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Ensure that every school understands and uses the “Backwards Design” to improve assessment performance by ensuring that assessments directly measure the intended learning outcomes, leading to more focused instruction and a clearer understanding of student mastery.

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Increased opportunities to enhance parents’ and guardians’ awareness of the various assessments and the impact on student achievement

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We need to continue these conversations to reduce the number tests the students are taking while still generating the data we need to plan instruction. Our goal should be to give the minimum number of tests to obtain the needed data.

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Ensuring continuity across all schools and grade levels with a reimagined balanced assessment strategy.

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Develop a list of assessments and their uses for school leaders to utilize and PL for teachers on the “why” of certain assessments and how they can utilize the data to support the instruction.

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We need a streamlined approach to measuring formative assessments with less tools that are time consuming and can prove ineffective if students don't take it seriously.

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Streamline assessments that minimize time away from instruction.

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Understand the intended purpose of each assessment and the value of it (if any).

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Consider the timing and purpose of district-wide assessments to allow time for more instruction more to GMAS

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By streamlining the assessment so students don't get test fatigue. This in turn should produce more accurate data.

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On the way there, but same CFAs used across schools.

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IReady provides progress monitoring

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iReady provides personalized instruction for reading and math

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District assessment that are aligned closely to standards to drive instruction (start of school and beginning of second semester)

School level assessments that are tailored to the individual schools. Leaders decide what assessments will benefit their school needs.

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it would be beneficial to streamline assessments to one assessment that provides the universal screener, diagnostic assessments, formative assessments and summarizes assessments. This would be more beneficial as a district to use one assessment.

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Alignment of district assessments that are easily accessible and streamlined to decrease the amount of platforms.

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Limit the number of assessments used at each site and stick to those assessments

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My team and I prepare using iReady for all assessment areas. Why, because I Ready provides, engaging lessons, it's eas of use, the reports provided, the lessons are aligned to standards, the teacher toolbox provides lessons for teachers(it saves them time).

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Have a clear and consistent assessment plan at the beginning of the school year, that includes a differentiated learning plan for all students, for us to follow, without adding other resources, assessments, etc. to use mid year.

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Develop a streamlined framework that leverages key data points with fidelity, ensuring district and school-level monitoring to inform instruction while maintaining alignment with the depth of state standards.

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Adopt one platform to be used for monitoring multiple subject areas.

Implement a platform to monitor math progress because we are not able to effectively check data in a timely manner in math.

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Eliminate overlap of testing that provides data that cannot be used effectively

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at the K-5 level, being able to develop an assessment platform that allows for both literacy and math to be assessed but also gives time to truly dive in to the data to make truly informed decisions. IReady gives the best scenario where the data is in one place and easily accessible by all.

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Define the district’s purpose for the use of the assessment. Provide clear and concise guidance on the use and expectations of the use for each assessment tool. Is there one platform that would assess and address the needs for each designated assessment?

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Implement an assessment that is universal and measures standard mastery throughout the year.

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-streamline and prioritize the types and number of assessments.

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Aligning required assessments to units/standards being taught versus domain specific assessments in-between diagnostics. Ex. DRC does not provide data to support tier 1 instruction needs.

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Is there a common assessment that aligns to each or multiple assessment categories in order to streamline the data process?

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Well structured diagnostic to show grow over time. BOY, MOY, and EOY

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Begin with Universal Screener

Develop a plan for horizontal planning throughout the district to include common assessments (maybe allow teachers to do this in lieu of collab planning in building)

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Ensure there are consistent methods of assessment throughout the district. If the platforms are easily navigable and the specific assessments for specific times are clearly communicated, there would be more progress made towards mastery, as data would not be skewed.

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Pre/post tests that are the same - measures progress

Benchmarks/interims that teachers trust. This currently varies by department

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Develop more common assessments for daily and weekly ideas

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Continue to provide PD to assist teachers with seeing the connection between assessments and instruction.

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Universal Screeners

Easily sharing student performance data between schools as students transfer.

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Universal Test Bank for teachers

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Universal screener, program that connects data for transfer schools