If children are unfamiliar with the meanings of words in a text, their comprehension will suffer, even if they can decode the words. For example, if a child can sound out the printed word scarlet in a sentence but does not know that scarlet means red, some comprehension will be lost; if this experience is repeated with a number of important words in the text, then comprehension will be seriously impaired. Although vocabulary is critical to reading at all stages of development, the vocabulary demands of the texts used in school escalate greatly beginning at about a fourth-grade level.
Central Dauphin School District utilizes a variety of assessment techniques to measure student progress towards state standards. These measures include internal and external assessments. Classroom-based assessments include a variety of measures such as unit tests, chapter tests, performance tasks, products, portfolios, written work, Rubrics and observation checklists.
District-Based Assessments - These assessments are evaluative measures that are common across a grade level and provide diagnostic information for both individual students and groups of students.
These assessments allow administrators, teachers and specialists to plan appropriate district-wide measures to improve opportunities for all students to achieve acceptable performance academic standards.
These district-based quarterly writing assessments for elementary include a variety of measures such as integrated language arts assessment, project read, pre- and post-assessment, final exams, writing samples and performance tasks.
State assessment reports are analyzed by administration and building-based teams. These results are used to determine instructional adjustments in order that all children may achieve satisfactory or exemplary performance in achieving state standards.
Stanford Achievement Test 9th Edition - The SAT 9 measures concepts and skills that students should know and be able to demonstrate in Pennsylvania's academic standards. This norm reference achievement test is used to measure both student and group progress on standards and to gather diagnostic information pertaining to individual students and groups of students.
All assessment results are utilized by a variety of professional staff to improve instructional opportunities for students within Central Dauphin School District. The professional development committee is advised of assessment results for the purpose of planning appropriate inservices.
Building administrators and building teams analyze data to design building plans to improve students' ability to achieve Pennsylvania's academic standards and central office administrators and building principals develop building improvement plans designed to increase student achievement towards achieving Pennsylvania's academic standards.
District teams led by assistant superintendents, director of pupil services and department chairs have responsibilities for assuring that students achieve standards at proficient and distinguished levels. To identify curriculum and instruction needs, group assessment results are reviewed annually by department teams.
To assure individual student achievement, teachers, instructional support teachers and special service teams review student's learning on a continuous basis.
CDSD Curriculum Revision Teams, via the 6-year review cycle, identify appropriate assessments to measure students' mastery of standards and related benchmarks. Teachers, administration, students and community are actively involved in this process. The grade level, Instructional Support and Special Education teams address the needs of individual students.
At the secondary level, educators and parents initially make referrals to the counselors and recommendations are made and implemented. At the elementary level, referrals are initially made to the Instructional Support Team by teachers and parents.
Additionally, assessment information is reviewed and used for placement depending on score. The administrative team in conjunction with department chairs and staff addresses group assessment implementation and results. Responsibilities are as follows: Review and make recommendations regarding the purchase and implementation of assessments.
Review Stanford 9 Assessments and results and identify annual performance targets. Review the Pennsylvania State System Alternate Assessment and results and identify annual performance targets.
Review the Pennsylvania Alternate System Assessment and results and identify annual performance targets. Provide annual reports about external assessment results to the school board and the community. Needs based on data guides the district's development of the curriculum.
Any assessment related training is facilitated through the Professional Educational Plan.Brady-Henderson Mill Creek Elementary School Huntingdon, Pennsylvania Rebecca Newton, First Grade Teacher PSSA, 4Sight, HASD Quarterly Reading, Domain Writing, Fountas and Pinnell Running Records • % of the children receive free/reduced meals Teacher-Created Quarterly Assessments • Assess the important Assessment Anchors.
Many students struggle with writing; however, curriculum-based measures (CBM) of writing often use assessment criteria that focus primarily on mechanics. When academic development is assessed in this way, more complex aspects of a student’s writing, such as the expression and development of ideas, may be neglected.
Neshaminy School District Assessment Schedule ELEMENTARY Grades K-4 Writing Assessment: Informational Kindergarten February 11 –February 26 District quarterly, mid-term and final exams, End of unit/chapter tests Types of Assessments.
Georgia’s performance-based writing assessments are administered to students in grades three, five, eight, and eleven. Student writing samples are evaluated on an analytic scoring system in all grades to provide diagnostic feedback to teachers, students, and parents about individual performance.
Writing Assessment. When you want students to understand how writing is graded, turn to our vast selection of assessment examples. You'll find elementary and middle school models in all of the major modes of writing, along with rubrics that assess each example as "Strong," "Good," "Okay," or "Poor.".
Quarterly Writing Pre & Post Samples (Narrative, Opinion, Research and Informational) w/ Rubrics and work samples.