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GREENWICH BOARD OF EDUCATION GREENWICH PUBLIC SCHOOLS
Greenwich, CT
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1
COMPREHENSIVE APPROACH TO ASSESSING STUDENTS
Purpose of this Document
This document communicates the district’s comprehensive approach to assessing students. An
approach that embraces the need for a more comprehensive, yet efficient way of assessing
students with necessary reliable and valid assessments through the formative and summative
assessment process. The Guiding Principles provide clear rules for building a comprehensive
approach to assessing students. Purposes of all assessments should be clearly understood and all
data collected from each should be actionable, providing opportunities for all educators to make
decisions that lead to relevant results. The GPS Assessment plan provides further guidelines for
gathering timely evidence on student performance in an efficient manner. The Calendar is in two
parts to provide district expectations, the formative process and classroom support.
Guiding Principles
Assessment systems should reflect the vision set forth in the district’s strategic plan.
Reliable and valid assessments are necessary, but not sufficient, in creating a reliable and
valid assessment system to support student learning and decision making.
Assessment systems should eliminate assessment redundancies, preserve instructional
time, and allow for the assessment of other constructs beyond Reading and Math.
The formative assessment process should help teachers personalize instruction for
students. Teachers will continue to have access to data via the specific test publisher
website (e.g. Renaissance).
Assessment data should be analyzed and communicated to students and parents at the end
of the assessment window (e.g. parent reports, unit assessments).
Assessment Purposes
Assessment has an important and varied role in Greenwich Public Schools. Assessments are
used to inform educators, parents and students regarding overall progress. Assessments answer
the question: “How well do we teach?” Assessment measures the attainment of learning and
provides data that is used formatively to make changes in curriculum or instruction for individual
students or group of students. Teachers use assessments to make decisions about instruction,
grades, eligibility for support services and placement.
When assessing student learning, the why should precede how. The three general purposes of
assessments are:
1. To inform and improve instruction
2. To screen/identify for interventions and enrichment (supports)
3. To measure outcomes
Formative assessment is a process used by teachers and students during instruction that provides
feedback to adjust ongoing teaching and learning to improve students' achievement of intended
instructional outcomes.1
Key features of this definition are: Formative assessment is a process, not any particular test.
It is used not just by teachers but also by both teachers and students.
Formative assessment takes place during instruction.
It provides assessment-based feedback to teachers and students.
The function of this feedback is to help teachers and students make adjustments that will improve students'
achievement of intended curricular aims. The formative assessment process should help teachers
personalize instruction for students.
Types of Assessments
A balanced approach to assessment includes a continuum of tools and strategies that are fair,
varied, reliable, and sufficient measures of student learning. It is essential that schools and
educators provide varied and frequent opportunities for students to demonstrate understanding
and reflect on their own learning. Unless a teacher knows what a student knows and is able to do,
1 Council of Chief State School Officers (CCSSO), Washington D.C. 2010
GREENWICH PUBLIC SCHOOLS
OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL LEARNING AUGUST 20, 2015 REV. SEPTEMBER 20, 2015 REV. JULY 29, 2016, REV. SEPTEMBER, 16, 2019
2
and what a student does not know and is unable to do, he or she cannot design effective
instruction for that student. A balanced system utilizes both formal and informal information
about student learning.
A balanced system encompasses several layers of assessment:
At the district level, balance reflects a continuum of assessment tools whose data correlate and measure all
dimensions of student learning rather than focusing on a single domain.
At the school or grade level, balance requires the use of multiple measures/formative tools to gain a big
picture view of student performance. It includes standardized tests, typical classroom assessments, as well
as informal observation. The data is used to monitor the progress of a class or cohort of students often to
inform whole group instruction or curriculum adjustments.
At the individual/classroom level, balanced assessments are used to form instructional groupings, monitor
progress, determine a student’s specific learning needs, and provide opportunities for students to self‐assess
and reflect on their learning. Multiple measures (formal and informal) are used to guide decision‐making.
Data Team Process – Data Review Expectations
All GPS educators participate in the data team process through School Data Teams (SDT) or
Professional Learning Communities (PLCs) and grade or content-based Instructional Data Teams
(IDT)or Professional Learning Communities (PLCs). The purpose of data teams is to analyze
an instructional practice and to improve student performance. Data Based Decision Making can support continuous school improvement as the quantitative data can help describe or
define problems, target instructional strategies, and allocate resources.
Building based teams should purposefully time the administration of assessments, so that data teams can engage in discussions within five to ten days of administration. The
immediate acting on the screening data can support the planning of instructional strategies to differentiate or personalize the learning for students. All educators are expected to review all student data, and when applicable within the district data portal ECRISS, STAR and the
Connecticut Assessment Portal.
STAR Assessments – Decision Rules for Assessing Students K-12
The STAR Assessment (Early Literacy, Reading and Mathematics) is intended for use as a
Universal Screen that provides real-time data to support instructional decisions for the individual
student or groups of students. The following decision rules provide guidance on how to use the
assessments to support teacher and student needs.
Assessment Scenario Decision Rule
STAR Math for Kindergarten Kindergarten students will not participate in the STAR
Math for 2019/20, unless there is a need to determine their
level of readiness in mathematics.
The Diagnostic–Student Report (also called the Student
Diagnostic Report Skill Set Scores) is the ideal way to
identify students’ strengths and weaknesses. It displays
Scaled Scores and reading development stage classifications
for individual students and categorizes all Skill Set Scores
into a table of strengths and weaknesses in each of the ten
literacy sub-domains including numeracy concepts. By
referring to this report, teachers can develop instructional
strategies that capitalize on students’ strengths and help
students overcome their weaknesses.
STAR Reading K-2 ALL students in Grades K-2 should be assessed in reading
using the STAR Early Literacy Assessment, unless you
decide to have the student(s) participate in the STAR Reading
Assessment after discussing with your team and Literacy
Specialist it is a necessary screening.
3
GREENWICH PUBLIC SCHOOLS
2019-2020 ASSESSMENT SYSTEM
Assessments Administered to All Students within Grade Level
Date: Testing
Window *
Grades
Served
Assessment Assessment
Purpose
Assessment Area of
Focus
Duration Format Administrator
Fall:
Sept – Nov. 1
PreK Connecticut Preschool
Assessment Framework
(CT PAF)
Universal
Screen
Diagnostic
Growth and
Development of
Specific Skills
Untimed PP/ 1:1
CT
By October 31 Kindergarten Kindergarten Entrance
Inventory (KEI)
Universal
Screen
Diagnostic
Kindergarten
Preparedness –
skills and behaviors
Untimed PP/ 1:1
CT
Winter: Jan 6 – Jan 17 Spring: May 15 – June 2
Kindergarten STAR Early Literacy Universal
Screen
Diagnostic
Early Literacy and
Numeracy Concepts
Untimed Online
CT
Fall: Aug. 29 – Sept 13 Winter: Jan 3 – Jan 24 Spring: May 26 – June 5
Grades
1-12
STAR Assessments Universal
Screen
Placement
(G. 5)
Early Literacy,
Reading and Math
Untimed Online
CT
October
Grade 2
CogAT
(Cognitive Ability Test) Diagnostic Reasoning 90 min.
(30 min per
battery)
Online
CT
ALP T
March-April (Dates determined by Principal and PC)
Grade 6 and 7 Advanced Science
Placement
Diagnostic Science Content
Knowledge and
Application
60 min. Online
CT
April 6 – May 22 Grades 3-8 Connecticut
SBA for ELA and Math
Summative English Language
Arts/ Mathematics
7.5 – 8.5
hours
combined
Online
CT
March 27 - April 28 Grades 5, 8,10 NGSS/ Science Summative Science Frameworks 2 hours Online
CT
May-June Grade 5 21st Century Skills
Assessment
Summative Research and
Information Fluency,
Tech Operations, Digital
Citizenship
Timed Online
LMS
March 25 Make up – April 22
Grade 11 SAT Summative Reading, Writing, Math Timed PP
CT
Assessments Administered to Select Students within Grade Level
Date: Testing
Window
Grades
Served
Assessment Assessment
Purpose
Assessment Area of
Focus
Duration Format
Jan – March 4 and 8
ONLY
Chosen schools
NAEP 2019/20 if the
state choses GPS for the
assessment
Summative Reading and Math -
State and National
Achievement
Info to
follow for
each
school
Online
NAEP
April 6 – May 22 Grades 3-8, 11 Connecticut Alternate
Assessment (CTAA)
Summative English Language
Arts/ Mathematics
Varies by
Student
Online
SPED
Jan 1– March 6 K-12 LAS Links Summative English Language
Proficiency
K-2: 120m
3-5 115m
6-12: 125m
PP
ESL T
October
Grade 5 Language Skills
Transition Assessment
Summative Foreign Language
Acquisition/ Skill
Proficiency
Untimed PP
FLES T
November
Language Skills Bridge
Assessment
PP
FLES T
April 6- April 22 AaPPL (Formerly SOPA) Online
FLES T
October 16 Grades 8, 9 PSAT Summative Rdg, Writing, Math Timed PP
CT
October 16 Grades 10, 11 PSAT/NMSQT Summative Rdg, Writing, Math/
National Merit
Scholarship Qualifying
Test
Timed PP
CT
4
November Grade 2 Above Level Iowa
Performance Tasks
Diagnostic
Placement
Advanced Reading
and Math Content
Knowledge &
Application
Timed Online/PP
ALP T
January Grade 8 Writing Assessment Grade 9
Placement
Advanced Reading
Content, Knowledge
& Application
Extended
class time
Written
PP or
device/CT
March – April Grades 2-7 CogAT, Above Level
Iowa Assessments,
Performance Tasks
Diagnostic
Placement
Reasoning, Advanced
Reading Math, Science
Content, Knowledge
& Application
Timed Online/PP
ALP T
April – May Grades 10-12 CT Statewide Career &
Technical Education
Assessment
Summative Content Concentration
Determined by Course
90 min. Online
Asst. HM
with CT
May 4 - 15 Grades 10-12 Advanced Placement Summative Determined by Course Timed PP
CT
* Testing Dates subject to change
* PP = Paper and Pencil
* 1:1 = One on one
* CT = Classroom Teacher
5
GREENWICH PUBLIC SCHOOLS
2019/20 FORMATIVE ASSESSMENT PROCESS
The following classroom assessments can provide real-time data that can support your ability to make an immediate instructional adjustment.
Classroom formative assessments can be both an instructional tool that teachers and students use while learning is occurring and an accountability tool
to determine if learning has occurred.
Assessments Administered to All Students within Grade Level
Date: Testing
Window
Grades Served Assessment Assessment
Purpose
Assessment Area of
Focus
Duration Format Score/ Data Entry
First Month of
School (by Oct 1)
As needed
Grades K-5 Running Record
F&P for students with a level L
and below
Running Record with Reading
A-Z
Assessment
of/FOR
Learning
Determining Reading
Ability and Level
Untimed Paper and
Pencil
By Teacher in
Aspen
Determined by
Curriculum
Pacing
(Prior to starting a
unit and at the end
of a unit)
Grades PK-12 Curricular Based Unit Assessments
Content knowledge, Application
and skill learned by engaging in
a unit of study
Assessment
of/FOR
Learning
Content Knowledge,
Application and Skill
Untimed (or as
determined by
teacher/ Team)
As directed
by Unit
By teacher in
Gradebook or
other means of
collection
Determined by
Curriculum
Pacing
Grades K-5 Words Their Way Assessment
of/FOR
Learning
Phonemic Awareness/
Phonics and Letter
Knowledge
Untimed Paper and
Pencil
By Teacher in
Gradebook or
other means of
collection
Determined by
Curriculum
Pacing
Grades PK-12 Unit Based Performance Tasks
Authentic application of content
knowledge, process skills and
work habits that is performance-
based
Assessment
of/FOR
Learning
Content Knowledge,
Application, Process
Skills, Work Habits
Untimed (or as
determined by
teacher/ Team)
As directed
by Unit
By Teacher in
Gradebook or
other means of
collection
Determined by
Building, Team,
or Teacher
Grades
K-12
STAR Assessments Progress
Monitoring- in between universal screen windows
Reading and Math Untimed Online Automatic in
Renaissance
Dashboard
April
(determined by
CSDE)
Identified
Concentrators
NOCTI (National Career Technical
Education Assessment)
Summative Content Knowledge
and Skills
Timed Online NOCTI
Dashboard
6
Who to contact if you have Questions If you have questions about any of the assessments listed below, please contact the individual(s)
listed. Questions about other assessments should be directed to
Assessment Contact Email and Phone
ELA Unit Assessments and
Performance Tasks
English Placement Assessments
Social Studies Unit Assessments and
Performance Tasks
Lori Elliott [email protected]
203-625-7484
Math Unit Assessments and
Performance Tasks
Science Unit Assessments and
Performance Tasks
Math and Science Placement
Assessments
Sheila Civale [email protected]
203-625-7483
AaPPL Testing
Foreign Language Acquisition
Assessments
World Language Unit Assessments and
Performance Tasks
Adriane Hirsch-Klein [email protected]
203-625-4454
Arts Unit Assessments and
Performance Tasks
Laura Newell [email protected]
203-625-7435
STAR Early Literacy, Reading and
Mathematics
Irene Parisi
Bonnie O’ Regan
Bonnie_O’[email protected]
Fountas and Pinnell (F&P)
Running Records
Lori Elliott [email protected]
CoGat
Placement Process
Bonnie O’ Regan Bonnie_O’[email protected]
203-625-7422
LASLinks Adriane Hirsch-Klein [email protected]
PSAT
ACT
Advanced Placement (AP)
SAT
Judith Nedell [email protected]
203-625-8097
NOCTI (Career and Technical
Education)
Richard Piotrzkowski
203-625-8005
Smarter Balanced Assessment (SBA)
NGSS Science
CTAA (CT Alternate Assessment)
Jennifer Lau [email protected]
203-625-7431
21st Century Learning Irene Parisi [email protected]
203-625-7463