1. NWEA
1.1. Target Population
1.1.1. 2nd -5th Grade Students
1.2. Data
1.2.1. Reading skills by strand related to Colorado state standards. Does not report fluency, accuracy. Results also provide target skills, expected growth , and projected proficiency levels on CMAS testing. Also provides nationally normed results
1.3. Teacher Training
1.3.1. Teachers are trained to administer and analyse data via videos and school training. The website also provides a helpful bank of resources for administration and interpretation of data.
1.4. FIT
1.4.1. Purpose
1.4.1.1. NWEA Results inform teachers about levels of proficiency, target skills, and provide tools to inform instruction, intervention and grouping if applicable.
1.4.2. BRE Use
1.4.2.1. Data from NWEA is used to identify instructional level and progression of skills for individual students and groups.
1.4.3. Constituency Group
1.4.3.1. School, District
1.5. Frequency/Format
1.5.1. NWEA has traditionally been given a the beginning and middle of the year. This year, it will be administered in the spring as well to better correlate results and indicators to CMAS results.
1.6. Roadmap to Instruction
1.6.1. Analysis
1.6.2. How it is Used
1.6.2.1. Nwea results are used to identify strategies for students as well as set goals. results are often also used to identify groups for intervention and instruction. The results are also often tied to referral processes for Gifted programs.
1.7. Targeted Content Area(s)
1.7.1. READING, MATH
2. CMAS
2.1. Target Population
2.1.1. Reading : Grades 3-5
2.1.2. Science: Grade 5
2.1.3. Social Studies: Grade 4
2.2. Data
2.2.1. Skills by strand as communicated by Grade-Level standards. Also reports growth from previous years and comparisons to cohort groups. Also provides dis aggregated data for target groups.
2.3. Teacher Training
2.3.1. Teachers are trained to administer with strict guidelines and accountability
2.4. FIT
2.4.1. Purpose
2.4.1.1. State level accountability for schools related to state standards and differentiated instruction. Achievement and growth components for school, district, and dis aggregated groups.
2.4.2. BRE Use
2.4.2.1. Breckenridge Elementary uses this data to reflect on practice and programs. They also use this to set UIP goals and inform systems level decisions.
2.4.3. Constituency Group
2.4.3.1. State and National Government, District
2.5. Frequency/Format
2.5.1. Administered in the Spring yearly. (Social studies is administered every other year)
2.5.2. Computer Administered in controlled environment
2.6. Roadmap to Instruction
2.6.1. Analysis
2.6.2. How it is Used
2.6.2.1. Reflection on instruction, Setting goals for Groups and creating UIP.
2.7. Targeted Content Areas
2.7.1. Math, Reading, Writing, Science, Social Studies
3. Lucy Caulkins Rubrics
3.1. Target Population
3.1.1. All Students K-5
3.2. Data
3.2.1. Writing skills by strand
3.3. Teacher Training
3.3.1. Teachers are trained by the resources and materials.
3.4. FIT
3.4.1. Purpose
3.4.1.1. Rubrics provide a reference for students and teachers of grade-level writing skills by strand. These progressions inform students and teachers of current levels and future growth goals.
3.4.2. BRE Use
3.4.2.1. Breckenridge teachers use these rubrics for formative assessment data about student writing skills related to the state standards.
3.4.3. Constituency Group
3.4.3.1. Schools, Teachers
3.5. Frequency/Format
3.5.1. Periodically throughout year
3.6. Roadmap to Instruction
3.6.1. Analysis
3.6.1.1. These rubrics are used to analyse student's writing skills in relation to the Colorado State standards. They are also used with students to inform them of progress and goal creation. These are able to be used as formative assessments for students if they are properly onboarded by teachers.
3.6.2. How it is Used
3.6.2.1. These rubrics are used to grade writing, inform instruction, and set goals with students.
3.7. Targeted Content Area(s)
3.7.1. Writing
4. Eureka Math Assessments
4.1. Target Population
4.1.1. K-5 Students
4.2. Data
4.2.1. These assessments provide achievement data related to the Eureka Math program, which is closely aligned to the Common Core math standards.
4.3. Teacher Training
4.3.1. Teachers are trained to use the Eureka Math assessments through the program as well as by a 2 day training they attended in order to implement the program.
4.4. FIT
4.4.1. Purpose
4.4.1.1. Eureka Math formative assessments are meant to inform teachers of student's understanding at the end of each lesson. Summative assessments provide an overall picture of student's understanding of the unit.
4.4.2. BRE Use
4.4.2.1. Constituency Group
4.4.2.1.1. School, Teacher
4.4.2.2. Teachers use the assessments to reflect on practice as well as inform their RTI/MTSS meetings. Since the program is prescriptive, I have not seen them do much changing of lessons to respond to these results.
4.5. Frequency/Format
4.5.1. Formative: Daily , Summative: End of each unit
4.6. Roadmap to Instruction
4.6.1. Analysis
4.6.1.1. Eureka math uses exit tickets primarily for formative assessment during units. This is one of the strategies that Bambrick-Santoyo says leads to increased rigor in lessons as well as increased student engagement if the results are shared and reflected on. The summative assessments are useful for achievement data and unit reflection.
4.6.2. How it is Used
4.6.2.1. In my observation, the formative and summative assessments are currently only used to inform teachers of achievement and RTI/MTSS process data. Because the program is prescriptive in nature, I do not see the results of the data informing instruction or differentiation currently. This could also be because teachers are in the management stage of concern and the mechanical/routine level of use in the CBAM model.
4.7. Targeted Content Area(s)
4.7.1. Math
5. DRA2
5.1. Target Population
5.1.1. K-5 Students
5.2. Data
5.2.1. Independent Reading level, fluency, comprehension
5.3. Teacher Training
5.3.1. Teachers trained to administer with manual and videos available .
5.4. FIT
5.4.1. Purpose
5.4.1.1. Determine instructional reading level
5.4.2. BRE Use
5.4.3. Constituency Group
5.4.3.1. Classroom teachers District assessment Principals
5.5. Frequency/Format
5.5.1. Beginning, middle, and end of year . Progress monitoring . Teacher administered
5.6. Roadmap to Instruction
5.6.1. Analysis
5.6.2. How it is Used
5.6.2.1. Given at the beginning of year for independent level (compared to Spring score) Used to determine intervention groups Given in October to determine instructional level Used to determine teaching points, strategy groups, and intervention groups Given in December to determine Independent level Given in March for instructional level Given in May for end of year comparison
6. iReady
6.1. Target Population
6.1.1. Students on READ PLans, Targeted for Intervention
6.2. Data
6.2.1. Reading skills by strand
6.3. Teacher Training
6.3.1. Literacy Resource Teacher administers test. Results are shared with Classroom Teacher
6.4. FIT
6.4.1. Purpose
6.4.1.1. IReady Provides a diagnostic assessment of skills. teachers use this report for targeted instruction and intervention
6.4.2. BRE Use
6.4.3. Constituency Group
6.4.3.1. Schools, State, District
6.5. Frequency/Format
6.5.1. Periodically throughout year
6.6. Roadmap to Instruction
6.6.1. Analysis
6.6.1.1. iReady is an effective intermediate assessment that helps teachers understand student's needs. This gives them the opportunity to plan groupings, lessons, and interventions that will help students grow.
6.6.2. How it is Used
6.6.2.1. This is used for accountability for read plans as well as identifying areas for targeted instruction and intervention groups.
7. TS GOLD (IN PROCESS, MORE DATA NEEED)
7.1. Target Population
7.1.1. Students on READ PLans, Targeted for Intervention
7.2. Data
7.2.1. Reading skills by strand
7.3. Teacher Training
7.3.1. Literacy Resource Teacher administers test. Results are shared with Classroom Teacher
7.4. FIT
7.4.1. Purpose
7.4.1.1. IReady Provides a diagnostic assessment of skills. teachers use this report for targeted instruction and intervention
7.4.2. BRE Use
7.4.3. Constituency Group
7.4.3.1. Schools, State, District
7.5. Frequency/Format
7.5.1. Periodically throughout year
7.6. Roadmap to Instruction
7.6.1. Analysis
7.6.2. How it is Used
7.6.2.1. This is used for accountability for read plans as well as identifying areas for targeted instruction and intervention groups.
7.7. Targeted Content Area(s)
7.7.1. Writing