Assessment Inventory Seaford SD Composite

Seaford School District
District-Level Assessment Inventory

Name of assessment
Star
Entity requiring assessment District

state SEA or other agency;
district; or school
District
Smarter Balanced Interim

Assessments
District
Grade(s) tested
K-2
Grades 3 - 11
Grades 6-8
Grades K-12
Grades 6-12
Grades 6-8
Grades 6-8
Grades 11-12
Reading
ELA and Math
ELA and Math
ELA and Math
Science & Social Studies
Math
Reading
All subject areas
All Students
All students in these grades who All students in these grades who are
are also required to take the
also required to take regular state
regular state assesment
assessment
All students
All Students
At Risk Math Students
Students at risk in
Reading
IB Course Students
Interim
Interim
Benchmark & Formative
Benchmark & Formative
Screener
Screener
Summative
CCSS
CCSS
CCSS
CCSS, Next Gen Science

CCSS
Standards, & Delaware State
Standards for Social Studies
CCSS
Multiple
K-12
Course(s) or subjects
ELA & Math
tested
Which students are eligible All students
or required to take
assessment?
Type of assessment
summative; interim/benchmark; formative; diagnostic
Number of years
assessment has been
administered in the district
DIBELS
Benchmark & Formative,

Benchmark & Formative,
Diagnostic Screener, Progress Diagnostic Screener, Progress
monitoring tool
monitoring tool
1
To which content standards CCSS

is the assessment aligned?
Amplify Assessment
SMI
SRI
IB Assessments
District
District Common Assessments: District Common

Math & ELA
Assessments: Sci & SS
District
District
District
District
High School
Intended purpose(s) of the Measure student knowledge of

assessment
ELA standards in foundational
skills, reading informational
text, reading literature, and
language; Measure student
knowledge of Math standards
in foundational skills and
domains.
Assess the acquisition of early

Measure student knowledge of
literacy skills from kindergarten
ELA and Math CCSS and skills
through sixth grade. They are
designed to be short (one minute)
fluency measures used to
regularly monitor the development
of early literacy and early reading
skills.
Measure student knowledge of ELA

standards and Math standards and
skills
Measure student knowledge of

ELA standards and Math
standards and skills
Measure student knowledge Identify defiencies in math

of Science and Social
knowledge
Studies content and
standards.
Identify deficiencies in To see if students

Reading knowledge and mastered IB
skills
content.
Intended use(s)1 of the

assessment
Diagnose reading proficiency and

inform instructional practice, RtI
progress monitoring; to identify
students who may be at risk for
reading difficulties (universal
screening);
to help teachers identify areas to
target instructional support
Predict ELA and Math performance on

state assessment and inform
instructional practice. Provide
evidence to support
Smarter Balanced claims in English
language
arts/literacy, provide information to
make
instructional decisions and address
immediate
student needs
Predict ELA and Math

performance on state assessment
and inform instructional practice.
Provide information to make
instructional decisions and
address immediate student needs
Predict Science and Social Screen students for placement

Studies performance on state into Math 180
assessment and inform
instructional practice.
Provide information to make
instructional decisions and
address immediate student
needs.
Screen students for

placment in Read 180
Predict performance on state

instructional practice, RtI
progress monitoring tool
Predict ELA and Math

performance on state
instructional practice. Provide
evidence to support Smarter
Balanced claims in English
language arts/literacy, provide
information to make instructional
decisions and address
immediate student needs
To achive IB
Diploma
Users of the assessment
District assessment staff,

teachers, and administrators
Do users of the assessment Yes

use it for its intended
use(s)?


District assessment staff and teachers District assessment staff and

teachers
District assessment staff and District assessment staff and

teachers
teachers
District assessment staff District assessment

and teachers
staff and teachers;
IB Programme
Yes
Yes
Yes
Yes
Yes
Yes
Yes
3- It helps high
school students
work towards an IB
Diploma. At this
time no students
has achieved the 24
points needed to
receive an IB
Diploma.
Yes
To what degree do users of

the assessment find it
useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.
3- This is new this year and 3- Great fluency tool for primary
we are learning the program. grades.
So far teachers and
administrators like the data.
3- Across the district we have

mixed results on this one. This is
the first year for implementation
and we feel the hand scoring has
been helpful.
2- Several teachers are finding

this tool useful but the technical
issues with the program have
been an issue.
2- These are new this year. We

are working through the
implementation and scoring of the
CCSS/Smarter like Common
Assessments.
2- These are new this year. 3- Good screener for math

We are working through the placement into intervention
implementation and scoring groups.
of the CCSS/Smarter like
Common Assessments.
3- Good screener for

reading and for
identification and
placement into
intervention groups
Type of administration
Computer Adaptive Test
One-on-one testing
Online Test
Online Test
Pencil Paper Test
Pencil Paper Test
Computer Adaptive Test
Computer Adaptive Test Paper Pencil
Item type(s)
multiple item types
multiple item types
Multiple-choice, selectedMultiple-choice, selected-response,

response, constructed response constructed response
items, and Performance Task
items, and Performance Task
multiple item types
multiple item types
multiple choice
Multiple choice
Accommodations
All students are able to

complete this assessment.
All students are able to complete

the assessment.
A small list of accommodations

are available, but the test
administrator may use any
accommodation for which the
student already receives as part
of regular instruction (with a few
exceptions)
The test administrator may use

any accommodation for which the
exceptions)
The test administrator may

use any accommodation for
which the student already
receives as part of regular
instruction (with a few
exceptions)
All students are able to complete All students are able

assessments.
to complete
assessments.
Test administration time
30 min Reading; 30 min Math 5 min
Variable, depending on gradelevel and specific content
Variable, depending on grade- 30 min

level and specific content
Testing window
A small list of accommodations are

available, but the test administrator
may use any accommodation for
which the student already receives as
part of regular instruction (with a few
exceptions)
Untimed, usually takes 3-4 hours Untimed, usually takes 3-4 hours
for the ICA. The IABs have a
shorter administration time
30 min
multiple item types
Students follow IB
protocol
Each test is
approximately 1.5
hours
Test frequency
Given three times per year as

a benchamark assessment
and a universal screener;
given monthly as a progress
monitoring tool
Given three times per year as a

benchamark assessment and a
universal screener; given monthly
as a progress monitoring tool
ICA ELA - 1 time per year; ICA ELA - 1 time per year; Math 1 Time
Math - 1 time per year; IAB as
per year
selected by educators and grade
level teams
ELA-- 2 common assessments

per marking period for a total of 8
District Common Assessments
annually. Math - 2 common
assessments per marking period
for a total of 8 District Common
Assessments annually.
ELA-- 2 common
assessments per marking
period for a total of 8 District
Common Assessments
annually. Math - 2 common
assessments per marking
period for a total of 8 District
Common Assessments
annually.
1 time per year; SMI Math per

year as a benchamark
assessment and a universal
screener; given monthly as a
1 time per year; SRI

Reading per year as a
benchamark
assessment and a
universal screener;
given monthly as a
1 time per year in

the spring as a
summative
assessment to
determine eligibility
for IB credits
towards IB Diploma
Time between test

administration and results
to users
Vendor
immediate results
immediate results
immediate results
Hand Scoring involved (Week)
Immediate
Immediate
Immediate results
Immediate results
Tests are send

away to be scored.
Renaissance Learning
Wireless Gen
Smarter Balanced Assessment

Consortium
Amplify
none- assessments created by

district guiding teams
none- assessments created

by district guiding teams
Scholastic
Scholastic
IB Programme
Contract expiration date
7/1/2016
7/1/2016
1/7/2016
Entity that holds contract
District
District
DDOE
District
District
District
District
District
District
Annual cost
(total and per student)
$40,000
$20,000
$7,500
$15,000
$15,000
$5,000 in IB Exam
Fees + $12,500 to
be a member
Funding source(s)
Title 1
Title 1
Free
Title 1
Free
Free
Title 1
Title I
RTTT
Seaford School District
Name of assessment
State-Required Assessment Inve
Smarter ELA Summative Smarter Mathematics

Summative
State Education Agency
DCAS-Alt1 Reading
DCAS-Alt1 Mathematics
DCAS Science Summative
DCAS-Alt1 Science
DCAS Social Studies
DCAS EOC U.S. History
Grade(s) tested
Grades 3-8, and 11
Grades 3-8, and 11
Grades 3-11
Grades 3-11
Grades 5, 8, and 10
Grades 5, 8 and 10
Grades 4, 7, and end of US History High school students who just

course
finished the corresponding course
Course(s) or subjects
tested
English language
arts/Literacy (ELA/LIT),
including reading, writing,
listening, and research
Mathematics
Reading
Mathematics
Science
Science
Social Studies
U.S. History
Which students are

eligible or required to
take assessment?
All students in grades 3-18, All students in grades 3-18,

and 11
and 11
Students with disabilities in

grades 3-11
Students with disabilities

grades 3-11
All students in grades 5, 8 and 10
Students with disabilities in

grades 5, 8, and 10 as
determined by State
Participation Criteria
All students in grades 4, 7, and

completion of US History course
All students who complete the

corresponding courses and receive
high school credits
Entity requiring
assessment
state SEA or other
agency; district; or school
Type of assessment
Summative
summative; interim/benchmark; formative; diagnostic
Summative
Summative
Summative
Summative
Summative
Summative
End of Course
Number of years
assessment has been
administered in the
district
To which content
standards is the
assessment aligned?
Common Core State

Standards (CCSS) in
English language
arts/literacy
Common Core State

Standards (CCSS) in
mathematics
Delaware Content Standards

Grade-Band Extensions
(based on Common Core
State Standards)

Grade-Band Extensions
(based on Common Core
State Standards)
Delaware Content Standards in Science

Delaware Content Standards in
Grade Band Extensions (based Social Studies
on Delaware Science
Standards)
Delaware Content Standards and

Course Expectations
Intended purpose(s) of
the assessment
1. Meet federal
requirements for school
accountability. 2. Measure
student achievement
toward the CCSS in
ELA/Lit. 3. Serve as the
primary indicator for other
high-stakes purposes.
1. Meet federal requirements 1. Meet the federal

1. Meet the federal
1. Measure student achievement toward
for school accountability. 2.
the content standards 2. Participation
Measure student achievement accountability. 2. Measure
Accountability
accountability. 2. Measure
toward the CCSS in
student achievement toward student achievement toward
mathematics. 3. Serve as the the Delaware content
the Delaware content
standards grade-band
primary indicator for other high- standards grade-band
extension. 3. Serve as the
extension. 3. Serve as the
stakes purposes.
primary indicator for state high- primary indicator for state highstakes purposes.
stakes purposes.
1. Measure student
Measure student achievement
achievement toward the content toward the content standards
standards 2. Accountability in
participation
Measure student achievement

toward the content standards
Intended use(s)1 of the

assessment
School Accountability,
student achievement, other
high stakes purposes, and
to measure College and
Career Readiness (CCR)
School Accountability, student

achievement, other high
stakes purposes, and to
measure College and Career
Readiness (CCR)
Test results were used for

school accountability,
determining student
achievement toward the
content standards, and other
Test results were used for

school accountability,
determining student
achievement toward the
content standards, and other
1. Determine student achievement toward

the content standards 2. Used for
accountability 3. Help teachers improve
classroom instruction
1. Determine student
achievement toward the content
standards 2. Used for
accountability 3. Help teachers
improve classroom instruction
Users of the assessment State, district, school,

State, district, school,
teachers, parents, and
teachers, parents, and various teachers, and parents
various stakeholder groups stakeholder groups

teachers, and parents
State, district, school, teachers, and

parents
State, district, school, teachers, State, district, school, teachers,

and parents
and parents
Do users of the
TBD
assessment use it for its
intended use(s)?
Yes, test results are used to determine

student achievement and for
accountability. Science Coalition, districts,
schools, and teachers use data to help
inform curricular and instructional
decisions
Yes, the test results are used to

determine student achievement
and for accountability. The
results also help teachers
improve classroom instruction.
Yes, test results are used to

Yes, provide useful information
determine student achievement in about student readiness for higher
Social Studies. Districts, schools, level courses in Social Studies
and teachers use data to help
inform curricular and instructional
decisions
One-on-one testing; teacher

uses script and materials
provided; test administrator
enters student responses into
an on-line system
Online tests
Online tests
Multiple choice and technologyenhanced items
Multiple choice and technologyenhanced items
TBD
Yes, the test results were used

to determine student
achievement and for
accountability. The results also
help teachers improve
Yes, the test results were used

to determine student
achievement and for
accountability. The results also
help teachers improve
1. Determine student achievement

toward the content standards 2.
Help teachers improve classroom
instruction
1. Determine student achievement

toward the content standards 2.
Provide useful information on
student

parents
To what degree do users

of the assessment find it
useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.
Type of administration
Online adaptive tests
Online adaptive tests

an on-line system
One-on-one testing; teacher Online adaptive tests

an on-line system
Item type(s)
Multiple-choice, selectedresponse, constructedresponse items, and

Performance Task
Multiple-choice, selectedresponse, constructedresponse items, and

Performance Task
Multiple-choice items
Accommodations
Available for students with

special needs, (i.e., Braille,
Text to Speech, American
Sign Language, and several
language translations)
Available for students with

special needs, (i.e., Braille,
Text to Speech, American Sign
Language, and several
language translations)
A small list of accommodations

student already receives as
part of regular instruction (with
a few exceptions)
A small list of accommodations Available for students with special needs,

such as Braille, and translated version in
Spanish
student already receives as
part of regular instruction (with
a few exceptions)
Test administration time
Untimed, usually takes 3-4 Untimed, usually takes 3-4

hours
hours
Multiple choice and technologyenhanced Multiple-choice items

items
Untimed, usually takes 1 hour Untimed, usually takes 1 hour Untimed, usually takes 2-3 hours
A small list of accommodations Available for students with special Available for students with special
are available, but test
needs, such as Braille, and
needs, such as Braille, and
translated version in Spanish
translated version in Spanish
exceptions)
Untimed, usually takes 1 hour
Untimed, usually takes 1-2 hours
Untimed, usually takes 1-2 hours
Testing window
March 9 - June 2, 2016 for March 9 - June 2, 2016 for

March 9 - June 2, 2016
grades 3-8; and April 13 - grades 3-8; and April 13 - June
June 2, 2016 for high
2, 2016 for high school
school
April 4 - June 2, 2016
Test frequency
Once a year in spring
Once a year
Once a year in spring.
Time between test

administration and
results to users
Once all tests are

completed, scoring results
in July
Once all tests are completed, When test administrator

submits scores through on-line
scoring results in July
system, the score results are
presented immediately
Vendor
Contract expiration date
Entity that holds contract
Annual cost
(total and per student)
Funding source(s)
When test administrator

Immediately upon the completion of the
submits scores through on-line test to individual students
system, the score results are
presented immediately
When test administrator submits Immediately upon the completion

scores through on-line system, of the test to individual students
the score results are presented
immediately
Immediately upon the completion of

the test to individual students
ntory
DCAS-Alt1 Social Studies
SAT School Day
PSAT School Day
ACCESS
ACCESS ALT
W-APT
MODEL
National Assessment of
Educational Progress
USED, State Education

Agency

Agency

Agency
Grades 4, 7, and 9
Grade 11
Grade 10
Grades 4, 8, and 12
Grades K-12
Grades K-12
Grades 1-12
Grades K- 1st Semester of

Grade 1
Social Studies
Reading, Mathematics, Writing Reading, Mathematics,

Writing
Reading, Mathematics,
Science, Writing
Reading, writing, listening,

speaking

speaking

speaking

speaking
Students with disabilities in grades 4, All students in grade 11 who

7 and 9 as determined by State
also take the general state
Participation Criteria
assessment.
All students in grade 10 who All students sampled in

Students identified as ELL
grades 4, 8, and 12 who also
also take the general state
assessment.
take the general state
assessment.
Students identified as ELL

who have significant
cognitive disabilities
Diagnostic test for

identifying ELL students
Diagnostic test for

identifying ELL students
Summative
College entrance test
College readiness test
National survey test
English language proficiency English language

proficiency
English language proficiency English language

proficiency
25
12
12
12
1. National curriculum 2.
Common Core State
Standards in 2016
Common Core State

Standards
WIDA English Language

Development Standards



Measures student
knowledge of reading,
mathematics and science
To measure an ELL students To measure an ELL student To screen students for

level of English language
with significant cognitive
placement
proficiency at year end.
disabilities level of English
language proficiency at yearend.
Delaware Content Standards Grade 1. National curriculum 2.

Band Extensions (based on Delaware Common Core State
Social Studies Standards)
Standards in 2016
Maximize access to the general

education curriculum and direct
instruction in the classroom by
providing important pedagogical
expectations and data that guide
classroom decisions
Measure student readiness for Measure student readiness

college
for college
To screen students for

placement
Ensure all students with disabilities are Determine student readiness

included in Delawares statewide
for college
assessment and accountability system
Determine student readiness Predict the performance on

for college
national assessment
To place students in the

appropriate educational
setting. To monitor state and
local progress toward Title III
goals.
To place students in
setting. To monitor state
and local progress toward
Title III goals.
To place ELL students in the

setting in order to provide
required services
To place ELL students in

the appropriate educational
setting in order to provide
required services

parents


Nation, state, district, school, State, district, school,




Yes (SEA and LEA); some teachers

use to adjust instruction
Yes, test results help

determine students college
readiness

determine students college
readiness
Yes, for national

comparisons over time and
across states

determine English proficiency determine English
proficiency level for ELL
level for ELL students
students with disabilities

districts/schools for
educational programs and
instructional decisions

districts/schools for
educational programs and
instructional decisions
One-on-one testing; teacher uses

script and materials provided; test
administrator enters student
responses into an on-line system
Paper-pencil
Paper-pencil
Paper-pencil and online
Online Testing in all grades

except K

enters student responses
into a pencil paper booklet
One-on-one testing;
teacher uses script and
materials provided; test
administrator enters student
responses into a pencil
paper booklet
Paper-pencil
Paper-pencil
Multiple-choice,
Multiple-Choice and essay in Multiple-Choice and essay
constructedresponse items, writing
in writing
and essay in writing
Multiple-Choice and essay

in writing
Multiple-Choice and essay

in writing

enters student responses
into a pencil paper booklet
A small list of accommodations are

Braille, scribe, magnification,
available, but test administrator may amplification, extended time
use any accommodation for which the
student already receives as part of
regular instruction (with a few
exceptions)
Braille, scribe, magnification, Braille, scribe, magnification, Limited accommodations are

amplification, extended time amplification, extended time available, such as translation
of tests directions into native
language
Limited accommodations
are available, such as
translation of tests
directions into native
language
Not available
Not available
Varies by student, but typically about 1 Timed, 3hrs 45 minutes

hour
Timed, 2hrs 10 minutes
Untimed, it usually takes

about 3-4 hours
45 minutes
30 minutes
90 minutes for Paper/Pencil; Untimed, it usually takes

120 minutes for online
about 3-4 hours
testing
2-Mar-16
14-Oct-15
January 26-March 6, 2015
March 1-April 29, 2016
March 1-April 29, 2016
Any time of the year as

needed
Any time of the year as

needed
State requires once a year
State requires once a year
State requires once every

two years
Once a year
Once a year
Only once to determine

student English language
eligibility only
Only once to determine

student English language
eligibility only
When test administrator submits

scores through on-line system, the
score results are presented
immediately
About 2 months
About 2 months
About 4 months
3-5 months
3-5 months
Upon the completion of the Upon the completion of the

test by test administrator
test by test administrator

Assessment Inventory Seaford SD Composite

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Seaford School District

District-Level Assessment Inventory

Entity requiring assessment District

Smarter Balanced Interim

ELA and Math

ELA and Math

ELA and Math

Science & Social Studies

All subject areas

At Risk Math Students

Benchmark & Formative

Benchmark & Formative

CCSS, Next Gen Science

Benchmark & Formative,

To which content standards CCSS

District Common Assessments: District Common

Intended purpose(s) of the Measure student knowledge of

Assess the acquisition of early

Measure student knowledge of ELA

Measure student knowledge of

Measure student knowledge Identify defiencies in math

Identify deficiencies in To see if students

Intended use(s)1 of the

Diagnose reading proficiency and

Predict ELA and Math performance on

Predict ELA and Math

Predict Science and Social Screen students for placement

Screen students for

Predict performance on state

Predict ELA and Math

Users of the assessment

District assessment staff,

Do users of the assessment Yes

District assessment staff,

District assessment staff,

District assessment staff and teachers District assessment staff and

District assessment staff and District assessment staff and

District assessment staff District assessment

To what degree do users of

3- Across the district we have

2- Several teachers are finding

2- These are new this year. We

2- These are new this year. 3- Good screener for math

3- Good screener for

Computer Adaptive Test

Pencil Paper Test

Pencil Paper Test

Computer Adaptive Test

Computer Adaptive Test Paper Pencil

multiple item types

multiple item types

Multiple-choice, selectedMultiple-choice, selected-response,

multiple item types

multiple item types

All students are able to

All students are able to complete

A small list of accommodations

The test administrator may use

The test administrator may

All students are able to complete All students are able

Test administration time

30 min Reading; 30 min Math 5 min

Variable, depending on gradelevel and specific content