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My school uses many of the assessments already mentioned such as IXL, Fundations, Acadience, MAZE. One other assessment that we use is passages from ReadWorks found by our reading specialists given to each student in each grade.

-Measures listening comprehension (one of the passages + questions are read by the teacher)

-Measures reading comprehension (one passage + question read independently by student)

-Measured 3 times a year to measure progress.

-Includes both multiple choice and open ended questions

-Recorded on a spreadsheet shared with reading specialist and principal

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Aligned to current ELA curriculum

Used to measure current skills in comprehension, phonics, and grammar conventions

Administered every 5-6 weeks

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Online reading and math skills diagnostic

Administered at the beginning, middle, and end of all K-6 school years

Used to provide benchmarks for growth over the year and to identify students who may need additional support on specific skills

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We use the Happy Numbers program to assess math skills three times a year (beginning of year, middle of year, and end of year). Happy Numbers is an app-based program that students use on their iPads. At our school, we use this program in grades K–2. The data is used to determine each student's math proficiency, create an individualized learning path that targets specific areas of need, and track student growth over time.

One benefit of this assessment is that students work within their zone of proximal development (ZPD). From what I have observed, this personalized approach has helped all of my students strengthen their math skills and make meaningful progress.

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-given to students twice a year in the fall and late spring

-determines student reading level

-focuses on oral reading fluency and comprehension (reading engagement can also be assessed)

-these are supposed to be used for planning instruction, grouping students, and determining who receives reading support, but our school has moved away from leveling and rarely looks at these now

-as of spring 2026, our district is moving away from this assessment

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-timed assessments in computation (in second grade they get two minutes to solve as many addition and subtraction as they can, numbers are within 100)

-timed assessments in concepts and application (second grade gets 5 minutes to answer questions covering all areas of math, generally word problems with visuals)

-both benchmarks are given 3 times a year

-computation assessments are also given monthly for progress monitoring

-used to assess fluency in math and help identify students in need of intervention

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Many of the assessments used in my school/district were mentioned previously such as Acadience, IXL, Fundations Unit Tests, Writing Prompts, and CORE Phonics.

Additionally, my team administers the Words Their Way Spelling Inventory in the beginning of the year to gain a better understanding of students knowledge of spelling patterns/features and create flexible groupings/design instruction based on areas of need. Reading Specialists administer this assessment at the end of the year to monitor growth of students receiving reading support.

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student survey questions on a likert scale to self report on various SEL related topics

teacher survey questions (mini) to screen for possible SEL needs

second teacher survey if students "flag" to ask more in depth questions

students are given T-scores, providing ranges including: need, typical, and strength

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- DIBELS 8 is a literacy screening assessment as a way to measure foundational reading skills. It is used to identify students who may face reading difficulties as well.

- Administered in the fall, winter, and spring as a universal screener.

- Teachers and reading specialist provide additional progress monitoring for students receiving interventions.

- The assessment identifies students' strengths and needs, guides instructional decisions, and a way to monitor student growth over time.

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The iReady diagnostic assesses students' vocabulary and comprehension grade level for both literature and informational texts. It also assesses phonological awareness, phonics, and high-frequency words. However, most of my students have tested out for those areas.

This test does not hold as much weight as DIBELS, but it is used to inform classroom instruction.

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The spelling inventory is given three times a year to assess students' stage and feature level.

Students are either at the letter name, within word, syllables and affixes, or the derivational relations level.

This assessment is used to support phonics instruction.

Those with a greater need participate in the SIPPS program.

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Students are given a writing prompt based on a passage within the Wonders reading program three times a year.

This is the first year this assessment was given.

This is used to support students' writing in the classroom.

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The DIBELS MAZE is a 3-minute assessment of basic comprehension, in which students must fill in the blanks with missing words in a passage.

This assessment is a part of students' overall composite score along with the DIBELS ORF. Students are given scores in each of the three areas: accuracy, fluency, and basic comprehension. They are also given an overall score.

This does not carry as much weight as the ORF.

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This is given 3 times a year to assess students' reading accuracy and fluency.

Students are given a score out of 100 for accuracy based on the number of words read correctly.

Students are given a words-per-minute score for fluency based on their reading speed.

Students are given a score of either well below, below, proficient, or advanced.

In my district, this assessment holds the most weight when determining who to place in tiers 1, 2, and 3.

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Used to measure understanding/mastery at the end of each unit.

Helps to determine any needs for reteaching or spiraling of content in future units.

Usually measured every 2-3 weeks depending on unit length.

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Use both Fundations and UFLI Placement Inventory depending on the school curriculum

Used as a baseline assessment to identify what prior knowledge and skills students possess, and where their intervention should start in the curriculum.

Helps identify ideal partnerships (i.e. students who place at a similar starting point in the curriculum.

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Benchmark assessment administered at the beginning of the year, middle of the year, and end of the year

Used to measure student growth in individual target areas, monitor change in student growth percentiles, and determine programmatic success

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-Assessment platform administered by teachers in the district to see where a student's academics are in ELA and math.

-We use this data collection during October, January, and May, which will be discussed during Data Meetings

-Students are assessed based on grade level standards

-Tiers students in the MTSS to better understand what areas are needed for more supports (Interventions or enrichment with small or whole groups)

- Shows national percentile for each student and allows teachers to progress monitor students who came out below projected goal

-highlights their growth from fall to spring

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Sight Words Assessment (Springfield School District)

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Sight Words Assessment (Springfield School District)

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Our school district uses its own sight word list aligned with our reading curriculum. Students are assessed monthly on sight words, and teachers use this data to determine any additional interventions needed throughout instruction. Students who need extra support in sight words may work in small groups with a teacher or learning assistant to build fluency and strengthen automaticity. For students with IEPs, this data can also serve as an additional data point when developing or revising sight word goals

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Students complete an F&P BAS at the beginning of the year, which is used to determine their instructional reading level. Based on this data, students are placed into reading groups with peers at a similar skill level. Depending on need, some groups are smaller, with about 6–7 students and one teacher, allowing for more personalized instruction.

Students are then given ongoing data checks using IRLs every 2–3 months, which collect data on reading level, accuracy, comprehension, and fluency. Reading groups are flexible and may change throughout the year depending on student progress and skill development.

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Terra Nova

Normed standardized assessment

Given annually

K-12

Assesses all core subject areas

Provides data on how students compare with others across the county

Give mastery data on skill sets within each subject

Provides data to assist with students grouping and to plan future instruction

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Benchmarking system-

Provides leveled passages (fiction and nonfiction).

Begins with a running record to assess accuracy and fluency

Students are asked to retell the texts. For those points not recalled, teachers are able to prompt students with specific retelling questions. Students earn points for both prompted and unprompted correct answers.

Students are also given multiple choice comprehension questions to answer

Provides a snapshot of student reading

Gives an approximate reading level that matches the leveled library that comes with the program

Rather quick and easy to administer

Used for flexible grouping and planning instruction

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HMH Into Reading Growth Measure

Provides an online diagnostic assessment

Given three times a year

Provides data on student language and comprehension

Gives a lexile score, grade level equivalency score, and growth score

Used for flexible grouping in the classroom

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Acadience is a universal screener used as a benchmark assessment and progress monitoring tool to measure students foundational literacy skills including phonemic awareness, phonics, oral reading fluency, accuracy, and reading comprehension. It is administered in the beginning, middle, and end of each school year to monitor students' literacy development. The data is used to identify students' strengths and areas of need, design and implement classroom level interventions in small groups to support student growth (Tier 2), and create targeted individualized reading intervention groups led by a reading specialist during WIN (MTSS framework; Tier 3). Each grade level team (including specialists, instructional coaches, and administrators) meets after each administration period to analyze the trends of the data, monitor student progress, and curate an action plan to improve literacy instruction and student achievement across the grade level.

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Content Knowledge Language Arts (CKLA) unit assessments are used to measure students' understanding of literacy skills and content within each unit. CKLA assessments are administered at the end of each unit (after 15 consecutive lessons) and evaluate students' content knowledge, vocabulary knowledge, language and grammar use, reading comprehension, and writing skills. Classroom teachers utilize these assessments to identify students' literacy strengths and needs, analyze student growth patterns, develop targeted interventions, and organize small-groups for reteaching concepts and or enrichment. Classroom teachers also communicate the results of students' performances on each CKLA unit assessment with parents and families.

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All students take the iReady benchmark in the fall, winter, and spring.

MTSS team reviews data and students below the 25%ile receive an intervention (if not already receiving services)

Provides grade level equivalent scores for different skill areas

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Designed to measure end-of-year expectations and growth

Predict student achievement on state assessments

Given 3x a year

Used to guide small group instruction in gen-ed classrooms for WIN

Used as 1 part of the determining factor in receiving title-1 intervention with reading specialists

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Zack- QRI (Qualitative Reading Inventory)

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Zack- QRI (Qualitative Reading Inventory)

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At the middle school, QRI is used when a student is struggling with reading and the school wants to get a sense of their current reading level. The team (LA teacher + reading specialist + special education teacher [if the student is identified]) will make a plan of action to support the student based on the results of their assessment, noting the specific accommodations and modifications need to access the current grade-level materials.

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NoRedInk is an online platform that is used for grammar instruction in our school. We use the NoRedInk diagnostic to understand what grammar knowledge students have at the beginning of the year, and then we administer it again in the winter to see how much progress they've made on those skills. It helps the teachers plan their instruction to meet the needs of all students.

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-This assessment is for students in grades 2-4.

-It assesses any gaps in phonemic awareness for students who qualify for RTI support.

-It's given twice a year by the literacy specialists.

-The assessment shows where RTI students need to be instructed in phonemic awareness skills they did not master in the primary grades.

-The information from the assessment supports the literacy specialists in planning for intervention.

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Sight Words Assessment- Phonics Units of Study

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Sight Words Assessment- Phonics Units of Study

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-This assessment is given to students in grades k-2, and any student who didn't pass all three grade level assessments after 2nd grade.

-It's given 3 times a year.

-Each grade level in k-2 has a list of sight words that are explicitly taught throughout the year during their phonics units.

-It's used to assessment students' automaticity of high frequency words and to inform teacher's small group instruction for students who have not yet gained automaticity for previously taught words.

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-Spelling assessment that is given grades k-6 three times a year.

-There are 4 spelling stages in this assessment, and students are given the stage assessment that matches where they were last instructional in their encoding skills.

-The assessment is used to determine where students should be instructed in their encoding. It's also used as a qualifier for RTI.

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Helps manage MTSS and RTI processes

Helps educators identify, track, and support students with both learning and behaviors

Provides targeted and evidence-based intervention recommendations for each student profile

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Used to guide the instruction of students and monitor different skills

Provides personalized practice to each student and their skill sets

Diagnoses learning gaps

Tracks student progress in real time

Creates personalized study plans

Helps the teacher create differentiation by narrowing down strengths/weaknesses

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Used to determine students' proficiency with phonological awareness skills

Indicates areas for instruction in a small group or intervention

Multiple forms can be used to show growth throughout the year

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Used to determine students' encoding ability

Identify gaps in encoding knowledge

Used to plan small group instruction and measure student growth throughout the year

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CORE Phonics Survey/UFLI Placement Inventory

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CORE Phonics Survey/UFLI Placement Inventory

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Decoding survey to determine phonics instructional level

Used to show student strengths and needs

Results can be used to plan intervention or small group instruction

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-Universal screening given three times a year (fall, winter, spring)

-Used to determine eligibility for reading support and show student growth

-Shows areas in need of instruction

-Progress monitoring measures student growth and determines if the student is responding to the intervention

-Can also be used to show the health of tier 1 instruction

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Curriculum Based Spelling Assessment (CBSA)

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Curriculum Based Spelling Assessment (CBSA)

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Used to measure spelling development and identify students’ understanding of spelling patterns, phonics, and word features

Monitor literacy growth across the year

Identify students who may need intervention or enrichment

Guide instruction by helping teachers see which spelling patterns, phonics skills, or word study concepts students have mastered and which still need support

Support data-driven decisions for small groups, differentiation, and intervention planning

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Used to measure student growth over time in math and reading.

Helps predict readiness for state testing.

Used to identify student skill levels and set learning goals.

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District-created unit tests; one test per marking period following unit of study

Results used to evaluate student learning of unit standards and reporting to parents

Areas of concern revealed by test used for focused small-group instruction

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District-created narrative, informational, and opinion writing prompts; one prompt per marking period following corresponding unit of study

PA Writing Assessment Domain Scoring Guide for scoring

Used to assess domains of writing through the lens of each mode of writing, as well as growth over the school year

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Renaissance Learning STAR Early Literacy and/or Reading

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Renaissance Learning STAR Early Literacy and/or Reading

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Monitor student progress on general literacy skills

Intended to be used to guide instruction (but honestly it is not very useful)

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Obtain an inventory of phonics skills that have been mastered by students

Used to guide interventions in a Tier II setting

Identify next area of need and begin structured literacy instruction at the most appropriate point in the scope and sequence

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Universal Literacy Screener (benchmark assessment 3x per year) and Progress Monitoring (1-2x per month)

Used to guide instruction of students and monitor effectiveness of instruction across tiers