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Assessment
Grade-level teams use a segment of their weekly Professional Learning Community (PLC) meetings to create common assessments. These customized, well thought through evaluations are designed to measure each student’s progress toward meeting state standards.
Monitor with Common Grade-level Assessment Data
The results of these formative and summative assessments that target specific standards are used to drive instruction, and grade-level interventions. The assessments also come into play as teachers plan extension activities for students meeting standards. Title 1 staff at East Port Orchard use grade-level common assessment data, along with the results of Washington’s Measurements of Student Progress to design additional small group interventions for students unable to meet standard.
Here is a graphical look at the assessment system that operates at East Port Orchard.
| Assessment System
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Student Group
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Cycle
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Standards-based skills assessment
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Kindergarten
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4 times/year
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Mondo reading curriculum assessment
- Letter/sound knowledge
- Phonemic awareness
- Oral language
- Letter/sound correspondence
- Print concepts
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K-5
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Minimum 3 times/year
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Running Records (allows teachers to assess reading performance as she/he reads from a benchmark book)
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K-5
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Summative: minimum 3 times/year
Formative: ongoing to determine text level and analyze miscues
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DRA (developmental reading assessment)
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Grade 2
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Fall
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MSP (Measurement of Student Progress)
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Grades 3-6
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Spring
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Common grade level writing prompts
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K-5
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3 times/year
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Math benchmark assessment
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K-6
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K-2: 3 times/year
Grades 3-5: minimum 2 times/year
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Everyday Math Curriculum Math Unit Assessments, pre-and post-tests
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K-4
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Throughout the year
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Connected Math Curriculum unit tests
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Grades 5-6
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Throughout year
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CPAA (Children’s Progress Academic Assessment)
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Grades 2-5 intervention groups
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3 times/year
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We Can Make the Connection
East Port Orchard staff understand how the relationship between instruction and assessment works at the classroom level. This deep understanding makes it possible to build a child-centered learning environment able to provide what each student needs as they work toward meeting the state benchmarks for understanding. Their work aligns closely with this key element of the Nine Characteristics of High-Performing Schools.
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