The regulations for Gifted and Talented programs require that the District offer multiple opportunities for students to demonstrate the necessary skills to qualify. Norm-referenced cognitive skills testing are necessary for the district to offer the required assessment opportunities.

Psychologists now know that academic aptitude can change over time, depending upon a student’s experiences. Consequently, it is desirable to measure academic aptitude periodically to help ensure that academic plans are appropriate for each student.

Common assessments assist teams of teachers in planning for improvement of instruction based on curriculum standards and pacing guides. By using common assessments and comparing results, teachers are able to identify strengths and weaknesses in student achievement and collaborate on instructional strategies for improvement.

Giving norm-referenced tests at these grades provides a nationally comparable achievement indicator that will track student progress; help to track trends in curriculum and instruction; and provide multiple measures to aid in placement decisions or in identification of students for various programs.

The computer-adaptive norm-referenced testing system offers several advantages. Testing time is reduced because item presentation is customized based upon the student’s answers. Test results can be produced rapidly. One type of score is correlated to a continuum of learning, which can help teachers identify the specific skills that individual students are ready to learn. Lexile scores, which are available in several

norm-referenced testing programs, can be used to match reading materials to students’ achievement levels. Information about Lexile scores is available at www.lexile.com.

Reading Records offer an evaluative approach to assessment that has been widely used by reading educators, is being used as an option for students in kindergarten through grade 5 who exhibit weaknesses in development of reading skills. Teachers can analyze a “running record” of students’ individual oral reading to determine what strategies they are employing as they attempt to read unfamiliar text, and teachers can evaluate responses to questions about the text to estimate how well students comprehend what they read.

Classroom teachers are encouraged to use this approach with selected students at kindergarten readers and above.

District-wide Writing (DWW) is a formative assessment that is used to guide writing instruction. DWW is an on-demand writing opportunity scored using a common rubric. The results of the DWW allow teachers to look for patterns and trends and plan for instructional next steps.

The purposes for using standardized achievement batteries with students in the primary grades are much the same as those for testing in later grades. Giving norm-referenced tests at these grades provides a nationally comparable achievement indicator that will track student progress; help to track trends in curriculum and instruction; and provide multiple measures to aid in placement decisions or in identification of students for various programs. The results can provide information about individual students and classes for use in instructional planning.

NAEP-like sampled assessments are a requirement of the High Schools That Work (HSTW) program. Established Key Practices must be met for the school to maintain active membership in the HSTW program. Important aspects of curriculum and instruction promote improved learning for all students are identified through participation in this program.

PSAT can be used to predict scores on the SAT. PSAT emphasizes the concepts of higher-order thinking. PSAT is designed for administration to college-bound students.

Any tenth-graders who are considering college would have data that could help them determine how they can expect to perform on the SAT.

Standards-based Measurement of Proficiency (STAMP) assesses foreign language proficiency. The STAMP test consists of three sections – reading, writing and speaking. The data collected from the STAMP assessment provides important information about the learning progress and the effectiveness of the foreign language program. STAMP measures a student’s language ability according to Benchmark Levels that are based on national standards.