,andthenameofyourschool.

Whenyouopenyourwritingfolder,youwillfindaboxonpage2.Thisboxcontainsyourprompt.

WhenItellyoutobegin,readtheprompt,planwhatyouwillwrite,andbeginwritingonpage3ofthewritingfolder.Youmaycontinuewritingonpage4.

Youwillhave60minutestocompletethistest.Iwillletyouknowwhenyouhavetenminutesleft.

Doyouhaveanyquestions?

Now,openyourfolder,readtheprompt,andbeginworking.

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MathematicsInterimAssessmentDirectionsInterimAssessmentsGrade1

Grade1Mathematicsinterimassessmentsmaybeadministeredinsmallchunksoftime/itemsifneeded,butstudentsshouldbeprovidedassessmentopportunitiesthatallowthemtobuildstaminainatestingenvironmentbyincreasingthetime/numberofitemsassessedinasitting.

Mathematicsassessmentsmaybereadtofirstgradestudentsduringthefirstsemester.Duringsecondsemester,firstgradersshouldbemovingtowardreadingtheassessmentsindependently.

Testingsessionsshouldbe30minutesorless. Teachercreated assessments, utilizing Success Tracker atwww.pearsonsuccessnet.com site, or

enVisionassessmentsfromtheFloridaBenchmarkAssessmentworkbookcanbeusedtomonitorgrowthonspecificbenchmarkareasasaresultoffurtherinstructionorintervention.

Mathematics interim assessments are designed to assess the students ability to applymathknowledge inavarietyofcontexts. Previewingspecificquestionswithstudentsprior to testinginvalidatesorskewstheresults.

Providingthestudentfeedbackandreviewingtheitemaftertheassessmentisabestpracticeforincreasingstudentachievement.

Interventionshouldbeprovided.Studentsmayrequirealternativeinstructionalstrategiestolearntheskillsorconcepts.

For SY 20122013, there will only be one form for each Grade 1 Mathematics InterimAssessment.Ifaretakeisnecessaryfollowingremediation,thetestcanbereadministeredorateachercreatedassessmentcanbeusedtoshowimprovementinstudentlearning.

Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.Carefullyreadeachquestionandtheanswerchoices.Circlethecorrectansweronyourassessment.Itisimportantthatyoutakeyourtimeanddoyourbestwork.

Raiseyourhandifyouhaveanyquestions.

Youmaybegin.

Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.ListencarefullyasIreadeachquestionandtheanswerchoices.Thencirclethecorrectansweronyourassessment.

Raiseyourhandifyouhaveanyquestions.Letsbegin.

Whenadministeringaninterimmathematicsassessmentindependentlyusethefollowingdirections:

Whenadministeringaninterimmathematicsassessmentthatyouarereadingtostudentsusethefollowingdirections:

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MathematicsInterimAssessmentDirections

InterimAssessmentsGrades25 Grade2Mathematicsassessmentsmaybeadministered insmallchunksoftime/items ifneeded

for the first semester, but students should be provided assessment opportunities that buildstaminainatestingenvironmentbyincreasingthetime/numberofitemsassessedinonesitting.Duringthesecondsemester,secondgradersshouldbemovingtowardtakingtheassessments intheirentiretyinonesitting.

Grades35Mathematicsassessments shouldbe taking theassessments in theirentirety inonesitting.

Testingsessionsshouldbe45minutesorless. Studentsmayhavetheassessment itemsreadtothem iftheyhavean IEPor504that indicates

thisaccommodation.Othersstudentsmayhaveitemsreadtothem,butshouldbeencouragedtobuild independent test taking skills. Second semester second graders andmost intermediatestudentsshouldbeabletoindependentlyreadandcompleteamathematicsassessment.

Teachercreated assessments, utilizing Success Tracker atwww.pearsonsuccessnet.com site, orenVisionassessmentsfromtheFloridaBenchmarkAssessmentworkbook(grades24)canbeusedtomonitorgrowthonspecificbenchmarkareasasaresultoffurtherinstructionorintervention.

Mathematics interim assessments are designed to assess the students ability to applymathematicsknowledgeinavarietyofcontexts.Previewingspecificquestionswithstudentspriortotestinginvalidatesorskewstheresults.

Providingthestudentfeedbackandreviewingtheitemaftertheassessmentisabestpracticeforincreasingstudentachievement.

Interventionshouldbeprovided.Studentsmayrequirealternativeinstructionalstrategiestolearntheskillsorconcepts.

For SY 20122013, therewill only be one form for eachMathematics InterimAssessment inGrades25.Ifaretakeisnecessaryfollowingremediation,thetestcanbereadministeredorateachercreatedassessmentcanbeusedtoshowimprovementinstudentlearning.

Whenadministeringaninterimmathematicsassessmentforsecondfifthgradeusethefollowingdirections.

Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.Carefullyreadeachquestionandtheanswerchoices.Itisimportanttoanswereachquestion.ChoosethecorrectanswerandfillinthebubblescarefullyandcompletelyonyourScantronanswersheet.Besuretoeraseanystraymarks.

Itisimportantthatyoutakeyourtimeanddoyourbestwork.Raiseyourhandifyouhaveanyquestions.Youmaybegin.

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MathematicsFormative/SummativeSemesterAssessmentDirections

Formative/SummativeSemesterAssessmentsGrades35

Formative/SummativeSemesterAssessmentsareadministeredtwiceayear(beginningandmidyear)inallelementaryschools.Thesameformisusedeachtime.

TeachershavetheoptiontoadministertheEndofYearSemesterAssessmentatendoftheyear.

Studentsmayhavetheassessment itemsreadtothem iftheyhavean IEPor504that indicatesthis accommodation. All other students should independently read and complete theFormative/SummativeSemesterAssessments.

TheFormative/SummativeSemesterAssessments includecontentforthefirstsemesterforeachgrade;therefore,studentsperformanceontheassessmentshouldprogressively increaseasthenumberofstandards/benchmarkstaughtincreases.

Scantrondatareportsprovidefeedbacktoteachersaftereachassessment.Teacherswillusetheresultstoadjustinstructionorprovideinterventionasneeded.Sincethesameformisusedateachassessment,reviewingspecificitemswithstudentsisnotappropriate.

WhenadministeringFormative/SummativeSemesterAssessmentsforthirdfifthgrade,usethefollowingdirections.

Say:Today,youaregoingtotakeanassessmentthatwillshowwhatyouhavelearned.Carefullyreadeachquestionandtheanswerchoices.Itisimportanttoanswereachquestion.ChoosethecorrectanswerandfillinthebubblescarefullyandcompletelyonyourScantronanswersheet.Besuretoeraseanystraymarks.

Itisimportantthatyoutakeyourtimeanddoyourbestwork.Raiseyourhandifyouhaveanyquestions.Youmaybegin.

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ESEAccommodationsforMathematicsAssessments





DAAssessments

VariesbyIEP*Accommodationsmustbeconsistentlyimplementedtobeusedintestingsituations

Used to determine studentslevelcomparedtothegeneraleducationstandards

TopicAssessments



InterimAssessments



FCAT

VariesbyIEP



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ELLAccommodationsforMathematicsAssessments




Usedtodeterminewhatthestudentunderstoodfromthematerialpresented.

DAAssessments


UsedforDAaccountabilityandformativedata

InterimAssessments



FCAT

AccommodationslistedintheFCATTestAdministrationManual


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ScienceInterimAssessmentDirections

InterimAssessmentsGrades35

Science Interim assessments have been designed to test the learning targets found in sciencecurriculummaps.

Testingsessionsshouldbe45minutesorless.

TeachersmayusetheScienceInterimassessmentsforpreandposttestingpurposes.Pretesting

resultsshouldonlybeusedbytheteachertodrivefutureinstruction.Reviewingsciencetestitemswithstudentsafterapretestandthenreadministeringthesameassessmentinvalidatesorskewstheresults.

Thebestwaytopreparestudentsforsuccessonthescienceinterimsisthroughgoodinstructionalignedwiththesciencecurriculummaps.

Science Interim Assessments should be takenwithin the recommended testingwindowwhichfollowsthepacingsetforthinthesciencecurriculummap.

Thirdgradestudentsmayhavethefirsttwoscienceassessmentsreadtothem.Followingthefirsttwoassessments,thirdgradestudentsareexpectedtotakescienceassessmentsindependently.

Fourthandfifthgradestudentsareexpectedtotakethescienceassessmentsindependently.

Science assessments should not be administered in small chunks that may actually preventstudentsfromdevelopingstaminaforreadinginatestingenvironment.Thirdthroughfifthgradestudentsshouldbeabletocompleteeachassessmentinonesession.

TheresultsofScienceInterimassessmentsshouldbereviewedwithstudentsinatimelymannerifthereisnointenttoreadministerthesameassessment.

Interventionshouldbeprovidedthroughoutinstruction.Studentswhorequireremediationafter

takinganinterimassessmentmayneedalternativeinstructionalstrategiestolearntheskillsorconcepts.

TeachersshouldusetheresultsfromtheirScienceInterimstoguidefutureinstruction.

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Grade3ScienceInterimAssessmentDirections

SAY: RemoveallmaterialsfromyourdeskexceptaNo.2pencil.

DO: DistributetheinterimassessmentandtheScantronbubblesheet.

SAY: Makesureyouhavethetesttitled03ScienceInterimAssmt____________________________.Writeyourname,myname,andthedateonthetopofthetest.Makesureyouhavethebubblesheetwithyournameonit.

DO: Circulatetoensureaccuracy.

SAY: Now you are going to take the 03 Science Interim Assmt ___________________________.Readeachmultiplechoicequestioncarefully. Fill inthebubblecompletelybesidetheansweryouchoose.Ifyouchangeanyanswers,besuretoerasecompletely.Ifyouuseyoureraser,dosogentlysoyoudonttearorripthepaper.

Rememberthefollowing: Markyouranswersonthebubblesheetprovided. Markonlythebubblefortheansweryouchoose. Donotmakeamarkinanyoftheotherbubbles. Whenyouarefinished,checkthroughyouranswerstomakesureyouhavefilledin

onlyonebubblecompletelyforeachquestion.

Trytoanswereveryquestion. Ifyouarentsurehowtoansweraquestion,skipitandkeep going. After you have answered all the other questions, go back and answer anyquestionsyouskipped.Ifyouareunsureofawordorwordphrase,raiseyourhand.Imaybeabletohelpyouwiththat.

PleaserememberthatduringorafterthistestyouMUSTNOT talkormakeanydisturbance lookatanotherstudentstestorbubblesheet askforhelpansweringanytestquestions havenotesorscratchpaper

Pleaseraiseyourhandifyouhaveanyquestions.

DO: Answeranyquestionstheyhave.

SAY: Youmaybegin.

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SAY: Makesureyouhavethetesttitled04ScienceInterimAssmt____________________________.Writeyourname,myname,andthedateonthetopofthetest.Makesureyouhavethebubblesheetwithyournameonit.


SAY: Now you are going to take the 04 Science InterimAssmt ____________________________.Readeachmultiplechoicequestioncarefully. Fill inthebubblecompletelybesidetheansweryouchoose.Ifyouchangeanyanswers,besuretoerasecompletely.Ifyouuseyoureraser,dosogentlysoyoudonttearorripthepaper.



Trytoanswereveryquestion. Ifyouarentsurehowtoansweraquestion,skipitandkeep going. After you have answered all the other questions, go back and answer anyquestionsyouskipped.




SAY: Youmaybegin.

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SAY: Makesureyouhavethetesttitled05ScienceInterimAssmt___________________________.Writeyourname,myname,andthedateonthetopofthetest.Makesureyouhavethebubblesheetwithyournameonit.


SAY: Nowyouaregoingtotakethe05ScienceInterimAssmt_______________________________.Readeachmultiplechoicequestioncarefully.Fillinthebubblecompletelybesidetheansweryouchoose.Ifyouchangeanyanswers,besuretoerasecompletely.Ifyouuseyoureraser,dosogentlysoyoudonttearorripthepaper.







SAY: Youmaybegin.

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ScienceFormative/SummativeSemesterAssessmentDirectionsGrade5SAY: RemoveallmaterialsfromyourdeskexceptaNo.2pencil.

DO: Distributethe05ScienceFormative/SummativeSemesterAssessmentandtheScantronbubblesheet.

SAY: Makesureyouhavethetesttitled05ScienceFormative/SummativeSemesterAssessment.Writeyourname,myname,andthedateonthetopofthetest.Makesureyouhavethebubblesheetwithyournameonit.


SAY: Nowyouaregoingtotakethe05ScienceFormative/SummativeSemesterAssessment. Readeachmultiplechoicequestioncarefully. Fill in thebubblecompletelybeside theansweryouchoose.Ifyouchangeanyanswers,besuretoerasecompletely.Ifyouuseyoureraser,dosogentlysoyoudonttearorripthepaper.







SAY: Youmaybegin.

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ESEAccommodationsforScienceAssessments



*VariesbyIndividualEducationPlan(IEP)


Utilizedbytheteachertoassesstheknowledgelearnedfromthelesson,informinstruction,andmonitor/changeinterventionsasneeded.

DAAssessments



InterimAssessments

VariesbyIEP



FCAT

VariesbyIEP



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ELLAccommodationsforScienceAssessments





DAAssessments


UsedforDAaccountabilityandformativedata

InterimAssessments

*VariesbyEnglishlanguagelevel*Listed under theAssessing ELLs link onthe World Languages Website or TitleIII/ESOLWebsite


FCAT

AccommodationslistedintheFCATTestAdministrationManual


ESEAccommodationsforSocialStudiesAssessments

Assessment Accommodations Rationale/CommentsTeacherCreatedAssessments



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GradingandReportingforEnglishLanguageLearnersRevisedJuly2012

ItisimportantforallEnglishLanguageLearnerstobegivengradesthatreflecttheworktheyarecapableofcompletingfortheirEnglishlanguageproficiencylevelwithoutpenaltyforstrategiesandaccommodationsand/ormodificationsconsistentwiththeMETAConsentDecreestipulations.StrategiesStrategiesrefertoskillsortechniquesusedtoprovidecomprehensibleinstructionandassistinlearning.StrategiesareindividualizedtosuittheEnglishlanguagedevelopmentallevelofthestudent.AccommodationsAccommodationsrefertotheactualteachingsupportsandservicesthatthestudentmayrequiretosuccessfullydemonstratelearning.Theycouldbeintheformofchangesincourse,assessmentformat,location,timing,scheduling,expectations,studentresponse,andotherattributeswhichprovidesaccessforanEnglishLanguageLearnertoparticipateinacourseorassessmentwhichdoesnotfundamentallyalterorlowertheexpectedoutcomesinrelationtotheSunshineStateStandards,assessmentorexpectationofthecourse.

GradingandReportingforEnglishLanguageLearnersTheteacherimplementsthestrategiesandaccommodationsfortheEnglishLanguageLearnertoparticipateinthegeneralcurriculumandthengradesthestudentwithoutpenaltyforprovidingsuchstrategiesandaccommodations.ByadjustinginstructionandassessmentusingstrategiesandaccommodationsneededbytheEnglishLanguageLearnertoensurecomprehensibleinstruction,thegradecanbecalculatedwithassurancethatitreflectswhatthestudenthashadanopportunitytolearn.

Examples: InstructionAdditionaltimetocompleteassignment MaterialsReducenonessentialdetails AssessmentProvidewordbank

ModificationsModificationsarechangesincourse,standard,testpreparation,location,timing,scheduling,expectations,studentresponse,andotherattributeswhichprovidesaccessforanEnglishLanguageLearnertoparticipateinacourse,standardortest,whichdoesfundamentallyalterorlowerthestandardorexpectationofthecourse,standard,ortest.ModificationsshouldonlybeusedincaseswherethestudentcomeswithnoEnglishlanguageandmuststartbylearningtheEnglishlanguagealphabetandisinagradelevelwherethecurriculumisbeyondthis.ThegradingthatshouldbeusedforstudentsusingcurriculummodificationsshouldreflectthestudentsexpectedlevelofperformancebasedonmodifiedstatestandardsandtheEnglishlanguageacquisitionlevelthatthestudentisworkingon.

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Forstudentswhoparticipateinamodifiedcurriculum,theELL/LEPCommitteeshoulddeterminethatitismostappropriatetousegradingproceduresthatreflectthestudentsexpectedlevelofperformanceinrelationtoprogresstowardpreestablishedlearningtargets.Modificationsinvolvestructural,cognitivechangeinlevelofmaterial.

Examples: PresentationofMaterialutilizingspecializedcurriculumatalowerlevelsuchas

teachingtheEnglishalphabetingradesotherthankindergarten Materialsadaptingorsimplifyingtextsforlowerlevelofunderstanding,modifying

contentareasbysimplifyingvocabulary,conceptsandprinciplesduetothestudentbeinganonEnglishspeaker

TestadaptationreducingreadingleveloftestduetothestudentbeinganonEnglishspeaker

TeacherswillapplytheaccommodationsormodificationsasindicatedontheELL/LEPPlanandgradeEnglishLanguageLearnersonthestandardsthatstudentsareworking.TeacherswillcontinuallyreviewthestudentscurrentperformanceinthecurriculumandanyaccommodationsormodificationsthattheELLCommitteehasidentifiedontheELLPlanforthestudenttomeethis/herneeds.Formativevs.Summative:Teachersgatherinformationfortwodistinctreasons:tomakeinstructionaldecisions(formativeassessment)andtocommunicateasummaryofthestudentsachievement(summativeassessment).

Formativemeasuresinvolveongoingassessmentandfeedbackforthepurposeofinstructionaldecisionmakingandisvitaltoteachingandlearning.Teachersmustassessthelearningoftheirstudentsfrequentlyinordertoevaluatetheeffectivenessofinstructionandplanforfutureinstruction.Thisfunctionisseparatefromthecommunicationfunctionservedbyreportcardgrades.Summativemeasuresareessentialtoreportcardgrading,whichprimarilyaddressthecommunicationpurposeofgrading.Educatorsusereportcardgradestoshareinformationwithparentsandstudentsandtocallattentiontotheneedsofstrugglingstudents.Reportcardsgradesalsohavearoleinpromotionandretentiondecisionsandmaybeusedtoidentifystudentsforevaluationforspecialprogramsandservices.GuidelinesforGrading:ELLstudentsmaynotbediscriminatedagainstingradingandreportingofprogressinanysubjectareabecauseoftheirlackofEnglishlanguageabilities.ELLstudentswillreceivegradesbasedontheirprogressinacquiringEnglishlanguageskillsandprogresstowardscompletionofthedistrictspupilprogressionplan.TheEnglishLanguageStandardsshouldbeusedininstructionandgradingofELLstudentsinReadingandLanguageArts.TeacherswillnotarbitrarilyassignlowerweightstogradesgiveninanycourseduetolackofEnglishlanguageabilities.

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ELLstudentsmustbeconsistentlyprovidedwithallstrategies,accommodations,andmodificationstocurriculum,instructionandassessmentsinallsubjectareasinordertomakeitcomprehensibletothestudentathis/herlevelofEnglishlanguageacquisition.ResponsibilityforGrades:ReadinggradesmaybedeterminedcollaborativelybetweenthegeneraleducationandESOLresourceteacher.Thegeneraleducationteacherneedstomakesurethatallstrategies,accommodations,and/ormodificationsregardingcurriculum,instruction,andassessmenthavebeenimplementedanddocumentedandthattheEnglishLanguageStandardshavebeenusedfortheappropriatelanguagelevelofthestudent.

LanguageArtsgradesforEnglishLanguageLearnersaredeterminedbythegeneraleducationteacher.Thegeneraleducationteacherneedstomakesurethatallstrategies,accommodations,andmodificationsregardingcurriculum,instruction,andassessmentEnglishLanguageStandardshavebeenusedfortheappropriatelanguagelevelofthestudent.ContentgradesforEnglishLanguageLearnersaredeterminedbythegeneraleducationteacher.Thegeneraleducationteacherneedstomakesurethatallstrategies,accommodations,and/ormodificationsregardingcurriculum,instruction,andassessmenthavebeenimplementedanddocumented.Forfurtherinformationorclarifications,pleasecontact:SylviaGarciaWolff,ESOL/WorldLanguagesCoordinator

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GradingandReportingforStudentswithDisabilities

ESEGuidelinesforMonitoringStudentProgressUpdatedOctober2010

StateandFederalLawRequirements: Schooldistrictsmustregularlyinformparentsoftheirchildsacademicprogress.FloridaStatute

1008.25outlinestherequirementsforpublicschoolprogression,remedialinstructionandreportingrequirements.TheseguidelinesarenotintendedtoreplicateStatute;rathertheyaredesignedtoofferabestpracticeapproachwhenconsideringassignmentofgradesforstudentswithdisabilities.

StateandFederallawrequiresthemonitoringofprogressforstudentsenrolledinExceptionalStudentEducation(ESE)programs.Thesestudentsmustreceivereportsofprogressatleastasoftenasgeneraleducationstudents.ReportingmustalsoincludeprogresstowardIEPgoals,notsolelyIEPprogress.

Studentswithdisabilitiesmaynotbediscriminatedagainstbecauseoftheirdisabilityingradingandreportingofprogress.

SchoolswillnotarbitrarilyassignlowerweightstogradesgiveninESEEducationcourses. Studentswithdisabilitiesparticipatinginthegeneraleducationcurriculummustbeconsistently

providedwithallaccommodationsforinstructionandassessmentidentifiedontheIEP.

DeterminingGradingSystembasedonSupports:All studentswith disabilities should be given grades that reflect the level ofwork they are

capableofcompleting,consistentwiththeIEPauthorizedaccommodationsand/ormodifications(SeeGrading System below). When determining the grading system to be applied to ESE students,consideration should be given to the following: disabling condition, cognitive level of functioning,documentedlevelofacademicskills,scoresandinstructionaltestinglevels.Basedonthisinformation,separatedeterminationsaremadeby thegeneraleducationand/orESE teacheras towhatgradingsystemistobeappliedinthevariousgradingareas(Reading,Math,LanguageArts,etc.)

Abletocompletegradelevelworkwithoutassistance:Studentsarerequiredtocompletethesame

assignmentsasotherstudentswiththesameobjectivesandusingthesamematerials.GRADINGSYSTEMSAMEASGENERALEDUCATION

WorkingtowardgradelevelstandardswithAccommodations:provideallrequiredaccommodationstocompletetasksincludingextendedtimeonwork/tests.GRADINGSYSTEMSAMEASGENERALEDUCATION

BelowGradeLevelProgresswithSupplantedCurriculum:Comparethestudentsperformanceagainstthemodifiedstandards.GRADINGSYSTEMGRADESMODIFIEDTOREFLECTPROGRESSTOWARDAPPROPRIATESTANDARDSORACCESSPOINTSATINSTRUCTIONALLEVEL.

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AccommodationsandModificationsDecisionsaboutgradingpractices fora studentwithdisabilities shouldmirror the IEP teams

decision about whether the students needs are able to be accommodated within the generalcurriculum orwhether the student requiresmodified curriculum. These two concepts have directimplicationsforhowweinstruct,assess,andgradeESEstudents.

Accommodations Accommodationsarechangesinhowthestudentistaughtandtested.Accommodationsdonot

changethestandards.Theyprovideaccessforastudentwithdisabilitiestoparticipateanddemonstrateproficiencyonthestatestandards.

Ifthestudentwithadisabilityparticipatesinthegeneralcurriculumwithaccommodationstoinstructionandassessment,theteacherimplementstheaccommodationsandthengradesthestudentaccordingtotheestablishedlearningtarget.

Byadjustinginstructionandassessmentusingaccommodationsneededbythestudent,thegradecanbecalculatedwithassurancethatitreflectswhatthestudenthashadanopportunitytolearn.

Accommodationsarereallywhateverittakestomakesurethatstudentswithadisabilitycanparticipateasfullyaspossibleinthegeneralcurriculumandultimatelyearnahighschooldiploma.

Accommodationscanbeprovidedfor: instructionalmethodsandmaterials assignmentsandassessments learningenvironment timedemandsandscheduling specialcommunicationsystems

Modifications Modificationschangewhat(thecontent)thestudentistaughtandtested.Therefore,

modificationsallowthestudentwithdisabilitiestoaccesslesscomplexstandardsthanthoseofthegeneralcurriculum.

Thegradingthatshouldbeusedforstudentsusingcurriculummodificationsshouldreflectthestudentsexpectedlevelofperformancebasedonstateadoptedstandards.Accesspointswillbeusedforstudentswithsignificantcognitivedisabilities.Embeddedinthestateadoptedstandards,accesspointsreflectthecoreintentofthestandardswithreducedlevelsofcomplexity.Thethreelevelsofcomplexityincludeparticipatory,supported,andindependentwiththeparticipatorylevelbeingtheleastcomplex.IntheareaofMath,hereare3examplesofeachlevel:

Independentex:Applytheconceptsofcountingandgroupingtocreatesetsoftensandonestoidentifythevalueofwholenumbersto30.

Supportedex:Matchobjectstomarkedspacestoshowonetoonecorrespondenceforquantities1to3.

Participatoryex:Useonetoonecorrespondencetocountsetsofobjectsto10.

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Forstudentswhoparticipateinamodifiedcurriculum,theIEPteamshoulddeterminethatitismostappropriatetousegradingproceduresthatreflectthestudentsexpectedlevelofperformanceinrelationtoprogresstowardpreestablishedlearningtargets,whichwouldbethestateadoptedstandards.

Modificationsinvolvestructural,cognitivechangeinlevelofmaterial. Examples:

PresentationofMaterialutilizingspecializedcurriculumatalowerlevelMaterialsadaptingorsimplifyingtextsforlowerlevelofunderstanding,modifyingcontentareasbysimplifyingvocabulary,conceptsandprinciplesTestingadaptationreducingreadingleveloftestinreading

TeacherswillapplytheaccommodationsormodificationsasindicatedontheIEPandgradestudentswithdisabilitiesonthestandardsthatstudentsareworking.

TeacherswillcontinuallyreviewthestudentscurrentperformanceinthecurriculumandanyaccommodationsormodificationsthattheIEPteamhasidentifiedforthestudenttomeethis/herneeds.

Formativevs.SummativeAssessmentforGrading:Teachers gather information for two distinct reasons: to make instructional decisions (formativeassessment)andtocommunicateasummaryofthestudentsachievement(summativeassessment).

Formativemeasureswhichinvolveongoingassessmentandgradingfeedbackforthepurposeofinstructionaldecisionmakingarevitaltoteachingandlearning.Teachersmustassessthelearningoftheirstudentsfrequentlyinordertoevaluatetheeffectivenessofinstructionandplanforfutureinstruction.Thisfunctionisseparatefromthecommunicationfunctionservedbyreportcardgradesandinmostcasesisnotusedtodeterminegrades.

Summativemeasuresaredesignedtoassessstudentachievement.Withcertainlimitedexceptions,useonlyevidencefromsummativeassessmentswhendetermininggrades.Summativeassessmentsareessentialtoreportcardgrading,whichprimarilyaddressthecommunicationpurposeofgrading.Educatorsusereportcardgradestoshareinformationwithparentsandstudentsandtocallattentiontotheneedsofstrugglingstudents.Reportcardgradesalsohavearoleinpromotionandretentiondecisionsandmaybeusedtoidentifystudentsforspecialprogramsandservices.

ResponsibilityforGrades:

Theconsultationstudentsreceiveinstructionforallsubjectsfromthegeneraleducationteacher.Therefore,thesestudentsgettheirreportcardgradesfromthegeneraleducationteacher.Thegeneraleducationteacherneedstomakesurethatallaccommodationsregardingbothinstructionandassessment,ongoingprogressmonitoring(OPM),Curriculumbasedmeasurement(CBM),andpertheIEP,areimplemented.

ThesupportfacilitationstudentsreceiveinstructionfromthegeneraleducationandESEteacher.Therefore,thegeneraleducationandESEteachercollaborateanddecidethegradeforthereportcardforthesubject(s)theybothsupport.ThegeneraleducationandESEteacherneedstomakesurethatallaccommodationsand/ormodificationsregardingbothinstructionandassessment,

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OPM,CBM,andpertheIEP,isimplemented.ThesupportfacilitatorisresponsiblefortheOPM/CBMinthecurriculumareastheyprovideservicesforthestudent.

TheseparateclassstudentwhoreceivessupplantedinstructioninparticularsubjectsfromtheESEteacherwillreceiveareportcardgradefromtheESEteacherforthesubjectsinwhichhe/sheprovidesinstruction.Allaccommodationsand/ormodificationsregardingbothinstructionandassessment,OPM,CBM,andpertheIEP,needtobeimplemented.

TheseparateclassstudentwhoreceivesallinstructionfromtheESEteacherwillreceiveallgradesfromtheESEteacher.Allaccommodationsandmodificationsregardingbothinstructionandassessment,OPM,CBM,andpertheIEP,needtobeimplemented.

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Grade 3 Portfolio Assessments TestAdministrationGuidelines

TestAdministration

TheAlternativePortfolioAssessments shouldbeused for the solepurposeofprovidingportfolioevidence todocumentmasteryofSunshineStateStandardsinreading.Theyprovideameanstofillingapswhenstudentsdonotdemonstratemasteryondistrictinterimassessments(unittests).

TheassessmentCDshouldbestored inasecuremanner. Oneprintcopyshouldbeaccessibleforteacherstoreview inorder toselectappropriatebenchmarkassessments. Teachersmayrequestassessments foroneormorestudentswhenevertheydeterminethatadditionalevidenceisneededtocompletethedocumentationforabenchmark. Teachersmaybegin theSetAassessments in January, ifstudentperformance indicates thatastudent isnotdemonstratingmasteryofFCAT2.0testedbenchmarks,ratherthanwaitinguntiltheendofthethirdgradeyear.Theassessmentsshouldbeusedafterinterventionhasbeenprovidedontheskill.

WhoTakestheAssessments? Grade3studentswhodonotdemonstratemasteryofbenchmarksthroughouttheinitialthirdgrade

schoolyear.SetAassessments(3.63.9passages)willalsobeavailableduringThirdGradeSummerReadingCamp.

Grade3,FCAT2.0Level1studentsforwhichmidyearpromotionisthegoal(mustbecompletedbeforeNovember1oftheschoolyearfollowingmandatoryretention).

Grade4AssessmentsmustbeincludedifportfolioisnotcompletedbyNovember1midyearpromotiondeadline.Recordonthe4thgradeportfolioreviewsheet.UseSetB(4.04.5passages)

PassingScoreMasterylevelis4/5,5/6or6/8onanybenchmarkpassagecompleted.

TestCoordinator(orSchoolDesignee)Responsibilities MaintainPortfolioAssessmentCDinsecurelocation.DonotmakecopiesoftheCDforteachers. Provideadequateaccessforteacherstoreviewthemastercopy(inprint)oftheassessmentsin

orderforthemtoselectappropriateassessmentsforstudents. OrdertestsrequestedbyateacherforoneormorestudentsthroughDODremoteprinting. Monitorthatthenumberoftestsrequestedarecompletedandreturnedtothesecurefilingsystem. Filecompletedportfoliosandmonitorportfoliosstillinprogressaftersummerreadingcamp. Purgecompletedtests/portfoliosafteridentifiedstudentscompletegrade5.

TeacherResponsibilities AnalyzeassessmentdataonaregularbasistomonitorsuccessfulcompletionofFCAT2.0tested

benchmarks. Provideinterventionforstudentswhodonotdemonstratemasteryofongoingbenchmarks. StartinginJanuary,reviewassessmentchoicesandrequestappropriatebenchmarkpassagesforone

ormorestudentsasindicatedbytestdatafromthedesignatedcontactattheschool.Varylengthofpassagesandfiction/nonfiction.

Signfortestcopies.Donotmakeadditionalcopiesforanyreason. Recordraw(e.g.,4/5)scoresforanyassessmentgivenontheSRCAssessmentMatrixfoundon

pages34ofthestudentsPortfolioReviewSheet.Highlightallpassingscores. Returnthecompletedstudentassessmentstothetestingcoordinatorordesigneetobefiledin

studentsportfoliountilitisreadyforsubmission. Donotsendanycopiesoftheassessmentshomeorusetheassessmentsforanyotherpurpose.

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