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.
Fastbridge Frequently Asked Questions
- What are FastBridge Assessments?
- What FastBridge assessments do students take?
- Why were these assessments selected as one of the district measures of reading and math ability?
- When are FastBridge Assessments given?
- How are the results from these assessments used?
- What happens if a teacher determines my student is at risk?
- What can I do to support my child's progress in reading and math?
What are FastBridge Assessments?
FastBridge (Formative Assessment System for Teachers) is a set of screening assessments for reading and math skills that teachers use to measure student learning. FastBridge scores help inform classroom instruction and additional student supports, along with other sources of information about student performance.
What FastBridge assessments do students take?
Why were these assessments selected as one of the district measures of reading and math ability?
These tests were selected because, combined, they give both broad and specific measures of student performance. The combined suite of tests at each grade level takes approximately 30 minutes for each subject, resulting in less class time lost. 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 FastBridge Assessments given?
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, each FastBridge assessment is 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?
Curious how Stillwater students are performing?
check out the state's Report Card for Stillwater Area Public Schools
Assessments By Level
- Kindergarten
- First Grade
- Elementary Assessments
- Middle School Assessments
- High School Assessments
- ACCESS and Alternate ACCESS for English Language Learners
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.
- 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.
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 reading and math skills, which is given primarily to our elementary students to monitor progress toward reading success and mastery of numeracy skills.
The specific assessments given as part of the FastBridge screening process vary by grade level for each subject.
Reading:
-
earlyReading (K-1): earlyReading is a set of reading assessments developed by the University of Minnesota. 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 composite score that provides an overall picture of where your child is at in their development of early reading skills.
|
Fall |
Winter |
Spring |
|
|
Kindergarten |
Concepts of Print |
Letter Sounds |
Letter Sounds |
|
1st Grade |
Nonsense Words |
CBM (passage) Reading |
CBM (passage) Reading |
-
aReading (2-12): aReading is a reading test developed by the University of Minnesota. This is an adaptive assessment that students complete on a computer in about 20-25 minutes each. 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 that measure their overall reading ability.
-
CBMreading (2-5): Assesses oral reading fluency with connected text. Students read a passage aloud to their teacher for one minute. By listening to a student read, a teacher can learn many important details about the student’s current reading skills, including evidence of skills in the areas of phonemic awareness, phonics, and fluency. This also serves as the district’s dyslexia screener at these grade levels.
-
AUTOreading (4-12): Assesses accuracy and automaticity with phonics, spelling, and vocabulary skills. This is a computer-based test. Students complete 3-4 subtests based on their grade level. Each of these subtests was designed to measure students’ accuracy in reading skills and their response times. While the subtests are untimed, each item is presented to the student for approximately 6 seconds, with the entire assessment taking approximately 6-8 minutes.
-
4th grade: Encoding, Word Identification, Vocabulary
-
5th grade: Word Identification, Decoding, Matching Synonyms, Morphology
-
Math:
-
earlyMath (K-1): earlyReading is a set of reading assessments developed by the University of Minnesota. 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 early elementary. Each assessment “season” (fall, winter, spring), the 3 parts are blended into a single composite score that provides an overall picture of where your child is at in their development of early math skills.
|
Fall |
Winter |
Spring |
|
|
Kindergarten |
Matching Quantity |
Decomposing Numbers |
Decomposing Numbers |
|
1st Grade |
Decomposing Numbers |
Decomposing Numbers |
Decomposing Numbers |
-
aMath (2-12): aMath is a math test developed by the University of Minnesota. This is an adaptive assessment that students complete on a computer in about 20-25 minutes each. 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 that measure their overall math ability.
-
CBMmath Automaticity (2-12): Measures a student’s fluency with arithmetic facts, including addition, subtraction, multiplication, and division. This is a computer-based test.
Results are available immediately to teachers in FastBridge; 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 grade 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, FastBridge
Grade 7: MCA, FastBridge
Grade 8: MCA, FastBridge
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.
FastBridge (Formative Assessment System for Teachers)
FastBridge is a screening assessment for reading and math skills, which is given primarily to our elementary students to monitor progress toward reading success and mastery of numeracy skills.
The specific assessments given as part of the FastBridge screening process vary by grade level for each subject.
Reading:
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aReading (2-12): aReading is a reading test developed by the University of Minnesota. This is an adaptive assessment that students complete on a computer in about 20-25 minutes each. 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 that measure their overall reading ability.
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AUTOreading (4-12): Assesses accuracy and automaticity with phonics, spelling, and vocabulary skills. This is a computer-based test. Students complete 3-4 subtests based on their grade level. Each of these subtests was designed to measure students’ accuracy in reading skills and their response times. While the subtests are untimed, each item is presented to the student for approximately 6 seconds, with the entire assessment taking approximately 6-8 minutes.
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5th -12th grade: Word Identification, Decoding, Matching Synonyms, Morphology
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Math:
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aMath (2-12): aMath is a math test developed by the University of Minnesota. This is an adaptive assessment that students complete on a computer in about 20-25 minutes each. 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 that measure their overall math ability.
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CBMmath Automaticity (2-12): Measures a student’s fluency with arithmetic facts, including addition, subtraction, multiplication, and division. This is a computer-based test.
Results are available immediately to teachers in FastBridge; Data are shared with students and families via PowerSchool and during conferences.
High School Assessments
Assessments by Grade Level
Grade 9: MCA Science (*if taking Biology or Life Science), FastBridge
Grade 10: MCA Reading, PreACT, PSAT*, FastBridge
Grade 11: ACT Plus Writing, ASVAB*, MCA Math, PSAT*, FastBridge
Grade 12: ASVAB*, FastBridge
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 the 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.
FastBridge (Formative Assessment System for Teachers)
FastBridge is a screening assessment for reading and math skills, which is given primarily to our elementary students to monitor progress toward reading success and mastery of numeracy skills.
The specific assessments given as part of the FastBridge screening process vary by grade level for each subject.
Reading:
-
aReading (2-12): aReading is a reading test developed by the University of Minnesota. This is an adaptive assessment that students complete on a computer in about 20-25 minutes each. 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 that measure their overall reading ability.
-
AUTOreading (4-12): Assesses accuracy and automaticity with phonics, spelling, and vocabulary skills. This is a computer-based test. Students complete 3-4 subtests based on their grade level. Each of these subtests was designed to measure students’ accuracy in reading skills and their response times. While the subtests are untimed, each item is presented to the student for approximately 6 seconds, with the entire assessment taking approximately 6-8 minutes.
-
5th -12th grade: Word Identification, Decoding, Matching Synonyms, Morphology
-
Math:
-
aMath (2-12): aMath is a math test developed by the University of Minnesota. This is an adaptive assessment that students complete on a computer in about 20-25 minutes each. 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 that measure their overall math ability.
-
CBMmath Automaticity (2-12): Measures a student’s fluency with arithmetic facts, including addition, subtraction, multiplication, and division. This is a computer-based test.
Results are available immediately to teachers in FastBridge; Data are shared with students and families via PowerSchool and during conferences.
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.
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Grades 10: Reading
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Grades 11: Math
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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.
Assessment Calendar
Date Range
-
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Saturday, March 1
ACCESS
All Day
Sunday, March 2
ACCESS
All Day
Monday, March 3
ACCESS
All Day
Tuesday, March 4
ACCESS
All Day
Wednesday, March 5
ACCESS
All Day
Thursday, March 6
ACCESS
All Day
Friday, March 7
ACCESS
All Day
Saturday, March 8
ACCESS
All Day
Sunday, March 9
ACCESS
All Day
Monday, March 10
ACCESS
All Day
Wednesday, March 12
ACCESS
All Day
Thursday, March 13
ACCESS
All Day
Friday, March 14
ACCESS
All Day
Saturday, March 15
ACCESS
All Day
Sunday, March 16
ACCESS
All Day
Monday, March 17
ACCESS
All Day
Tuesday, March 18
ACCESS
All Day
Wednesday, March 19
ACCESS
All Day
Thursday, March 20
ACCESS
All Day
Friday, March 21
ACCESS
All Day
Saturday, March 22
ACCESS
All Day
Sunday, March 23
Monday, March 24
Tuesday, March 25
Wednesday, March 26
Thursday, March 27
Friday, March 28
Saturday, March 29
Sunday, March 30
Monday, March 31
Tuesday, April 1
Wednesday, April 2
Thursday, April 3
Friday, April 4
Saturday, April 5
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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 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