1. 2018-19 District Assessment System
Rev
District
Assessment System
Vision: Learners engaged in their own learning, growth and development through integrated assessments that inform meaningful teaching and learning processes
Universal Screeners
Formative Assessment
District Common Assessments (optional)
Demonstrations of Learning
Goal: Deeper Learning
Each student will progress toward mastery of both academic standards and the development of capacities and dispositions necessary for success in college, career, community and life
Assessments should reflect design principles

2. Design Principles – Below is a list of best practices for designing and using assessments. No one assessment will be able to capture all principles, but these should be used when evaluating the quality of assessments and whether they align with our vision.
Authentic – assessment opportunities are meaningful to the student and provide real-world connections
Holistic – reflect balance and variety of assessments and student learning evidence that demonstrates mastery of learning standards and full-ranging capacities and dispositions of the whole person
Seamless - the process of assessing is not an interruption to the teaching and learning process, but instead an integrated part of a student’s educational experience
Symbiotic - the means and methods of assessment are determined by the goals and principles of good instruction/pedagogy. Instructional decisions and practices are shaped by the results of assessment
Choice/Voice – students take an active role in designing, choosing, and reflecting on assessment practices
Personalized – Children learn differently and need assessments that are responsive to their needs, gifts, interests, and capacities
Varied - different kinds and sources of assessments are utilized
Meaningful - assessments measures what we say it measures, should reflect that which we value, and be used with other sources and kinds of evidence in making decisions
Culturally responsive - assessments designed with an awareness of the context and culture of the students taking them
Aspirational – affords opportunities for students to be celebrated for their developments and accomplishments in shared and valued ways

3. District Assessment System 2018-19
Grade
Universal Screeners
Formative Assessments
District Common Assessments
Demonstrations of Learning K
Brigance (K only)
MAP (3 x year)
Demonstrations
of Learning 1 2 3
Optional:
3 times a year in non-tested grades/content areas
2 times a year in tested grades/content areas 4 5 6 7 8 9 10 11 12
No District Level Assessments Available for that component
Note: Alternative Assessment Pilot available for Schools and Teachers instead of district common assessments at high school level

4. District Assessment System Notes
Universal Screener
To assess Reading, Language usage, and Math skill development and progression;  MAP provides teachers with immediate results that show what students know and what they are ready to learn. The results can be used to help personalize lessons at the appropriate level for the students.
Required for grades K-11 three times a year
BRIGANCE is administered in Kindergarten as part of state assessment system
Formative Assessment
To assess student learning by providing ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.  
PLCs should regularly administer Common Assessments, analyze results and work together to determine next steps to maximize student learning
Seamless with the teaching and learning process
Developed at teacher, PLC, or school level (not submitted to district)
District Common Assessments - Optional
To provide assessment models that reflect next-generation or deeper learning approaches.
School and teacher decision
1st window opens Nov 1st, 2nd window – March 1st, and 3rd window‐ April 30th; end dates are flexible ‐ to be determined at the school level with discussion between principal and teachers
Developed at district level with teacher input and feedback
Continue alternative assessment pilot program at high school level
Demonstrations of Learning
To assess student’s capacities and dispositions and achievement of expected learning standards through a wide variety of projects, presentations, products or experiences
Developed at student, teacher, school level
Examples include exhibitions, portfolios, project based learning work, etc.
Opportunities to share throughout the year