Assessments

RBBCSC employs a comprehensive assessment system at the school level, grade content or course level and the at the individual classroom to inform instructional outcomes toward our corporation Key Performance Indicators:
  1. All students will demonstrate growth in literacy.
  2. All students will demonstrate growth in mathematical skills.
Our instructional process includes a variety of formative and summative assessments to inform student learning and assist teachers in making frequent changes to instruction to the meet the needs of learners. The following matrices outline RBBCSC's Comprehensive Assessment System, Key Performance Indicators and assessments used to inform these indicators, and the Assessment Calendar and Data Use Dashboard outlining the various interim benchmark assessments and state assessments employed throughout the course of the instructional year.

RBBCSC Comprehensive Assessment System
A Balanced and Coherent System of Assessment
Most Formative
(Daily/Weekly)
More Formative
(Weekly/Unit)
More Summative
(Interim/Quarterly)
Most Summative
(Annually)
  • Ongoing teacher assessment and checks for understanding
  • Student-involved
  • In-class, real-time adjustments
  • Collaboratively developed and curriculum embedded; tied to essential standards
  • focused on specific learning targets
  • Multi-Tiered System of Support
  • Identify groups of at-risk students
  • Entrance and exit criteria
  • Programmatic support
  • Ranks of proficiency
  • STAR testing program (EOY)
  • Standardized achievement tests (ISTEP+, IREAD-3)

RBBCSC Key Performance Indicator Dashboard

Key Performance Indicators:

Leading Measures:

Frequency:
Who Collects, and uses data for CQI?
Key Performance Indicator 1: All students will demonstrate growth in literacy (90% proficiency).
Percentage of students meeting the designated benchmark score at the Fall, Winter and Spring benchmark assessment periods.

AIMSweb Tests of Early Literacy (TEL):
  • Letter Naming Fluency (LNF)
  • Letter Sounding Fluency (LSF)
  • Phoneme Segment Fluency (PSF)
  • Nonsense Word Fluency (NWF)
  • LNF: K (F/W/S); Grd 1 (F)
  • LSF: K (W/S); Grd 1 (F)
  • PSF: K (W/S); Grd 1 (F/W)
  • NWF: K (W/S); Grd 1 (F/W/S)

  • Classroom teachers collect data to identify strength of core instructional program at  grade level and next instructional steps for individual class sections.
  • Title I teachers collect data to identify students in need of Targeted Assistance services in addition to core instruction.
  • Administrators review data to guide next instructional steps and determine program effectiveness.
AIMSweb Reading - Curriculum Based Measure (R-CBM)
  • R-CBM: Grd 1 (W/S); Grd 2-8 (F/W/S)
AIMSweb Reading Comprehension (RC-MAZE)
  • RC-MAZE: Grd 6-8 (F/W/S)
Percentage of students demonstrating proficiency on Standards-based Assessments tied to IDOE-identified Critical Content Literacy Standards.

Pivot INSPECT Interim Benchmark assessments in support of content grade level essential standards (Grades Kdg - 5, 9-12)
  • Benchmark assessments are administered at least quarterly

  • Grade level content or course teachers and administrators use data to determine student progress and mastery of essential standards.

Acuity assessments in support of content grade level essential standards (Grade 6 - 8)
Percentage of students meeting the designated proficiency level on Content Learning Goal Assessments (tied to grade level essential standards).

  • Grade-level-specific EOY assessment
    Benchmark assessments in support of content grade level essential standards
  • Benchmark assessments are administered at least quarterly
  • EOY assessment is administered at end of year
  • Grade level content or course teachers and administrators use data to determine student progress and mastery of essential standards.

Key Performance Indicator 2: All students will demonstrate growth in mathematical skills (90% proficiency).
Percentage of students meeting the designated benchmark score at the Fall, Winter and Spring benchmark assessment periods.

AIMSweb Tests of Numeracy (TEN):
  • Oral Counting Measures (OCM)
    Number Identification Measures (NIM)
  • Quantity Discrimination Measures (QDM)
  • Missing Number Measure (MNM)
  • OCM: Grd K-1 (F/W/S)
    NIM: Grd K-1 (F/W/S)
  • QDM: Grd K-1 (F/W/S)
  • MNM: Grd K-1 (F/W/S)
  • Classroom teachers collect data to identify strength of core instructional program at  grade level and next instructional steps for individual class sections.
  • Title I teachers collect data to identify students in need of Targeted Assistance services in addition to core instruction.
  • Administrators review data to guide next instructional steps and determine program effectiveness.
AIMSweb Math Computation (M-COMP)
  • M-COMP: Grd 1-8 (F/W/S)
AIMSweb Math Concepts and Applications (M-CAP)
  • M-CAP: Grd 2-8 (F/W/S)
Percentage of students demonstrating proficiency on Standards-based Assessments tied to IDOE-identified Critical Content Mathematics Standards.

Pivot INSPECT Interim Benchmark assessments in support of content grade level essential standards (Grades Kdg - 5, 9-12)
  • Benchmark assessments are administered at least quarterly

  • Grade level content or course teachers and administrators use data to determine student progress and mastery of essential standards.

Acuity assessments in support of content grade level essential standards (Grade 6 - 8)
Percentage of students meeting the designated proficiency level on Content Learning Goal Assessments (tied to grade level essential standards).

  • Grade-level-specific EOY assessment
  • Benchmark assessments in support of content grade level essential standards

  • Benchmark assessments are administered at least quarterly
  • EOY assessment is administered at end of year

  • Grade level content or course teachers and administrators use data to determine student progress and mastery of essential standards.

RBBCSC Assessment Calendar and Data Use Dashboard


Assessment


Type

Target Grades (Content Areas)


Dates/Timeline


Use of Data

ACCUPLACER

Skill-Based

Grades 11, 12

Part 1: 10/5 - 11/25
Part 2: 2/15 - 4/1

Results and information from ACCUPLACER exams provide schools with detailed assessment of students’ skills to assist in course selection and remediation plans.
Acuity

Standards-Based

Grades 6-8 (ELA, Math)

Form A: 9-14 - 10/2
Form B: 11/30 - 12/18
From C: 2/1 - 2/19

Grade level content or course teachers and administrators use data to determine student progress and mastery of essential standards.
AIMSweb

Research-, Skills-Based

Grades K-8 (Literacy, Math)

Fall BM: 8/17 - 9/4
Winter BM: 1/11 - 1/29
Spring BM: 5/2 - 5/20

A universal screening and progress monitoring system that supports Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS); uses brief, valid, and reliable measures of reading and math performance for grades K-12, which can be generalized to any curriculum.
CogAT (Cognitive Abilities Test)

Research-, Skills-Based

Grades K-9 (Verbal, Quantitative)

Kdg Screen: 9/8 - 9/11
Fall (Grades 2, 5, 8 and nominations): 11/9 - 11/13
Tier I assessment for High Ability identification

ITBS (Iowa Test of Basic Skills)

Research-, Skills-Based

Grades K-9 (Reading, Language, Mathematics) 2/1 - 2/5 (for students qualifying for second tier HA assessments) Tier II assessment for High Ability identification

INSPECT

Standards-Based

Grades K-12 (ELA, Math)

Orange: October (15-16: November 2015)
Green: December (15-16: January 2016)
Pink: February (15-16: May 2016)
Blue: March/April (15-16: No admin)
Grade level content or course teachers and administrators use data to determine student progress and mastery of essential standards.

IREAD-3 (Indiana Reading and Evaluation Determination-3)

Standards-Based

Grade 3 (Reading)

March 7 - 11

State assessment administered during the spring of a student’s 3rd grade year. This impacts a student’s ability to move on to 4th grade.
ISTEP+ ECA (End of Course Assessments)

Standards-Based

Grades 9-10 (Algebra I, English 10)

Retest 12/7 - 12/18
First Time 4/25 - 6/1

Criterion-referenced assessments developed specifically as graduation examinations for students currently enrolled in grade 10, 11, or 12; demonstrate mastery of the Indiana Academic Standards.
ISTEP+ (Indiana Statewide Test of Educational Progress Plus)

Standards-Based

Grades 3-8, 10 (ELA, Math, Science (4, 6), Social Studies (5, 7))

Part 1 (Applied Skills): 2/29 - 3/11
Part 2 (M/C; T/E): 4/18 - 5/6

Measure student achievement in the subject areas of English/language arts, mathematics, science, and social studies; demonstrate mastery of the Indiana Academic Standards.
ISTAR (Indiana Standards Tool for Alternative Reporting)

Standards-Based

Grades 3-8, 10 (ELA, Math, Science, Social Studies)

Part 1: 10/5 - 11/6
Part 2: 1/11 - 2/5
Part 3: 4/11 - 5/20

Measurement of standards-based achievement for students with significant cognitive disabilities
WIDA (World-Class Instructional Design and Assessments for English Language Learners) Skills-Based (Language, Speaking, Listening, Writing) Grades K-12

1/11 - 2/26


Determine a student's level of English proficiency



RBBCSC Comprehensive Assessment System
A Balanced and Coherent System of Assessment
Most Formative
(Daily/Weekly)
More Formative
(Weekly/Unit)
More Summative
(Interim/Quarterly)
Most Summative
(Annually)
  • Ongoing teacher assessment and checks for understanding
  • Student-involved
  • In-class, real-time adjustments
  • Collaboratively developed and curriculum embedded; tied to essential standards
  • focused on specific learning targets
  • Multi-Tiered System of Support
  • Identify groups of at-risk students
  • Entrance and exit criteria
  • Programmatic support
  • Ranks of proficiency
  • STAR testing program (EOY)
  • Standardized achievement tests (ISTEP+, IREAD-3)