Assessment
Measuring how well our students are learning
Teachers use a variety of assessments throughout the school year to help understand how children are learning. Some are informal and give teachers a very quick picture of how well a student has learned a specific skill. Others are more formal and provide a larger overview of knowledge and skills.
Using information from both informal and formal assessments, our teachers can better understand the needs of students and give them the tools they need to succeed.
Family Resources for Conferences
Fastbridge Frequently Asked Questions K-5
What are the aReading and aMath tests?
aReading and aMath, by FastBridge Learning, are reading and math tests developed by the University of Minnesota. Students complete aReading and aMath on a computer. When a student answers a question correctly, the next question is slightly more challenging. When a student answers a question incorrectly, the next question is slightly easier. The changing difficulty of questions give more accurate results. The student finishes each assessment in about 20-25 minutes and the results are a measure of their overall reading and math ability.
Why were aReading and aMath selected as one of the district measures of reading and math ability?
aReading and aMath were selected because they give comparable information in less time than what we used
before (Performance Series). Less class time is lost because the tests are shorter. When a student takes these
assessments multiple times over the year, we can confirm she or he is growing as most kids their age and give
them the support they need to stay on track.
When are aReading and aMath given?
These assessments are administered in the fall, winter, and spring.
How are the results from these assessments used?
These assessments help teachers understand:
- Each student’s current reading performance.
- Each student’s reading improvement over time.
Remember, aReading and aMath are each just one test used to measure broad reading and math skills. Teachers use this and many other strategies to determine what specific help a student may need.
What happens if a teacher determines my student is at risk?
Students can get additional help in a number of ways, but it is most often through additional small-group time either with their regular teacher or with another teacher who specializes in giving that support. Progress is checked frequently during the time the student is getting the support to make sure it is working. Extra support continues until students show they no longer need the support.
What can I do to support my child’s progress in reading and math?
Your child’s classroom teacher will be able to provide you with more information specific to your child and how you might support him or her at home. Whether your child is on track or at risk, you can always contact the teacher for updates.
Kindergarten
- Kindergarten FastBridge Early Reading
- Kindergarten Fastbridge Early Math
- FastBridge Early Reading for Spanish Immersion
- Kindergarten ENIL: Estructura para la Evaluación del nivel independiente de lectura (Independent Reading Level Assessment Framework)
Kindergarten FastBridge Early Reading
Assessment Type: FastBridge Early Reading
FastBridge Early Reading is an assessment given 3 times a year in kindergarten. The assessment has 4 parts in the fall, winter, and spring. However, the type of assessment given each season changes because children’s reading readiness changes quickly in kindergarten. Each assessment “season” (fall, winter, spring), the 4 parts are blended into a single “score” that provides an overall picture of where your child is at in his or her development of pre-reading skills. This single score is called a composite score.
Assessments Each Testing Season:
Fall:
- Letter Names
- Letter Sounds
- Onset Sounds
- Concepts of Print
Winter:
- Letter Sounds
- Onset Sounds
- Word Segmenting
- Nonsense Words
Spring:
- Letter Sounds
- Word Segmenting
- Nonsense Words
- Sight Words
What does it tell us?
What are ways to help your child at home?
Letter Naming:
This measure tells us how many letters your child knows. This test is timed, so your child may know more letters when given more time.
The measure tells us how well your child can identify printed letters. Teachers can review which specific letters may need additional work.
Letter Naming:
Play games with letter flashcards where your child identifies the names of the letters.
Have a letter scavenger hunt at home or when you are out and about. Focus on both capital and lowercase letters.
Comment on how you notice the differences in letters that look alike:
- p, g, q, b, d
- B, D
- m, n, h
- M, N, W, H
Letter Sounds:
This measure tells us how many letter sounds your child knows. This test is timed, so your child may know more letter sounds when given more time. This measure tells us how well your child can produce each letter’s sound. Teachers can review which specific letter sounds may need additional work.
Letter Sounds:
Play games with letter flashcards, focusing specifically on the sounds of the letters. Sing songs or playful chants to work with short vowel sounds
- a - apple - ah (as in hat)
- e - elephant - eh
- i - itch- ih
- o - octopus -ah (as in hot)
- u - up - uh
Onset Sounds:
This measure assesses a student’s phonemic awareness, which is generally defined as the ability to identify and manipulate the smallest units of sound in spoken language.
Phonemic awareness is a critical component of blending (combining) and segmenting (breaking apart) a word.
During the Onset Sound assessment, examiners ask the student to identify the first sound in a picture word.
Onset Sounds:
Take turns naming the first sound in objects around your house. Ask your child, “What is the first sound in _____?”
Have a sound scavenger hunt when out and about. Search for items that begin with a certain sound, such as items that begin with /t/ (e.g., table, toy, track).
Say a word and have your child name other words that begin with the same sound (e.g., bat, ball, big).
Concepts of Print:
This measure tells us how well your child has developed the skills required for understanding how print is used so other reading skills can emerge.
Students who have mastered them should be able to complete basic tasks such as proper page orientation, accurate print tracking, and locating the beginning and ending of sentences.
Concepts of Print:
Ask your child to show you
- The front and back of a book
- Where they start reading a book
- An individual word
- How their finger moves left to right when reading a book
- Different types of punctuation (e.g., . , ? !)
You can help your child learn the difference between a letter, word and sentence by writing a few of each on index cards and having your child sort them.
Word Segmenting:
This measure tells us your child’s ability to identify the letter sounds that make up a word. The measure tells us how many, out of 34 possible, the student answered correctly. Word
Word Segmenting:
Say a 3 or 4 letter word to your child and ask them to say the sounds slowly. They should separate out each sound in the word. (You say, “bug.” Your child says the sounds, “/b/ .../u/.../g/”).
A more challenging skill is to say the sounds in a 4 letter word such as “slip.” (You say, “slip.” Your child says the sounds. /s/.../l/.../i/.../p/).
Sounds made by letter combinations like th, ch, sh make only one sound.
It may help your child separate sounds if you show them the correct number of sounds (not letters) with your fingers. Have them tap a finger as they say each sound in the word.
Nonsense Words:
This measure tells us your child’s ability to accurately and fluently read basic three letter words.
Nonsense words are used so that students are assessed based only on their ability to read unfamiliar words rather than on an ability to memorize words.
Teachers can review which specific sound combinations may need additional work.
Nonsense Words:
Combine alphabet cards into random three letter sequences that are not real words. Ask your child to say each sound and then to blend the sounds together faster to make the word.
Say a 3 letter pretend word slowly to your child and ask them to blend the sounds by “saying it fast. (You say “/l/.../u/.../t/. Your child says ‘lut’)
Sight Words:
This measure tells us your child’s ability to recognize 50 of the most “high-frequency” words. The Sight Words subtest is distinct from the Nonsense Word measure. Many sight words are not decodable (e.g., “your”) and students must recognize them automatically rather than using decoding strategies.
Sight Words:
Work on sight words by creating flashcards.
Hang sight word cards around your child’s room.
Build words using letter tiles, letter magnetics, play dough or WIKKI sticks.
Composite Score:
A composite score is determined based on scores from the 4 skill tests and how those combined skills predict reading proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s reading ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
Composite Score:
A composite score is determined based on scores from the 4 skill tests and how those combined skills predict reading proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s reading ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
Kindergarten Fastbridge Early Math
Assessment Type: Fastbridge Early Math
FastBridge Early Math is an assessment given 3 times a year in kindergarten. The assessment has 3 parts in the fall, winter, and spring. However, the type of assessment given each season changes because children’s mathematical readiness changes quickly in kindergarten. Each assessment “season” (fall, winter, spring), the 3 parts are blended into a single “score” that provides an overall picture of where your child is at in his or her development of early math skills. This single score is called a composite score.
Assessments Each Testing Season:
Fall:
- Numeral Identification
- Matching Quantity
- Number Sequence
Winter:
- Numeral Identification
- Number Sequence
- Decomposing Numbers
Spring:
- Numeral Identification
- Number Sequence
- Decomposing Numbers
What does it tell us?
What are ways to help your child at home?
Numeral Identification:
This measure assesses a student’s ability to correctly identify the name of the symbol that represents a number. This measure tells us how many numbers your child knows. This test is timed, so your child may be able to identify more numbers when given more time.
Number sense counting tasks have been identified as powerful short and long-term predictors of mathematical success.
Numeral Identification:
Point out numbers your child sees in the real world - street signs, restaurants, house and building addresses.
While riding in the car, search for numbers on signs together.
Give your child a calculator and have him/her practice pushing numbers and saying them aloud. Quiz them by asking them to push a particular number.
Matching Quantity:
This measure assesses a student’s ability to correctly identify the symbol/numeral that represents a given quantity. This task differs from Numeral Identification in that students are making a connection between quantity and numeral, instead of the symbol and the name of the numeral. This test is timed, so your child may be able to match more numbers and symbols when given more time.
Matching Quantity:
Lay out everyday objects and ask your child to match it with a choice of three given numbers.
Roll a dice and have your child lay out the corresponding number of items. Coins or small toys work well with this task.
Number Sequence:
This measure assesses the student’s understanding of the mental number line. The test is completely verbal, and no student materials are used. Types of items include: Count Sequence, Number After, Number Before, and Number Between. This test is not timed.
Number Sequence:
Count four or five numbers aloud (forward or backward) and then stop and have your child continue the sequence. Include repetitive movements like walking, marching, clapping, tapping to help make the activity fun.
Say a number and ask your child what comes before and what comes after.
Decomposing Numbers:
This measure assesses the student’s ability to put together and take apart numbers by using “parts” and a “whole.” As the student verbalizes the number that represents the missing “part” the teacher marks any errors. The score is the total number of items responded to correctly. This test is not timed.
Decomposing Numbers:
Use different colored chips or different coins. Lay out a certain number and ask your child how many more to make X? Try several different number combinations.
Composite Score:
A composite score is determined based on scores from the 3 skill tests and how those combined skills predict mathematical proficiency over time.
These scores are a quick measure to help us plan for students’ needs. However, it is important to remember that these scores are only a brief glimpse into a student’s mathematical ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
Composite Score:
A composite score is determined based on scores from the 3 skill tests and how those combined skills predict mathematical proficiency over time.
These scores are a quick measure to help us plan for students’ needs. However, it is important to remember that these scores are only a brief glimpse into a student’s mathematical ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
FastBridge Early Reading for Spanish Immersion
Assessment Type: FastBridge Early Reading for Spanish Immersion
FastBridge Early Reading is an assessment given 3 times a year in kindergarten. The assessment has 4 parts in the fall, winter, and spring. However, the type of assessment given each season changes because children’s reading readiness changes quickly in kindergarten. Each assessment “season” (fall, winter, spring), the 4 parts are blended into a single “score” that provides an overall picture of where your child is at in his or her development of pre-reading skills. This single score is called a composite score.
Assessments Each Testing Season:
Fall:
- Concepts of Print (home language)
- Letter Names (English)/ Syllable Reading (Spanish)
- Letter Sounds (home language)
- Onset Sounds (home language
Winter (in Spanish):
- Letter Sounds
- Onset Sounds
- Syllable Reading
- Word Segmenting
Spring (in Spanish):
- Letter Sounds
- Syllable Reading
- Word Segmenting
- Sight Words
What does it tell us?
What are ways to help your child at home?
Concepts of Print:
This measure tells us how well your child has developed the skills required for understanding how print is used so other reading skills can emerge.
Students who have mastered them should be able to complete basic tasks such as proper page orientation, accurate print tracking, and locating the beginning and ending of sentences.
Concepts of Print:
Ask your child to show you
- The front and back of a book
- Where they start reading a book
- An individual word
- How their finger moves left to right when reading a book
- Different types of punctuation (e.g., . , ? !)
You can help your child learn the difference between a letter, word and sentence by writing a few of each on index cards and having your child sort them.
Letter Naming:
This measure tells us how many letters your child knows. This test is timed, so your child may know more letters when given more time.
The measure tells us how well your child can identify printed letters. Teachers can review which specific letters may need additional work.
Letter Naming:
Play games with letter flashcards where your child identifies the names of the letters.
Have a letter scavenger hunt at home or when you are out and about. Focus on both capital and lowercase letters.
Comment on how you notice the differences in letters that look alike
- p, g, q, b, d
- B, D
- m, n, h
- M, N, W, H
Letter Sounds:
This measure tells us how many letter sounds your child knows. This test is timed, so your child may know more letter sounds when given more time.
This measure tells us how well your child can produce each letter’s sound. Teachers can review which specific letter sounds may need additional work.
Letter Sounds:
Play games with letter flashcards, focusing specifically on the sounds of the letters.
Sing songs or playful chants to work with short vowel sounds
- a - avión - ah
- e - estrella - eh
- i - imán - ee
- o - oso - oh
- u - uvas - oo
Onset Sounds:
This measure assesses a student’s phonemic awareness, which is generally defined as the ability to identify and manipulate the smallest units of sound in spoken language.
Phonemic awareness is a critical component of blending (combining) and segmenting (breaking apart) a word.
During the Onset Sound assessment, examiners ask the student to identify the first sound in a picture word.
Onset Sounds:
Take turns naming the first sound in objects around your house. Ask your child, “What is the first sound in _____?”
Have a sound scavenger hunt when out and about. Search for items that begin with a certain sound, such as items that begin with /p/ (e.g., papel).
Say a word and have your child name other words that begin with the same sound (e.g.,papel, perro, palabra).
Syllable Reading:
This measure tells us your child’s ability to read phonetically regular "words". This test is timed, so your child may know more syllables when given more time.
The measure tells us how many items were correctly read in one minute. Teachers can review which specific syllables may need additional work
Syllable Reading:
Review syllables by changing the first consonant in the syllable, but keeping the vowels the same (ma, me, mi, mo, mu; na, ne, ni, no, nu, etc.)
Create syllables that can be manipulated to form not only words, but also nonsense words for practice by using cards. (ma, me, mi, mo, mu; you can change the consonant, but keep the vowel).
Create picture cards of words with the syllables mixed up. Have children re-sort syllable cards to form the correct word (e.g., picture of a table (mesa): sa me; picture of a shoe (zapato): to, za, pa).
Word Segmenting:
This measure tells us your child’s ability to identify the letter sounds that make up a word. The measure tells us how many, out of 34 possible, the student answered correctly.
Word Segmenting:
Say a 3 or 4 letter word to your child and ask them to say the sounds slowly. They should separate out each sound in the word. (You say, “bug.” Your child says the sounds, “/b/ .../u/.../g/”). In Spanish you can do the same: (You say, “las.” Your child says the sounds, “/l/.../a/.../s/.”
A more challenging skill is to say the sounds in a 4 letter word such as “slip.” (You say, “slip.” Your child says the sounds. /s/.../l/.../i/.../p/). In Spanish you can do the same: (You say, “casa.” Your child says the sounds, “/c/”.../a/.../s/.../a/.”)
It may help your child separate sounds if you show them the correct number of sounds (not letters) with your fingers. Have them tap a finger as they say each sound in the word.
Sight Words:
This measure tells us your child’s ability to recognize 50 of the most “high-frequency” words. The Sight Words subtest is distinct from the Nonsense Word measure. Many sight words are not decodable (e.g., “your”) and students must recognize them automatically rather than using decoding strategies.
Sight Words:
Work on sight words by creating flashcards.
Hang sight word cards around your child’s room.
Build words using letter tiles, letter magnetics, play dough or WIKKI sticks.
Composite Score:
A composite score is determined based on scores from the 4 skill tests and how those combined skills predict reading proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s reading ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
Composite Score:
A composite score is determined based on scores from the 4 skill tests and how those combined skills predict reading proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s reading ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation
Kindergarten ENIL: Estructura para la Evaluación del nivel independiente de lectura (Independent Reading Level Assessment Framework)
Assessment Type: ENIL: Estructura para la Evaluación del nivel independiente de lectura (Independent Reading Level Assessment Framework)
Running records are an assessment given in kindergarten once a child has begun reading on his or her own. During this assessment, your child will read a simple book to the classroom teacher and then have a conversation with the teacher about the book.
What does it tell us?
What are ways to help your child at home?
ENIL:
This assessment tells us how smoothly your child reads aloud (e.g., Does his or her reading sound like the voice when talking?)
Teachers analyze the types of errors, or miscues, a student makes while reading aloud and whether or not the student corrects those mistakes independently.
The conversation about the story, which takes place after your child reads the story, will help the teacher understand how well your child understands his or her reading at that difficulty level.
ENIL:
Help your child find a quiet, comfortable place to read.
Read aloud to your child and listen to your child read.
Reread favorite stories.
Talk about the stories you read together.
Keep reading time fun and relaxed. Be patient and know that errors during reading are a natural stage in the process.
Allow a little time for your child to productively struggle when figuring out words. They will know to ask you when they need help.
First Grade
- First Grade FastBridge Early Reading
- First Grade Fastbridge Early Math
- FastBridge Early Reading for Spanish Immersion
- ENIL: Estructura para la Evaluación del nivel independiente de lectura (Independent Reading Level Assessment Framework)
First Grade FastBridge Early Reading
Assessment Type: FastBridge Early Reading
FastBridge Early Reading is an assessment given 3 times a year in first grade. The assessment has 4 parts in the fall, winter, and spring. However, the type of assessment given each season changes because children’s reading readiness changes quickly in early elementary. Each assessment “season” (fall, winter, spring), the 4 parts are blended into a single “score” that provides an overall picture of where your child is at in his or her development of pre-reading skills. This single score is called a composite score.
Assessments Each Testing Season:
Fall:
- Word Segmenting
- Nonsense Words
- Sight Words
- Sentence Reading
Winter:
- Word Segmenting
- Nonsense Words
- Sight Words
- CBM (passage) Reading
Spring:
- Word Segmenting
- Nonsense Words
- Sight Words
- CBM (passage) Reading
What does it tell us?
What are ways to help your child at home?
Word Segmenting:
This measure tells us your child’s ability to identify the letter sounds that make up a word. The measure tells us how many, out of 34 possible, the student answered correctly.
Word Segmenting:
Say a 3 or 4 letter word to your child and ask them to say the sounds slowly. They should separate out each sound in the word. (You say, “bug.” Your child says the sounds, “/b/ .../u/.../g/”).
A more challenging skill is to say the sounds in a 4 letter word such as “slip.” (You say, “slip.” Your child says the sounds. /s/.../l/.../i/.../p/).
Sounds made by letter combinations like th, ch, sh make only one sound.
It may help your child separate sounds if you show them the correct number of sounds (not letters) with your fingers. Have them tap a finger as they say each sound in the word.
Nonsense Words:
This measure tells us your child’s ability to accurately and fluently read basic three letter words.
Nonsense words are used so that students are assessed based only on their ability to read unfamiliar words rather than on an ability to memorize words.
Teachers can review which specific sound combinations may need additional work.
Nonsense Words:
Combine alphabet cards into random three letter sequences that are not real words. Ask your child to say each sound and then to blend the sounds together faster to make the word.
Say a 3 letter pretend word slowly to your child and ask them to blend the sounds by “saying it fast. (You say “/l/.../u/.../t/. Your child says ‘lut’)
Sight Words:
This measure tells us your child’s ability to recognize 150 of the most “high-frequency” words. The Sight Words subtest is distinct from the Nonsense Word measure. Many sight words are not decodable (e.g., “your”) and students must recognize them automatically rather than using decoding strategies.
Sight Words:
Work on sight words by creating flashcards.
Hang sight word cards around your child’s room.
Build words using letter tiles, letter magnetics, play dough or WIKKI sticks.
Sentence Reading:
This measure tells us your child’s ability to read from simple text that is supported by pictures and separated by page.
The Sentence Reading subtest allows your child teacher to determine reading rate and accuracy.
Sentence Reading:
Increase the amount of time your child reads at home (silently and aloud).
Work on sight words (flashcards).
Read to your child to model smooth and expressive reading.
Read aloud the same book/passage as your child at the same time to increase how smoothly your child reads.
Keep reading time fun and relaxed. Be patient and know that errors during reading are a natural stage in the process.
Allow a little time for your child to productively struggle when figuring out words. They will know to ask you when they need help.
CBM (Passage) Reading:
This measure tells us your child’s ability to read a short text that is free from any picture clues.
Teachers listen to your child read for one minute and mark errors, or miscues, during the reading.
The total number of words read correctly during a one-minute time period is then calculated.
Children are encouraged to do their best reading and to avoid speed reading the passage. Reading at an appropriate pace shows that they are recognizing words with less and less effort. This allows them to use their attention to think about the meaning of what they are reading.
CBM (Passage) Reading:
Increase the amount of time your child reads at home (silently and aloud).
Work on sight words (flashcards).
Read to your child to model smooth and expressive reading.
Read aloud the same book/passage as your child at the same time to increase how smoothly your child reads.
Keep reading time fun and relaxed. Be patient and know that errors during reading are a natural stage in the process.
Allow a little time for your child to productively struggle when figuring out words. They will know to ask you when they need help.
Composite Score:
A composite score is determined based on scores from the 4 skill tests and how those combined skills predict reading proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s reading ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
Composite Score:
A composite score is determined based on scores from the 4 skill tests and how those combined skills predict reading proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s reading ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
First Grade Fastbridge Early Math
Assessment Type: Fastbridge Early Math
FastBridge Early Math is an assessment given 3 times a year in first grade. The assessment has 3 parts in the fall, winter, and spring. However, the type of assessment given each season changes because children’s mathematical readiness changes quickly at this age. Each assessment “season” (fall, winter, spring), the 3 parts are blended into a single “score” that provides an overall picture of where your child is at in his or her development of early math skills. This single score is called a composite score.
Assessments Each Testing Season:
Fall:
- Numeral Identification
- Number Sequence
- Decomposing Numbers
Winter:
- Number Sequence
- Decomposing Numbers
- Place Value
Spring:
- Decomposing Numbers
- Place Value
- Story Problems
What does it tell us?
What are ways to help your child at home?
Numeral Identification:
This measure assesses a student’s ability to correctly identify the name of the symbol that represents a number. This measure tells us how many numbers your child knows. This test is timed, so your child may be able to identify more numbers when given more time.
Number sense counting tasks have been identified as powerful short and long-term predictors of mathematical success.
Numeral Identification:
Point out numbers your child sees in the real world - street signs, restaurants, house and building addresses.
While riding in the car, search for numbers on signs together.
Give your child a calculator and have him/her practice pushing numbers and saying them aloud. Quiz them by asking them to push a particular number.
Number Sequence:
This measure assesses the student’s understanding of the mental number line. The test is completely verbal, and no student materials are used. Types of items include: Count Sequence, Number After, Number Before, and Number Between. This test is not timed.
Number Sequence:
Count four or five numbers aloud (forward or backward) and then stop and have your child continue the sequence. Include repetitive movements like walking, marching, clapping, or tapping to help make the activity fun.
Say a number and ask your child what comes before and what comes after.
Decomposing Numbers:
This measure assesses the student’s ability to put together and take apart numbers by using “parts” and a “whole.” As the student verbalizes the number that represents the missing “part” the teacher marks any errors. The score is the total number of items responded to correctly. This test is not timed.
Decomposing Numbers:
Use different colored chips or different coins. Lay out a certain number and ask your child how many more to make X? Try several different number combinations.
Place Value:
This measure assesses the student’s ability to correctly produce the numeral that corresponds with a set of base-10 blocks, and his/her ability to select the correct grouping of base-10 blocks when presented with a numeral. This test is not one on one, it is administered to the entire class.
This test is timed, so your child may be able to complete additional problems when given more time.
Place Value:
Put different combinations of the these blocks together and ask your child to say the number it represents. This does not require having actual blocks. Drawings of the blocks are sufficient. Reverse the question and give your child a number to represent with blocks.
Story Problems:
This measure assesses the student’s ability to correctly identify a number expression that matches a story problem as told to them by the teacher. As the student points to the number expression that represents the visual story problem, the teacher marks any errors.
This test is not timed.
Story Problems:
Tell a story such as “A boy has 3 balloons. His sister has 2 balloons. Show me the number expression that matches this story.” Provide three choices with the correct one showing 3 + 2 = 5.
Composite Score:
A composite score is determined based on scores from the 3 skill tests and how those combined skills predict mathematical proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s mathematical ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
Composite Score:
A composite score is determined based on scores from the 3 skill tests and how those combined skills predict mathematical proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s mathematical ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
FastBridge Early Reading for Spanish Immersion
Assessment Type: FastBridge Early Reading for Spanish Immersion
FastBridge Early Reading is an assessment given 3 times a year in first grade. The assessment has 4 parts in the fall, winter, and spring. However, the type of assessment given each season changes because children’s reading readiness changes quickly in early elementary. Each assessment “season” (fall, winter, spring), the 4 parts are blended into a single “score” that provides an overall picture of where your child is at in his or her development of pre-reading skills. This single score is called a composite score.
Assessments Each Testing Season:
Fall (in Spanish:
- Syllable Reading
- Word Segmenting
- Sight Words
- Sentence Reading
Winter (in Spanish):
- Syllable Reading
- Word Segmenting
- Sight Words
- CBM (passage) Reading
Spring (in Spanish):
- Syllable Reading
- Word Segmenting
- Sight Words
- CBM (passage) Reading
What does it tell us?
What are ways to help your child at home?
Syllable Reading:
This measure tells us your child’s ability to read phonetically regular "words". This test is timed, so your child may know more syllables when given more time. The measure tells us how many items were correctly read in one minute. Teachers can review which specific syllables may need additional work.
Syllable Reading:
Review syllables by changing the first consonant in the syllable, but keeping the vowels the same (ma, me, mi, mo, mu; na, ne, ni, no, nu, etc.)
Create syllables that can be manipulated to form not only words, but also nonsense words for practice by using cards. (ma, me, mi, mo, mu; you can change the consonant, but keep the vowel).
Create picture cards of words with the syllables mixed up. Have children re-sort syllable cards to form the correct word (e.g., picture of a table (mesa): sa me; picture of a shoe (zapato): to, za, pa).
Word Segmenting:
This measure tells us your child’s ability to identify the letter sounds that make up a word. The measure tells us how many, out of 34 possible, the student answered correctly.
Word Segmenting:
Say a 3 or 4 letter word to your child and ask them to say the sounds slowly. They should separate out each sound in the word. (You say, “bug.” Your child says the sounds, “/b/ .../u/.../g/”). In Spanish you can do the same: (You say, “las.” Your child says the sounds, “/l/.../a/.../s/.”
A more challenging skill is to say the sounds in a 4 letter word such as “slip.” (You say, “slip.” Your child says the sounds. /s/.../l/.../i/.../p/). In Spanish you can do the same: (You say, “casa.” Your child says the sounds, “/c/”.../a/.../s/.../a/.”)
Sounds made by letter combinations like th, ch, sh make only one sound.
It may help your child separate sounds if you show them the correct number of sounds (not letters) with your fingers. Have them tap a finger as they say each sound in the word.
Sight Words:
This measure tells us your child’s ability to recognize 150 of the most “high-frequency” words. Many sight words are not decodable (e.g., “your”) and students must recognize them automatically rather than using decoding strategies.
Sight Words:
Work on sight words by creating flashcards.
Hang sight word cards around your child’s room.
Build words using letter tiles, letter magnetics, play dough or WIKKI sticks.
Sentence Reading:
This measure tells us your child’s ability to identify the letter sounds that make up a word. The measure tells us how many, out of 34 possible, the student answered correctly.
Sentence Reading:
Say a 3 or 4 letter word to your child and ask them to say the sounds slowly. They should separate out each sound in the word. (You say, “bug.” Your child says the sounds, “/b/ .../u/.../g/”).
A more challenging skill is to say the sounds in a 4 letter word such as “slip.” (You say, “slip.” Your child says the sounds. /s/.../l/.../i/.../p/).
Sounds made by letter combinations like th, ch, sh make only one sound.
It may help your child separate sounds if you show them the correct number of sounds (not letters) with your fingers. Have them tap a finger as they say each sound in the word.
CBM (Passage) Reading:
This measure tells us your child’s ability to read a short text that is free from any picture clues.
Teachers listen to your child read for one minute and mark errors, or miscues, during the reading.
The total number of words read correctly during a one-minute time period is then calculated.
Children are encouraged to do their best reading and to avoid speed reading the passage. Reading at an appropriate pace shows that they are recognizing words with less and less effort. This allows them to use their attention to think about the meaning of what they are reading.
CBM (Passage) Reading:
Increase the amount of time your child reads at home (silently and aloud).
Work on sight words (flashcards).
Read to your child to model smooth and expressive reading. Read aloud the same book/passage as your child at the same time to increase how smoothly your child reads.
Keep reading time fun and relaxed. Be patient and know that errors during reading are a natural stage in the process.
Allow a little time for your child to productively struggle when figuring out words. They will know to ask you when they need help.
Composite Score:
A composite score is determined based on scores from the 4 skill tests and how those combined skills predict reading proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s reading ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
Composite Score:
A composite score is determined based on scores from the 4 skill tests and how those combined skills predict reading proficiency over time.
These scores are a quick measure to help us plan for students’ needs.. However, it is important to remember that these scores are only a brief glimpse into a student’s reading ability. If a teacher notices a difference between a student’s scores and their performance in class, the teacher will perform additional assessments to learn more about the difference between test and observation.
ENIL: Estructura para la Evaluación del nivel independiente de lectura (Independent Reading Level Assessment Framework)
Assessment Type: ENIL: Estructura para la Evaluación del nivel independiente de lectura (Independent Reading Level Assessment Framework)
Running records are an assessment given in kindergarten once a child has begun reading on his or her own. During this assessment, your child will read a simple book to the classroom teacher and then have a conversation with the teacher about the book.
What does it tell us?
What are ways to help your child at home?
ENIL:
This assessment tells us how smoothly your child reads aloud (e.g., Does his or her reading sound like the voice when talking?)
Teachers analyze the types of errors, or miscues, a student makes while reading aloud and whether or not the student corrects those mistakes independently.
The conversation about the story, which takes place after your child reads the story, will help the teacher understand how well your child understands his or her reading at that difficulty level.
ENIL:
Help your child find a quiet, comfortable place to read.
Read aloud to your child and listen to your child read.
Reread favorite stories.
Talk about the stories you read together.
Keep reading time fun and relaxed. Be patient and know that errors during reading are a natural stage in the process.
Allow a little time for your child to productively struggle when figuring out words. They will know to ask you when they need help.
Curious how our students are performing?
check out the state's Report Card for Stillwater Area Public Schools
Assessments By Level
- Elementary Assessments
- Middle School Assessments
- High School Assessments
- ACCESS and Alternate ACCESS for English Language Learners
Elementary Assessments
Assessments by Grade Level
- Kindergarten: FastBridge
- Grade 1: FastBridge
- Grade 2: FastBridge
- Grade 3: FastBridge, CoGAT 7, MCA
- Grade 4: FastBridge, MCA
- Grade 5: FastBridge, MCA
Types of Assessments
ACCESS
The ACCESS and Alternate ACCESS for English Language Learners (ELLs) are the assessments administered to English learners in order to measure progress toward meeting Minnesota’s standards for English language development. Most English learners will take the ACCESS for ELLs, but English learners who received special education services and meet the participation guidelines may take the Alternate ACCESS for ELLs.
Subject tests will be delivered to K-12 students as scheduled through their English Language Learner teacher. Student tests are scheduled individually. Specific grade and domain schedules by the building will be shared as they become available.
Cognitive Abilities Test (CoGAT 7)
The CoGAT test is given to all Grade 3 students each fall as an identifier for Gifted and Talented services. More importantly, it is used to identify strengths of all students that are not always revealed with other achievement tests. The CoGat assesses students’ abilities in reasoning and problem solving using verbal, quantitative, and nonverbal (spatial) symbols.Scores are shared with families in early December and will be available in PowerSchool.
FastBridge (Formative Assessment System for Teachers)
FastBridge is a screening assessment for early reading and math skills, which is given primarily to our elementary students to monitor progress toward reading success and mastery of numeracy skills.
Results are available immediately to teachers in Fastbridge and Illuminate; Data are shared with students and families via PowerSchool and during conferences.
Minnesota Comprehensive Assessment (MCA) and Minnesota Test of Academic Skills (MTAS)
The MCAs are mandated by the state of Minnesota. They help schools and districts measure student progress toward the state’s academic standards. The math and reading tests are given to students in grades 3-5 and science is given to students in grades 3 and 5.
Preliminary scores available to schools in late May; Final Individual Student Reports are provided to schools to give to families in fall of the following year.
A variation of this state test, called MTAS or Minnesota Test of Academic Skills, is individually administered for students with the most significant cognitive disabilities.
Middle School Assessments
Assessments by Grade Level
Grade 6: MCA, NWEA MAP Growth
Grade 7: MCA, NWEA MAP Growth
Grade 8: MCA, NWEA MAP Growth
Types of Assessments
ACCESS
The ACCESS and Alternate ACCESS for English Language Learners (ELLs) are the assessments administered to English learners in order to measure progress toward meeting Minnesota’s standards for English language development. Most English learners will take the ACCESS for ELLs, but English learners who received special education services and meet the participation guidelines may take the Alternate ACCESS for ELLs.
Subject tests will be delivered to K-12 students as scheduled through their English Language Learner teacher. Student tests are scheduled individually. Specific grade and domain schedules by the building will be shared as they become available.
Minnesota Comprehensive Assessment (MCA) and Minnesota Test of Academic Skills (MTAS)
The MCAs are mandated by the state of Minnesota. They help schools and districts measure student progress toward the state’s academic standards. The reading and math tests are given to students in grades 6-8 and the science test is given to students in grade 8.
Preliminary scores available to schools in late May; Final Individual Student Reports are provided to schools to give to families in fall of the following year.
A variation of this state test, called MTAS or Minnesota Test of Academic Skills, is individually administered for students with the most significant cognitive disabilities.
NWEA Measures of Academic Progress (MAP)
The Northwest Evaluation Association (NWEA) tests determine your child's instructional level and measure academic growth from year to year in mathematics and reading. They are adaptive tests (presenting more challenging questions as a child answers correctly) that pinpoint each student's instructional level. It is given to students in grades 6-8 each fall and spring.
Assessment results are available immediately to teachers in NWEA. Data are shared with students and families at conferences and/or through the mail within a month of testing.
High School Assessments
Assessments by Grade Level
Grade 9: MCA Science (*if taking Biology or Life Science)
Grade 10: MCA Reading, PreACT, PSAT*
Grade 11: ACT Plus Writing, ASVAB*, MCA Math, PSAT*
Grade 12: ASVAB*
Types of Assessments
ACCESS
The ACCESS and Alternate ACCESS for English Language Learners (ELLs) are the assessments administered to English learners in order to measure progress toward meeting Minnesota’s standards for English language development. Most English learners will take the ACCESS for ELLs, but English learners who received special education services and meet the participation guidelines may take the Alternate ACCESS for ELLs.
Subject tests will be delivered to K-12 students as scheduled through their English Language Learner teacher. Student tests are scheduled individually. Specific grade and domain schedules by the building will be shared as they become available.
ACT Plus Writing
The ACT measures student academic college and career readiness in the areas of English, math, science, reading and writing. It is given to students in grade 11.
Score reports are sent to students directly from ACT 6-8 weeks after testing.
AP (Advanced Placement Test)
The optional tests are based upon college-level courses taught in the high school. These tests are given over a period of two weeks in May. It is strongly recommended that students take the AP exam given in May. Students must register for these tests by the end of March. Announcements for these tests will be made through the AP courses offered at the high school. Students taking AP exams will be charged a fee set by The College Board. Any questions regarding AP testing should be directed to the building principal or to Pony Center staff.
Armed Services Vocational Aptitude Battery (ASVAB)
The ASVAB is a timed placement test for military service; 10 subtests including math and reading subsections as well as other tests designed to inform test taker of their suitability for a variety of military vocations. The test is offered to students in grades 11 and 12 for a fee, and administered in the spring.
Score reports are sent to the school 14-30 days after testing.
Minnesota Comprehensive Assessment (MCA)
The MCAs are mandated by the state of Minnesota. They help schools and districts measure student progress toward the state’s academic standards.
- Grades 10: Reading
- Grades 11: Math
- Science test is given at completion of Life Science course
Preliminary scores available to schools in late May; Final Individual Student Reports are provided to schools to give to families in fall of the following year.
A variation of this state test, called MTAS or Minnesota Test of Academic Skills, is individually administered for students with the most significant cognitive disabilities.
PreACT
The PreACT helps assess a student's readiness for the ACT. It simulates the ACT testing experience in all four areas: English, math, reading and science. Reporting includes both academic and career indicators, which are designed to provide both strengths and areas for improvement, providing a complete view of college and career readiness. It is given to students in grade 10 in the fall of each year.
Score reports are sent to the school approximately one month after testing.
PSAT
The Preliminary Scholastic Aptitude Test measures course readiness in reading, writing, and language, and math. It can help determine readiness for the SAT test and is also used to identify National Merit Scholars. The test is offered to students in grades 10 and 11 for a fee.
Score reports are sent to students directly from the College Board 6-8 weeks after testing.
ACCESS and Alternate ACCESS for English Language Learners
The ACCESS for ELLs and Alternate ACCESS for ELLs assessments are used to monitor English learners’ progress as they develop academic language skills in reading, writing, listening, and speaking.
All English learners (EL students) in grades K–12 are tested annually with the ACCESS or Alternate ACCESS (for students with significant cognitive disabilities) until they meet EL exit criteria.
Grading & Report Cards
Elementary Grading
The elementary report card is used to communicate with families with regard to student progress toward our district’s learning expectations for each grade level. Report cards are provided to families two times a year - once in the fall and again in the spring.
The report card is intended to inform families about students’ learning successes, areas of need, and continued opportunities for growth. It’s just one of the many ways we communicate with you about your child’s performance and progress.
Standards-based reporting is an approach in which our students’ academic performance is measured relative to the grade level standards. Standards specify what all students should know and be able to do, as well as the level at which they need to know it.
- Elementary students will be scored based on the level at which they demonstrate proficiency of the standard, rather than how he/she performed in comparison to other students.
- The focus is on evidence of learning, not on compliance or the accumulation of points.
Standards-based reporting:
- Makes students more aware of what is expected of them. Students will better understand their current academic progress in relation to where they need to be by the end of the year.
- Allows teachers to provide families with a more thorough explanation of what skills and concepts are needed in order for students to show proficiency of the standard.
- Enables teachers to better understand a student’s current level of performance on a standard and how to best support the next instructional steps in the learning progression.
Academic Performance Indicators
In order to represent the different levels of performance your child will demonstrate during the learning process, you will see the symbols 1, 2, 3 and 4. The expectation is for each child to meet or exceed the grade-level standard by the end of the year, which you would see as a 3 or higher on their report card. You may see some 2s along the way, especially during first semester as well as when new concepts are being introduced and learned, or as concepts become more complex. A grade of 1 indicates that your child requires extra support and intervention to make progress toward the standard, and we’ll work along with you to determine the right path to help him/her grow.
Advancing Beyond Standard
Advances beyond grade-level expectations. Demonstrates high cognitive levels of thinking and a more rigorous application of knowledge and understanding to other subject areas
Meeting Standard
Meets grade-level expectations. Demonstrates solid knowledge and understanding of the skills and concepts measured within the standard.
Progressing Toward Standard
Meets some grade-level expectations and is currently demonstrating progress toward achievement of standard.
Not Yet Demonstrating
Not yet meeting grade-level expectations. Needs additional support fo make adequate progress toward achievement of standard.
REMEMBER: In standards-based reporting, 3s are celebrated!
Middle School Grading
Middle School Grading For Learning
Our grading for learning practices will provide a framework for teachers to accurately report academic achievement to students and their families.
Grading Parameters:
1. The primary purpose of grading is to communicate academic progress and achievement to students, families, employers, and post-secondary institutions. Additional purposes for grading include:
- Providing information that students can use for self-evaluation.
- Gathering information that teachers can use to modify planning and instruction.
2. Teachers of the same grade level course will apply the grading parameters in the same manner.
3. Course grades will reflect the level of the student’s academic achievement. While non-academic factors are highly valued and often contribute to the student’s academic achievement, they will be reported separately from an achievement grade. When merged with measures of academic achievement, non-academic factors can misrepresent what the student knows. The following are examples of non-academic factors:
- Behavior (i.e. attendance, attitude, punctuality, academic dishonesty, certain class participation, effort)
- Homework based solely on completion.
- Other characteristics or habits.
4. The semester grade for a course will be calculated based on a combination of summative and formative assessments. The definitions provided in this document are the best guide for determining if an assessment is Academic Practice (formative) or Academic Achievement (summative).
- The combinations of academic achievement and academic practice grades will be based on embedded standards, course rigor, and/or grade level. The following calculations provide a framework for grades 7-9.
- Summative assessment grades will count for a minimum of 80%.
- Formative assessment grade will count for a maximum of 20%.
- Individual departments will determine what assessments are included in the Academic Practice and Academic Achievement categories.
- Individual courses will use the same percentages for each category.
5. Student learning and academic achievement is an ongoing process. Formative and summative assessments are intentionally fluid to support student learning.
- Formative assessments can be completed more than once to demonstrate learning. Teachers may have retake deadlines.
- Summative assessments can be completed a second time. Teachers will have criteria and may have retake deadlines.
Retake/Revision:
Students are encouraged to retake any formative assessment that has not been mastered. The student can retake a formative assessment as many times as necessary to master the content, but the retake needs to be completed before the summative assessment is given. Teachers will likely require additional practice work before allowing the student to retake a formative assessment. Retakes are not the same assessment, but a different assessment that measures the same learning targets and concepts.
A summative assessment retake is a privilege provided to students who have demonstrated mastery of all homework and formative assessments leading-up to a summative assessment. If the gradebook indicates this, the student will be permitted one additional chance to retake a summative assessment. Teachers will likely require additional practice work before allowing the student to retake the summative assessment. The student will need to initiate the retake process and have the summative retake completed prior to the next summative assessment.
Summative retake guidelines:
- Prior to taking the summative exam for the first time, the student must score 80% or higher on formative assessments leading-up to the summative.
- All practice and homework leading-up to the summative will be completed, turned in and done in an acceptable manner.
- The student will schedule and take their summative retake prior to the next summative given in class.
While these are school guidelines, teachers reserve the right to use their professional judgement in unique circumstances.
*There will be no retakes permitted on end of the semester or end of the year final exams*
Grading Scale:
In order to calculate grades, the following percentage based scale is used to assign grades. In turn, the letter symbols give a description of the student’s academic achievement.
Teachers will round to the nearest whole percent when a student is between grades.
Exceeds Standards
A = 100-93
A- = 92-90
Meets Standards
B+ = 89-87
B = 86-83
B- = 82-80
Partially Meets Standards
C+ = 79-77
C = 76-73
C- = 72-70
Does Not Meet Standards
D+ = 69-67
D = 66-63
D- = 62-60
F = 59-0
Student Responsibilities
Students are responsible for their own learning. All students shall actively participate in understanding the grading and reporting system. Students are expected to check the Message Center (or Calendar) on Skyward weekly, monitor their academic progress to identify their strengths and weaknesses with a particular topic and, as a result, seek additional help.
Students are responsible for contacting the appropriate teacher when questions or concerns arise. Students may schedule an appointment with their counselor for academic assistance.
Parent/Guardian Responsibilities
Parents/guardians are a vital link to successful home/school communication about student learning.
Parents are strongly encouraged to attend the Parent Information Night in the fall, check student progress on Skyward weekly, check the Message Center (or Calendar) on Skyward weekly, and schedule and attend Parent/Teacher conferences.
Parents should contact the appropriate teacher when questions or concerns arise.
School Staff Responsibilities
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Principals are responsible for ensuring implementation of of the school's beliefs, procedures, and practices of effective grading and reporting.
-
Teachers are responsible for effectively implementing classroom assessments based on standards and for applying the principles of effective grading and reporting practices using professional judgment. Teachers will maintain a gradebook that is updated weekly. Teachers will post a weekly update in the Message Center (or Calendar) on Skyward.
-
Counselors are available for both academic and non-academic counseling, and will be available to assist students, parents, and teachers in the communication of academic progress. Counselors will recommend intervention services as appropriate.
Professional Judgment
Educators are highly trained professionals who are not only experts in the content areas they teach but also in determining each student’s level of understanding and achievement of course specific standards. It is the teacher’s job to use evidence when assigning grades. While our school uses an 80/20 (80% summative, 20% formative) model to calculate a final grade, teachers reserve the right to use their professional judgment to alter a student’s grade so long as there is clear evidence.
Academic Dishonesty
Any act in which the student gives or uses information in a way that provides an inaccurate reflection of learning and an unfair advantage. Students demonstrating academic dishonesty will be referred to counselors and or administration and consequences in accordance to the discipline policy will result. Any student subject to academic dishonesty will be given another opportunity to demonstrate their learning without academic penalty.
Examples include but are not limited to:
- Taking or distributing images of the assessment (screen shots included)
- Copying another student’s work
- Taking a copy of the assessment our of the room without teacher permission
- Discussing answers or questions on the assessment with students who have not taken the exam (through e-mail, texting, social media or any other form of communication)
- Plagiarism – stealing and not citing content that does not belong to you and putting your name by it as if you were the original author
- Using resources/devices the teacher has not permitted during the assessment (could include: notes, maps, text, phone, computer) even if the use of the resource/device is unrelated to assessment you are taking (When in doubt ask the teacher.)
High School Grading
Stillwater Area High School Grading For Learning
The purpose of grading is to communicate information about students' achievements in school to parents and others, as well as to provide information to students for self-evaluation.
Grading practices at SAHS will:
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Accurately and clearly reflect what students know and can do.
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Be fair and evidence-based.
- Be clearly connected to district and state standards.
- Be timely and encourage learning through continuous feedback.
- Be consistent throughout the school, grade levels, and departments.
- Foster communication between home and school in order to help all students reach their full academic potentials.
Grading Principles
Grades are designed to reflect the level of the student’s academic achievement.
Grades communicate what students know and can do in relation to course standards. Non-academic factors* clearly contribute to the student’s academic achievement, but when those factors are merged with measures of academic achievement, the final grade can misrepresent what the student has achieved. Non-academic factors can be reported separately from academic achievement, but will not impact the student's overall grade in a course.
Teachers will provide feedback on student work promptly.
Because delays in grading reduce the effectiveness of feedback, teachers will return graded work as quickly as possible.
Syllabi, assessment criteria, and summative assessments across sections of a course will be common.
While differentiation in formative assessments and techniques within a course is acceptable and encouraged, teachers of the same grade level course will apply grading parameters in the same manner.
Semester grades will be calculated based on a combination of formative assessments (like homework and quizzes) and summative assessments (like exams, projects and essays).
- Summative assessments will represent no less than 80% of the student’s course grade and Formative assessments will represent no more than 20% of the student’s grade.
- Individual departments will determine what assessments are included in the assessment plan for a course and individual courses will use the same percentages for each category.
- Additional unweighted categories may be used to communicate other student performance, but will not affect the overall grade.
Formative and summative assessments will be clearly aligned with course standards.
Descriptions of assignments in the electronic gradebook will provide information that links assignments and assessments to learning targets. The gradebook will be clear to anyone who refers to it.
Student learning is an ongoing process.
Students are encouraged to retake any formative assessment that has not been mastered. Students can retake a formative assessment as many times as necessary to master the content, but the retake needs to be completed before the summative assessment is given. Teachers will likely require additional practice work before allowing a student to retake a formative assessment. Retakes are not the same assessment, but a different assessment that appraises the same learning targets and concepts.
A summative assessment retake is a privilege provided to students who have demonstrated mastery of all homework and formative assessments leading up to a summative assessment. Teachers will likely require additional practice work before allowing the student to retake a summative assessment. The student will need to initiate the retake process and have the summative retake completed prior to the next summative assessment.
There will be no retakes permitted on end-of-semester of end-of-year Final Exams.
Grading Scale:
Exceeds Standards
A = 100-93
A- = 92-90
Meets Standards
B+ = 89-87
B = 89-87
B- = 82-80
Partially Meets Standards
C+ = 79-77
C = 76-73
C- = 72-70
D+ = 69-67
D = 66-63
D- = 62-60
Does Not Meet Standards
F = 59-50
Student Responsibilities
Students are primarily responsible for their own learning. All students shall actively participate in understanding Stillwater Area High School’s grading and reporting system.
Students are expected to use Schoology on a daily basis to monitor their academic progress, identify their strengths and weaknesses with a particular topic and seek additional help from teachers as needed.
Students are responsible for contacting the appropriate teacher(s) when questions or concerns arise. Students may schedule an appointment with their counselor for academic assistance.
Parent/Guardian Responsibilities
Parents/guardians are a vital link to successful home/school communication about student learning.
Guardians should engage with the children about academic issues. They are strongly encouraged to attend the Back to School Night in the fall, check student progress in Schoology weekly, check messages in Schoology weekly, and schedule and attend conferences.
Guardians should contact the appropriate teacher(s) when questions or concerns arise.
School Staff Responsibilities
-
Principals are responsible for ensuring implementation of Stillwater Area High School’s purpose, principles, and practices of effective grading and reporting.
-
Teachers are responsible for effectively implementing classroom assessments based on standards and for applying the principles of effective grading and reporting practices using professional judgment. Teachers will maintain a gradebook that is updated regularly.
-
Counselors are available for both academic and non-academic counseling, and to assist students, parents, and teachers in the communication of academic progress. Counselors will recommend intervention services as appropriate.
Professional Judgement
Educators are highly trained professionals who are experts in both the content areas they teach and in determining students' levels of understanding and achievement. Teachers have the right to use their professional judgment to modify a student’s grade so long as there is clear evidence in support of the modification.
Academic Dishonesty
Academic Dishonesty is defined as any act in which the student gives or uses information in a way that provides an inaccurate reflection of learning and/or provides an unfair advantage. Students engaged in academic dishonesty will face consequences in accordance with the discipline policy.
Tools Teachers Use To Assess Learning
Formative Assessment
Formative assessment is defined as Assessment for learning or academic practice. It is work conducted when a student is still learning the material and is designed to provide direction for both students and teachers.
Formative assessments help students monitor their progress towards the mastery of learning targets, and they help teachers identify areas in which students need additional practice.
Examples may include homework, worksheets, observations, rough drafts, quizzes, labs, notebook checks, etc.
Summative Assessment
Summative Assessment is defined as Assessment of Learning. These are assessments that measure students’ understanding of a group of learning targets and/or essential learner outcomes.
Summative assessments follow practice work (homework, formative assessments, and instruction).
Examples may include tests, essays, presentations, or projects.
Non-Academic Factors
Non-academic factors are aspects of student performance that are not clearly linked to academic standards.
These factors include behaviors (i.e. timeliness of work, attitude, participation, effort), academic dishonesty, attendance, and homework based solely on completion.
Assessment Calendar
Date Range
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Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sun, Feb 26
Mon, Feb 27
Sat, Mar 4
Sun, Mar 5
Mon, Mar 6
Tue, Mar 7
Wed, Mar 8
Fri, Mar 10
Sat, Mar 11
Sun, Mar 12
Mon, Mar 13
Tue, Mar 14
Wed, Mar 15
Thu, Mar 16
Fri, Mar 17
Sat, Mar 18
Sun, Mar 19
Mon, Mar 20
Tue, Mar 21
Wed, Mar 22
Thu, Mar 23
Fri, Mar 24
Sat, Mar 25
Sun, Mar 26
Mon, Mar 27
Tue, Mar 28
Wed, Mar 29
Thu, Mar 30
Fri, Mar 31
Sat, Apr 1
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Parents/guardians have the option to refuse their child(ren)'s statewide assessments. These include MCA or MTAS and ACCESS or Alternate ACCESS assessments. For more information on refusals of statewide assessments, visit the minnesota department of education website.
to refuse statewide testing for the 2021-2022 school year, please complete the below form and return it to your child's principal.
- Parent/Guardian Guide and Refusal for Student Participation in Statewide Testing
- Guía y negación de permiso para padres/tutores acerca de la participación del estudiante en las pruebas estatales - español
- Hagaha Waalidka/masuulka iyo diidmada ka qayb qaadashada ardeeyga ee imtixaanka gobalada - somali
- Cov Lus Qhia Rau Niam Txiv/Tus Neeg Saib Xyuas Menyuam thiab Kev Tsis Kam Cia Tus Menyuam Kawm Ntawv Mus Koom Qhov Ntsuas Thoob Plaws Hauv Lub Xeev - hmong
- األمور أولياء/اآلباء دليل و رفض مشاركة الطالب في الختبار ة مستوى عل - arabic