Elementary

BRIGANCE Early Childhood Kindergarten Screen III:
Kentucky's Common Kindergarten Entry Screener, the BRIGANCE Early Childhood Kindergarten Screen III, provides a quick and accurate assessment of a child's development in five areas: Academic/Cognitive, Language Development, Physical Development, Self-Help and Social-Emotional Development. The purpose of conducting the BRIGANCE Screen is to measure a child's readiness as he or she enters school. The purpose is not to identify whether a student may be an English learner or to determine the child's levels of English language proficiency. Kentucky uses the ACCESS for ELL assessment to measure English Acquisition and proficiency. The BRIGANCE Kindergarten Screen has been selected by the Kentucky Department of Education as Kentucky's new common kindergarten readiness screener which consists of 12 basic assessments and can be easily administered by teachers in approximately 10-15 minutes per child. This assessment is administered before the start of school or within the first month of school.

"Kentucky Department of Education." : Common Kindergarten Entry Screener. N.p., n.d. Web. 10 Mar. 2015.

SNAP - Student Numeracy Assessment Progressions:
SNAP is most appropriate for pre-kindergarten, kindergarten, and first grade. The SNAP interview-style assessment provides teachers with immediate data that indicates a child’s development along six progressions.

  • Forward Number Sequences
  • Backward Number Sequences
  • Numeral Identification
  • Addition & Subtraction
  • Finger Patterns
  • Spatial Patterns

SNAP features the use of a folder for documenting individual growth in numeracy. Developmental continuums with anchor points are identified on the folder allowing teachers to create a cumulative record of each child’s growth. A class profile is then created resulting in effective instructional planning.

The class profile provides classroom teachers with a visual summary of the range of development in the classroom for any given aspect covered in the assessment. Multiple administrations or annotations can be recorded on the same sheet to track progress.

"Math Recovery®." US Council. N.p., n.d. Web. 10 Mar. 2015.


DRA—Developmental Reading Assessment
DRA—Developmental Reading Assessment is a standardized reading test used to determine a student’s instructional level in reading. The DRA is administered individually to students by teachers. Students read a selection (or selections) and then retell what they have read to the examiner. As the levels increase, so does the difficulty level for each selection. The DRA is administered to all students in Gr.1-3. The teachers use DRA results, along with other assessments, to determine whether students are reading on, above, or below grade level. By knowing student DRA levels, teachers can plan for small group, guided reading instruction, including targeted interventions and supplemental support. Teachers select materials that match students’ instructional levels and provide appropriate instruction to challenge them.

"Developmental Reading Assessment®, 2nd Edition PLUS (DRA2+)." Pearsonschool.com:. N.p., n.d. Web. 10 Mar. 2015.

DIBELS--Dynamic Indicators of Basic Early Literacy Skills:
DIBELS--Dynamic Indicators of Basic Early Literacy Skills
are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten 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. DIBELS can help teachers identify students who may need additional instruction to become good readers, and can help you monitor those students to ensure they make adequate progress. By testing students three times per year, at the beginning, middle and end of the year, the teacher can identify students who may need additional instructional support to meet reading goals.

DIBELS are comprised of seven measures to function as indicators of phonemic awareness (learning and using sounds in spoken words), alphabetic principle (knowing the sounds of the letters and sounding out written words), accuracy and fluency (reading stories and other materials easily and quickly with few mistakes, reading comprehension (Understanding what is spoken or read), and vocabulary (understanding and correctly using a variety of words). DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties.

"What Are DIBELS? : Dynamic Measurement Group." What Are DIBELS? : Dynamic Measurement Group. N.p., n.d. Web. 09 Mar. 2015.

MAP
--Measures of Academic Progress® (MAP®):
MAP--Measures of Academic Progress® (MAP®) – These computerized tests are adaptive and offered in Reading, Language Usage, and Mathematics. When taking a MAP® test, the difficulty of each question is based on how well a student answers all the previous questions. As the student answers correctly, questions become more difficult. If the student answers incorrectly, the questions become easier. In an optimal test, a student answers approximately half the items correctly and half incorrectly. The final score is an estimate of the student’s achievement level.

MAP® for Primary Grades – These computerized tests include Screening (diagnostic) tests, Skills Checklist (diagnostic) tests, and Survey w/Goals (adaptive tests in Reading and mathematics. These assessments:

  • Provide teachers with an efficient way to assess achievement levels of early learners so they can spend more time teaching and less time administering individual diagnostic tests.
  • Provide information to guide instruction during the early stages of a student’s academic career. Early learners enter school with a wide variety of educational experiences. Early identification of achievement levels is foundational for teachers establishing an environment for early academic success.
  • Identify the needs of all primary grades students, from struggling to advanced learners.
  • Utilize engaging test items that encourage student participation for more accurate results.
  • NWEA provides a parent toolkit. This toolkit can be accessed from the below website. The toolkit contains tips for parents to help their child with testing, reading, language, and math.

 Northwest Evaluation Association (NWEA). (2015). Parent Toolkit: A Guide to NWEA Assessments. Retrieved March 10, 2015 from http://www.nwea.org/support/article/930/parent-toolkit   

             "Parent Toolkit." Parent Toolkit. N.p., n.d. Web. 10 Mar. 2015.

  

K-PREP--Kentucky Performance Rating for Educational Progress
Grades 3-8, 10, 11(Required by state)
Subjects: Reading, Mathematics, Science, Social Studies and Writing
Window: During last 14 instructional days of the school’s calendar

​The assessment for grades 3-8 is a blended model built with norm-referenced test (NRT) and criterion-referenced test (CRT) items which consist of multiple-choice (mc), extended-response (er) and short answer (sa) items. The NRT is a purchased test with national norms and the CRT portion is customized for Kentucky. 

 "Kentucky Department of Education." : K-PREP. N.p., n.d. Web. 11 Mar. 2015.

ACCESS for ELLs   

To meet No Child Left Behind (NCLB) Title III requirements, states are mandated to identify and annually administer a standards-based English language proficiency test to all English Language Learners (ELLs) in grades K-12. 

In order to comply with the NCLB requirement of an annual English Language Proficiency Assessment for ELLs, Kentucky joined the World-class Instructional Design and Assessment (WIDA) Consortium in 2006. The WIDA Consortium’s goal is to provide research based assessments, standards and professional development to its member states. 
WIDA provides Kentucky with a placement test called the W-APT (WIDA ACCESS Placement Test) as well as the annual English Proficiency Assessment of ACCESS (Assessing Comprehension and Communication in English State-to-State) for ELLs. 

This is an English language assessment tied to the state’s language proficiency standards with varying stages of second language acquisition. It contains social and academic language contexts. For Title III accountability, ACCESS for ELLs measures annual gains in English language proficiency-Annual Measurable Achievement Objectives (AMAOs).
"Kentucky Department of Education." : ACCESS for ELLs. N.p., n.d. Web. 11 Mar. 2015.