Grade Level Name of Assessment

Kindergarten KRA

MAP - Fall
MAP - Winter
MAP - Spring

Quick Checks (short cycle

assessments)

Reading/Math Chapter
Assessments

DIBELS
 SRI (FLUENCY ONLY)

First Grade MAP - Fall

Ohio Math & Writing

Diagnostic
MAP - Winter
MAP - Spring

Quick Checks (short cycle

assessments)

Reading/Math Chapter
Assessments

DIBELS
 SRI (FLUENCY ONLY)

Second Grade MAP - Fall

Ohio Math & Writing

Diagnostic
MAP - Winter

InView
MAP - Spring

Quick Checks (short cycle

assessments)

Quarterly Assessments
 Reading/Math Chapter
Assessments

DIBELS

SRI (FLUENCY ONLY)

Third Grade MAP - Fall

Ohio Writing Diagnostic

ELA AIR FALL
MAP - Winter

ELA AIR SPRING

Math AIR SPRING

MAP - Spring

ELA AIR SUMMER

Quick Checks (short cycle
assessments)

Reading/Math Chapter
Assessments

Quarterly Assessments

DIBELS

SRI (FLUENCY ONLY)

 Date(s) of
Administrati
Description Purpose on

Determines readiness for

kindergarten in areas such
as reading, math, social
skills and motor
development. Also used
to determine students
who are "at-risk" as part Prior to
Multi-subject assessment, of Third Grade Reading November 1,
formative Guarantee Law. 8/22-10/31

Determine level of student

Computer-based in academic areas of
assessment, information is reading and math. Can
read to students in math. also be used for SLO data
Diagnostic, formative for teachers 8/29 - 9/16
See above, formative See above 1/4 - 1/20
See above, formative See above 4/3-4/28
Throughout the
Determines understanding year, as
Short cycle assessment, or mastery of standards standards are
formative or summative currently being taught completed.

Pre-made assessments
created by textbook
company, but modified to Throughout the
meet Ohio/district Student progress on year, as
standards and pacing, specific standards as they standards are
summative are taught in class. completed.

Weekly/bi-weekly
on students who
To determine if student are identified as
fluency is improving over on a Reading
Paper/pencil one minute course of week or bi- Improvement
timed FLUENCY weekly through RTI and Monitoring
assessment, formative interventions Plan
 Completed by Title
teachers to monitor
fluency of ALL students in
building. Should
One minute timed coorellate to progress of
FLUENCY assessment, students on other Fall, Winter,
formative assessments. Spring

Determine level of student

Computer-based in academic areas of
assessment, information is reading and math. Can
read to students in math. also be used for SLO data
Formative for teachers 8/29 - 9/16
Paper/pencil assessment
required by ODE.
Determines students on or Math and Writing testing
off-track, formative basic skills 9/5-9/30
see above, formative See above 1/4 - 1/20
See above, formative See above 4/3-4/28
Throughout the
Determines understanding year, as
Short cycle assessment, or mastery of standards standards are
formative or summative currently being taught completed.

Pre-made assessments
created by textbook
company, but modified to Throughout the
meet Ohio/district Student progress on year, as
standards and pacing, specific standards as they standards are
summative are taught in class. completed.

Weekly/bi-weekly
on students who
To determine if student are identified as
fluency is improving over on a Reading
Paper/pencil one minute course of week or bi- Improvement
timed FLUENCY weekly through RTI and Monitoring
assessment, diagnostic interventions Plan
 Completed by Title
teachers to monitor
fluency of ALL students in
building. Should
One minute timed coorellate to progress of
FLUENCY assessment, students on other Fall, Winter,
diagnostic assessments. Spring

Determine level of student

Computer-based in academic areas of
assessment, information is reading and math. Can
read to students in math. also be used for SLO data
Formative, diagnostic for teachers 8/29 - 9/16
Paper/pencil assessment
required by ODE.
Determines students on or Math and Writing testing
off-track, diagnostic basic skills 9/5-9/30
See above, formative See above 1/4-1/20

Gifted education
paper/pencil assessment qualification 2/27-3/3
See above See above 4/3-4/28
Throughout the
Determines understanding year, as
or mastery of standards standards are
Short cycle assessment currently being taught completed.

teacher-created
assessments. Given by determine growth and
grade level, across the proficiency of standards
district to have a common taught over a 9-week End of each
assessment and baseline period in Reading and quarter as a post
data for instruction Math. assessment
Pre-made assessments
created by textbook Throughout the
company, but modified to Student progress on year, as
meet Ohio/district specific standards as they standards are
standards and pacing are taught in class. completed.

Weekly/bi-weekly
on students who
To determine if student are identified as
fluency is improving over on a Reading
Paper/pencil one minute course of week or bi- Improvement
timed FLUENCY weekly through RTI and Monitoring
assessment interventions Plan

Completed by Title
teachers to monitor
fluency of ALL students in
building. Should
coorellate to progress of
One minute timed students on other Fall, Winter,
FLUENCY assessment assessments. Spring

Determine level of student

in academic areas of
Computer-based reading and math. Can
assessment, diagnostic also be used for SLO data
and formative for teachers 8/29 - 9/16
Paper/pencil assessment Writing assessment to
required by ODE. help contribute to overall
Determines students on or student progress and
off-track, diagnostic reported to ODE 9/5-9/30
 Reading and Writing
proficiency. Can also be
used as qualifier for TGRG.
Helps identify area of
weakness in students and
can contribute to overall
picture of student
performance when used
along side MAP and
computer-based classroom assessments.
assessment in Reading. Provides baseline for
Determines Reading and value-added information
Writing proficiency. as well. 11/14-11/18
See above See above 1/4-1/20

Reading and Writing

proficiency. Can also be
used as qualifier for TGRG.
Helps identify area of
weakness in students and
can contribute to overall
picture of student
performance when used
along side MAP and
computer-based classroom assessments.
assessment in Reading. Provides baseline for
Determines Reading and value-added information
Writing proficiency. as well. 3/13-3/24
Math proficiency. Can be
used for value-added
computer-based purposes. Used as part of
assessment in Math. the report card for district.
Determines proficiency. 4/10-4/28
See above See above 4/3-4/28

computer-based
assessment in Reading. For students who did not
Determines Reading and meet requirements during
Writing proficiency. school year for TGRG. 7/1-7/13
 Throughout the
Determines understanding year, as
or mastery of standards standards are
Short cycle assessment currently being taught completed.

Pre-made assessments
created by textbook Student progress on Throughout the
company, but modified to specific standards as they year, as
meet Ohio/district are taught in class. standards are
standards and pacing Formative and summative. completed.

teacher-created
assessments. Given by determine growth and
grade level, across the proficiency of standards
district to have a common taught over a 9-week End of each
assessment and baseline period in Reading and quarter as a post
data for instruction Math. assessment

Weekly/bi-weekly
on students who
To determine if student are identified as
fluency is improving over on a Reading
Paper/pencil one minute course of week or bi- Improvement
timed FLUENCY weekly through RTI and Monitoring
assessment interventions Plan

Completed by Title
teachers to monitor
fluency of ALL students in
building. Should
coorellate to progress of
One minute timed students on other Fall, Winter,
FLUENCY assessment assessments. Spring
 Dates of Who/How/When
Score Dates of Score the Assessment
Dates of Reporting Reporting to results are
Scoring to School Parent/Students analyzed

Kindergarten teachers,
specialists (if
available), school
As testing is psychologist, OT, PT,
completed. Speech, building
(In-house) immediate immediate principal

With district approval,

at fall conferences in
October, spring
24-hour conferences in TBT meetings by
turnover by February and end of kindergarten teachers
NWEA 24-hour year report cards and building principal
See above See above See above See above
See above See above See above See above

TBT meetings by
As standards kindergarten teachers
are taught. not shared and building principal

Sent home with

students as scored and
information analyzed
for TBT purposes. TBT meetings by
As standards Report Card/standards kindergarten teachers
are taught. on report card and building principal

Included on individual
Not shared with student files, not
immediate weekly students/parents referenced or used.
 Not shared with
parents/students
unless used for testing Can be accessed by all
purposes, or staff members, but not
conferences to discuss really used unless
immediate immediate RIMP necessary.

With district approval,

at fall conferences in
October, spring
24-hour conferences in TBT meetings by first
turnover by February and end of grade teachers and
NWEA 24-hour year report cards building principal
Not shared with
As test is students/parents -
administered information shared with TBT meetings by first
(in-house) ODE only. grade teachers.
See above See above See above See above
See above See above See above See above

TBT meetings by first

As standards grade teachers and
are taught. not shared building principal

Sent home with

students as scored and
information analyzed
for TBT purposes. TBT meetings by first
As standards Report Card/standards grade teachers and
are taught. on report card building principal

Included on individual
Not shared with student files, not
immediate weekly students/parents referenced or used.
 Not shared with
parents/students
unless used for testing Can be accessed by all
purposes, or staff members, but not
conferences to discuss really used unless
immediate immediate RIMP necessary.

With district approval,

at fall conferences in
October, spring
24-hour conferences in TBT meetings by
turnover by February and end of second grade teachers
NWEA 24-hour year report cards and building principal
Not shared with
As test is students/parents -
administered information shared with TBT meetings by first
(in-house) ODE only. grade teachers.
See above See above See above See above

Analyzed by
administrators, District
Gifted Coordinator and
April-May Gifted Teachers.
See above See above See above See above

TBT meetings by
As standards second grade teachers
are taught. not shared and building principal

TBT meetings by
second grade
teachers, Grade level
immediate not shared meetings bi-monthly
 Sent home with
students as scored and
information analyzed
for TBT purposes. TBT meetings by
As standards Report Card/standards second grade teachers
are taught. on report card and building principal

Included on individual
Not shared with student files, not
immediate weekly students/parents referenced or used.

Not shared with

parents/students
unless used for testing Can be accessed by all
purposes, or staff members, but not
conferences to discuss really used unless
immediate immediate RIMP necessary.

With district approval,

at fall conferences in
October, spring
24-hour conferences in TBT meetings by third
turnover by February and end of grade teachers and
NWEA 24-hour year report cards building principal

Immediate immediate not shared not analyzed

 Teachers,
administration during
TBT meetings. Shared
with other staff
1-Jan 1/15-1/25 members as well.
See above See above See above See above

Results analyzed by
district over summer
and shared with
summer summer teachers.

analyzed by district
over summer and
summer summer shared with teachers
See above See above See above See above

Administration. Used
to determine retention
for following school
August August year.
 TBT meetings by third
As standards grade teachers and
are taught. not shared building principal

Sent home with

students as scored and
information analyzed
for TBT purposes. TBT meetings by third
As standards Report Card/standards grade teachers and
are taught. on report card building principal

TBT, bi-monthly grade

immediate immediate not shared level meetings

Included on individual
Not shared with student files, not
immediate weekly students/parents referenced or used.

Not shared with

parents/students
unless used for testing Can be accessed by all
purposes, or staff members, but not
conferences to discuss really used unless
immediate immediate RIMP necessary.
Next Steps

Determines placement of
students in classes. Helps
with identifying areas of
need or services for
students entering school
for first time.

Determines student
placement in RTI groups
(Title 1 services)
See above
See above

Determines remediation
and enrichment for
students.

Determines remediation
and enrichment for
students.

None.
Determines student
placement in RTI groups
(Title 1 services)

Information helps to
contribute to groupings for
instruction.
See above
See above

Determines remediation
and enrichment for
students.

Determines remediation
and enrichment for
students.

None.
Determines student
placement in RTI groups
(Title 1 services)

Information helps to
contribute to groupings for
instruction.
See above

If students score in a
certain percentile, they
may qualify for gifted-
education services.
See above

Determines remediation
and enrichment for
students.
Determines remediation
and enrichment for
students.

None.

Determines student
placement in RTI groups
(Title 1 services)

none.
Helps with groupings and
progress monitoring.
Informaiton is shared with
parents to help determine
next steps and inform
them of whether student is
meeting benchmarks
necessary for promotion.
See above

Helps with groupings and

progress monitoring.
Informaiton is shared with
parents to help determine
next steps and inform
them of whether student is
meeting benchmarks
necessary for promotion.
Results used to also
determine Summer School
for students not meeting
requirements for TGRG.

Helps to identify areas of

weakness for instructional
purposed for following
year.
See above

Students required to take

this assessment who do
NOT meet required score
are retained in third grade
for the following school
year.
Determines remediation
and enrichment for
students.

Determines remediation
and enrichment for
students.

helps with groupings in

class for instruction. Also
helps to identify standards
of strength and weakness
for review and
remediation.

None.