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Assessment

Assessment and Accountability

There are numerous ways that students are assessed in Common Core.  Teachers use formative assessments that help to guide instruction.  Trimester and semester report card data is based on summative assessments and district benchmarks.  SVUSD participates in the Smarter Balanced Assessment Consortium (SBAC), a state led research group creating Common Core aligned assessments.  Tests will be online and adaptive.

 

You can find more information at  http://www.smarterbalanced.org/.

Overview:

SVUSD follows a balanced assessment approach to gathering evidence of student academic achievement.  This balanced approach includes three levels of assessments:

 

1)  State assessments administered to students using California assessment guidelines.

2)  District common assessments administered to students in all schools using district assessment guidelines.

3)  School level assessments aligned to the district adopted curriculum and administered at the discretion of the school, based on student-specific needs.

 

STATE ASSESSMENTS:

CAASPP (Smarter Balanced)

The purpose of the California Assessment of Student Performance and Progress (CAASPP) student assessment system is to assess a common core of academic content standards for English language arts/literacy and mathematics.  Smarter Balanced assessments are designed to measure student progress toward college and career readiness.

TYPE PURPOSE WHO WHEN

Adaptive, Criterion Referenced

Measures performance in Math and ELA Students grades 3-8, 11 April-May

 

Physical Fitness Testing (PFT)

The PFT criteria represents a level of fitness that offers some protection against the diseases associated with physical inactivity.

TYPE PURPOSE WHO WHEN
Criterion Referenced Measures physical fitness level in six areas All students grades 5, 7 and 9 Feb-May Annually

 

California English Language Development Test (CELDT)

CELDT is used for identification and placement of English learners.  It is also a criteria used for reclassification of EL as proficient (RFEP).

TYPE PURPOSE WHO WHEN
Criterion Referenced Identifies students as English learners and measures their progress in learning English and proficiency Newly enrolled students who have a primary language other than English listed on the Home Language Survey (HLS):  English learners take exam annually.

New students take test within 30 days of enrollment. Previously identified English Learners take annually between

July 1-Oct 31

 

English Language Proficiency Assessments for California (ELPAC)

ELPAC is used for identification and placement of English learners.  It is also a criteria used for reclassification of EL as proficient (RFEP).

TYPE PURPOSE WHO WHEN
Criterion Referenced Identifies students as English learners and measures their progress in learning English and proficiency Newly enrolled students who have a primary language other than English listed on the Home Language Survey (HLS): English learners take exam annually. Beginning in Spring 2018, the ELPAC will replace the CELDT

 

California Healthy Kids Survey (CHKS); Gallup Poll given in alternative years

The (CHKS) is a statewide survey of resiliency, protective factors, risk behaviors, and school climate and has led to a better understanding of the relationship between students' health behaviors and academic performance.  The Gallup Poll measures similar factors, and is given on the off years of the CHKS.

WHO WHEN
Students in grades 5, 7, 9 and 11 Spring Bi-Annually

 

District-Wide Assessments:  Administered to students in all schools to monitor the implementation of the Local Control Accountability Plan (LCAP) and Common Core State Standards (CCSS), as well as to provide professional development for improving teaching and learning.  The purpose of the assessments is to monitor individual student progress, identify students who need intervention, inform instruction, and provide data for data teams and teachers.

 

District-Wide Assessments:

Writing Benchmark

Measures CCSS Writing standards based on SBAC or Writer's Workshop rubric.  Focus is on Informational Writing:  Organization and Elaboration

TYPE WHO WHEN
Rubric-based TK-Grade 12  

 

MARs tasks

Measures CCSS Math standards currently practiced through Problems of the Month (POM) and strategies from Silicon Valley Math Initiative (SVMI)

WHO WHEN
Kindergarten - HS Math Course 2 March

 

iReady Math

Measures CCSS Math standards currently covered in the district adopted programs:  McDougal Littell, Holt and Key Curriculum Press; supplemented as appropriate

TYPE WHO WHEN
Adaptive, criterion referenced Grades 6-8 Sept., March

 

iReady ELA

Measures CCSS ELA standards currently covered in the district adopted Prentice Hall program as well as Core Literature; supplemented as appropriate.

TYPE WHO WHEN
Adaptive, criterion referenced Grades 6-8 Sept., March

 

ELA Benchmarks

Measures CCSS ELA standards currently covered in the district adopted program as well as Core Literature; supplemented as appropriate.

WHO WHEN
Grades 9-12 TBD

 

Math Benchmarks

Measures CCSS Math standards currently covered in the district adopted programs; supplemented as appropriate.

WHO WHEN
Grades 9-12 TBD

 

School-based Assessments:  Administered to students in all schools to monitor the implementation of the LCAP and CCSS, as well as to provide professional development for improving teaching and learning.  The purpose of the assessments is to monitor individual student progress, identify students who need intervention, inform instruction, and provide data for data teams and teachers.  School based assessments include the following:  Accelerated Reader, Fountas & Pinnell, content area benchmarks, and IB internal assessments.

 

SVUSD Students Performed Well Again on the Smarter Balanced Assessments!

 

SVUSD Results:

 

Site

English Language Arts

Mathematics

Brook Knoll

70

70

Vine Hill   

61

62

SVMS

69

61

SVHS 

87

55

 

         Every spring, students in grades three through eight, and grade eleven, take the Smarter Balanced Summative Assessments for ELA (English Language Arts) and mathematics. Results from these assessments are just one piece of information to help teachers, parents/guardians, and students understand how well a student is meeting grade-level standards.

Results of the scores are used in conjunction with other indicators of student learning to help identify students who may need additional help, identify strengths and weaknesses in programs, and ascertain gaps in curriculum and instruction. Student achievement scores are communicated to students, parents and guardians, and the community through board meetings, SVUSD website, and the LCAP process.

            * Scores in both ELA and Math are substantially higher than the state and county.

            * SVUSD improved slightly in ELA and basically stayed the same in Math.  This year we have a new Math adoption that will                        be used to address target areas.

            * Students who were deemed “College Ready” and “Conditionally Ready” (determined through the Early Assessment                                  Program or EAP) increased in ELA by 5%.  In contrast, there was a decrease in math by 6%.

 

To search Smarter Balanced Test results by School, District, County and State Scores, go here.

 

CST results:

 

          On September 4, 2013, the State Board of Education adopted the Next Generation Science Standards (NGSS) for California Public Schools, Kindergarten through Grade Twelve as required by California Education Code Section 60605.85. During the transition to new science assessments, the CST (California Standards Test) was administered in grades 5, 8, and 10. 

 

SVUSD results:

 

Site/Grade level

Score

Brook Knoll, 5th grade

87

Vine Hill, 5th grade

81

SVMS, 8th grade

88

SVHS, 10th grade

69

 

 

 

Parent Handout for Elementary Report Card

Vine Hill and Brook Knoll Elementary Schools use a Common Core Standards based report card through Illuminate Data and Assessment.  For more information:  Parent Handout for Elementary Report Card