Data Assessment

Sandy Valley District Schedule
Elementary 2014-2015 Assessments

Grade
Test
Date
Preschool
ELA
September, March
Kindergarten Kindergarten KRA

Ohio Diagnostic (Reading)
STAR Early Literacy
August October
September
August, January, May
1st
Ohio Diagnostic (Reading, Math, Writing)

DRA
STAR Early Literacy
September
September, January, May
2nd
Ohio Diagnostic (Reading, Math, Writing)

CogAT
DRA
STAR (Reading, Math)
September
March
September, January, May
3rd
Ohio Diagnostic (Reading, Writing)

OAA Reading
PARCC PBA (Math)
PARCC EOY (Math)
Terra Nova as Needed (Reading)
September
October, April
February
April May
December, May, July
4th
PARCC PBA (Reading, Math)

AIR PBA (Social Studies)
PARCC EOY (Reading, Math)
AIR EOY (Social Studies)
February
March
April May
May
5th

AIR PBA (Science)
AIR EOY (Science)
February
March
April May
May
Middle School 2014-2015 Assessments

Grade
Test
Date
6th

AIR PBA (Social Studies)
AIR EOY (Social Studies)
Teacher D and F Report
Semester Exams
February
April May
March
May
October, January, March, May
December, May
7th

Semester Exams
February
April May
December, May
8th

AIR PBA (Science)
AIR EOY (Science)
Semester Exams
February
March
April May
May
December, May
High School 2014-2015 Assessments

Grade
Test
Date
9th

AIR PBA (Science)
AIR EOY (Science)
Semester Exams
February
March
April May
May
December, May
10th

AIR PBA (American History)
AIR EOY (American History)
OGT
Semester Exams
February
March
April May
May
October, March, June
December, May
11th

AIR PBA (Government)
AIR EOY (Government)
OGT
Semester Exams
February
March
April May
May
October, June
December, May
12th

AIR PBA (Government)
AIR EOY (Government)
OGT
Semester Exams
February
March
April May
May
October, June
December, May
Process:
Step 1: E-mailed our curriculum director on 1/19/2015. She responded that the district testing
schedule was outdated and over two years old. With all the new testing changes in Ohio, she
suggested that I help re-create one for the school district.
Step 2: Met with middle school and high school principal on 1/25/2015 to look at the old testing
schedule and make changes to it. We were able to recreate a new testing schedule document for
the high school and middle school.
Step 3: E-mailed the elementary principal on 1/21/2015 to set up time to meet with him to
review the elementary testing schedule. We schedule a time to meet together three times but all
three times where rescheduled due to snow days.
Step 4: We were able to meet on 2/8/2015 to review the current testing schedule and make
updates to it. - I met with a couple other grade level teachers to review the testing schedule in
their grade. The grade level team teachers were Kindergarten, 3rd and 4th grade teachers. These
meeting were held on 1/27/2015 and 1/29/2015.
Step 5: E-mailed the staff members throughout the district a survey on data assessment using
survey monkey. Thirty seven staff members from the elementary, middle school, high school
and administrators responded to the survey.
Step 6: Elementary principal e-mailed me a final testing schedule document that he created after
our meeting and meeting with other grade level teams on 2/28/2015.
The process to gain the necessary information for this project was difficult. Initially I e-mailed
the the curriculum director of the district about the data assessments in the district. She told me
that a document has been created but the information is out dated. I then later had a face to face
meeting with our high school and middle school building principals. At this meeting I found out
that there has been a newer data assessment document created. We went through the document
and updated the document that they had. In this particular situation it was easier to gain the
information through a face to face meeting rather than an e-mail contact. Another difficulty with
this process dealt with scheduling conflicts with the elementary teacher. Since I am in a different
building than the elementary principal it was hard to coordinate times to meet together in person.
The fact that we had a lot of snow days during this time period also made it difficult for us to
meet. In this situation it might have been easier to use a different form of communication such
as a phone conference.
Assessments Purpose
Elementary:
ELA: Early Learning Assessment. The test is used in the Sandy Valley Local School district to
give a snapshot of the whole child. The test is given twice a year to indicate growth of each
individual student. The teachers use this growth to drive their instruction and meet to meet the
needs of each individual child.
KRA: The Kindergarten Readiness Assessment (KRA) is one component of the broader R4K
system in Maryland. The KRA is a kindergarten readiness tool that allows teachers to measure
each child's school readiness across multiple domains.
Six of the R4K Domains are assessed on the KRA. These domains include Social Foundations,
Mathematics, Science, Social Studies, Language and Literacy, and Physical Well-being and
Motor Development.
Ohio Diagnostic: The primary purpose of Ohios Diagnostic Assessments, which are aligned to
Ohios New Learning Standards, is to provide a tool to check the progress of students toward
meeting the standards. Based on the Third Grade Reading Guarantee, districts/schools must
administer a reading diagnostic assessment to all students in kindergarten through grade three by
September 30 of each school year to meet the requirements of the Third Grade Reading
Guarantee. Our school district has decided to use the Ohio diagnostic as their screener.
STAR Early Literacy: STAR Early Literacys research-based test items meet the highest
standards for reliability and validity, identifying what skills students are proficient on, or
excelling at, and where intervention may be needed. Instant access to key reports provides
screening and progress-monitoring data to easily target instruction. At Sandy Valley Elementary
this test is used as a progress monitoring tool. This test is used to measure the area of strength
and weaknesses of each student. Teachers use the reports from this test to drive their reading
instruction with students.
CogAT: The CogAT assesses reasoning and problem solving abilities in three areas--verbal,
non-verbal and quantitative. Research has shown that ability in these three areas is strongly
linked to academic success. Sandy Valley Elementary uses this test as a measuring tool for
potential gifted students.
DRA: The Developmental Reading Assessment (DRA) is an individually administered
assessment of a childs reading capabilities. It is a tool to be used by instructors to identify a
students reading level, accuracy, fluency, and comprehension. Once levels are identified, an
instructor can use this information for instructional planning purposes. These tests are used by
1st and 2nd grade reading teachers to measure the students reading level. This test allows for the
teachers to identify students reading levels and form their instructional plans from them.
OAA Reading 3rd grade: These tests are used to measure the reading ability of 3rd grade
students. Students in Ohio must pass be proficient or higher with this test in order to move on to
the 4th grade.
PARCC Assessments: PARCC will help ensure that all students regardless of income or family
background or geography have equal access to a world-class education that will prepare them for
success after high school. New state standards set a consistent expectation in English and
mathematics for every student and PARCC provides a valid and reliable evaluation of each
students progress toward them.
Performance-Based Assessment (PBA) - administered after approximately 75% of the school
year. The English language arts/literacy (ELA/literacy) PBA will focus on writing effectively
when analyzing text. The mathematics PBA will focus on applying skills, concepts, and
understandings to solve multi-step problems requiring abstract reasoning, modeling, precision,
perseverance, and strategic use of tools.
End-of-Year Assessment (EOY) - administered after approximately 90% of the school year. The
ELA/literacy EOY will focus on reading comprehension. The mathematics EOY will require
students to demonstrate further conceptual understanding of the Major Content and Additional
and Supporting Content of the grade/course. Students will also be required to demonstrate
mathematical fluency, when applicable to the grade.
Terra Nova: These are the most current and accurate norms, which allow educators to compare
achievement results between groups of students. With item alignments to state standards,
educators can review student results in the context of common school and district criteria, plus
key enhancements that help your educators improve achievement and learning. These tests are
used at the 3rd grade level to measure the reading level of the students. These are used to see
which students are struggling readers and need intervention to help increase their reading scores
for the 3rd grade OAA.
AIR EOY: AIR Assessment fuses statistics, technology, and content into powerful K-12
formative, summative, and supplemental products and services. As a not-for-profit, our aim is
clear. We blend innovation and experience to develop assessment solutions that advance
instruction and learning. For nearly 70 years, weve worked alongside state, district, and school
educators across the country to develop formative, summative, adaptive, alternate, and diagnostic
assessments. Assessments that inform instruction pinpoint student understanding in meaningful
ways. Inspire teaching and learning. Identify potential. To us, this is progress. In the state of
Ohio we are using these tests for Science and Social Studies classes. At this point it is unknown
how our district will use these scores.
Middle School:
PARCC PBA and EOY Assessments: PARCC will help ensure that all students regardless of
income or family background or geography have equal access to a world-class education that
will prepare them for success after high school. New state standards set a consistent expectation
in English and mathematics for every student and PARCC provides a valid and reliable
evaluation of each students progress toward them.
Performance-Based Assessment (PBA) - administered after approximately 75% of the school
year. The English language arts/literacy (ELA/literacy) PBA will focus on writing effectively
when analyzing text. The mathematics PBA will focus on applying skills, concepts, and
understandings to solve multi-step problems requiring abstract reasoning, modeling, precision,
perseverance, and strategic use of tools.
EOY assessments: End of Year tests are administered after approximately 90% of the school
year. The ELA/literacy EOY will focus on reading comprehension. The mathematics EOY will
require students to demonstrate further conceptual understanding of the Major Content and
Additional and Supporting Content of the grade/course. Students will also be required to
demonstrate mathematical fluency, when applicable to the grade.
AIR PBA and EOY: AIR Assessment fuses statistics, technology, and content into powerful K12 formative, summative, and supplemental products and services. As a not-for-profit, our aim
is clear. We blend innovation and experience to develop assessment solutions that advance
instruction and learning. For nearly 70 years, weve worked alongside state, district, and school
educators across the country to develop formative, summative, adaptive, alternate, and diagnostic
assessments. Assessments that inform instruction are used to pinpoint student understanding in
meaningful ways. Inspire teaching and learning. Identify potential. To us, this is progress. In the
state of Ohio we are using AIR tests for social studies and science classes.
STAR: Renaissance Learning offers teachers and administrators tools for assessing students in
reading (STAR Reading), emergent reading (STAR Early Literacy), and math (STAR Math).
The STAR assessments allow teachers to accurately evaluate students abilities in just 10 to 15
minutes. Teachers then use information provided by the assessments to target instruction,
provide students with the most appropriate instructional materials, and intervene with struggling
students. Our district uses these tests for progress monitoring. We also use this test as a
measuring tool for our RTI process.
Teacher D and F Report: These reports are run for athletic eligibility and for teachers to assess
the struggling students. These scores are used to factor in the RTI process as well.
Semester Exams: These exams are given to students at the end of each semester. These tests are
used to measure what the students have learned throughout the semester. The tests make up for
20% of the students semester grade.
High School:
PARCC PBA and EOY Assessments: The high school PARCC assessments will be based
directly on the Common Core State Standards. The distributed PARCC design includes two
required summative components and additional optional non-summative tools two required
summative and two optional non-summative - to provide educators with timely feedback to
inform instruction and provide multiple measures of student achievement across the school year.
PARCC states have endorsed a grade-based design in English language arts/literacy
(ELA/literacy) and both a course-based and integrated design in mathematics.
Performance-Based Assessment (PBA): administered after approximately 75% of the school

year. The ELA/literacy PBA will focus on writing effectively when analyzing text. The
mathematics PBA will focus on expressing mathematical reasoning and modeling real-world
problems.
End-of-Year Assessment (EOY): administered after approximately 90% of the school year. The
ELA/literacy EOY will focus on reading comprehension. The mathematics EOY will call on
students to demonstrate further conceptual understanding of the Major Content and Additional
and Supporting Content of the grade/course.
In addition, there will be college-ready cut scores on high school tests in mathematics and
ELA/Literacy, which will signify whether students are ready for entry-level, credit-bearing
college coursework. Earlier tests will be aligned vertically to ensure students are on - and stay on
- the track to graduating ready for college and careers.
AIR PBA and EOY Assessments: AIR Assessment fuses statistics, technology, and content
into powerful K-12 formative, summative, and supplemental products and services. As a notfor-profit, our aim is clear. We blend innovation and experience to develop assessment solutions
that advance instruction and learning. For nearly 70 years, weve worked alongside state, district,
and school educators across the country to develop formative, summative, adaptive, alternate,
and diagnostic assessments. Assessments that inform instruction are used to pinpoint student
understanding in meaningful ways. Inspire teaching and learning. Identify potential. To us, this is
progress. In the state of Ohio we are using these tests for science and social studies. It is
unknown how our district will use these scores at this point. These scores will be linked to the
graduation requirement for the current freshman.
STAR Reading and Math: Renaissance Learning offers teachers and administrators tools for
assessing students in reading (STAR Reading), emergent reading (STAR Early Literacy),
and math (STAR Math). The STAR assessments allow teachers to accurately evaluate
students abilities in just 10 to 15 minutes. Teachers then use information provided by the
assessments to target instruction, provide students with the most appropriate instructional
materials, and intervene with struggling students. Our district uses these tests for progress
monitoring. We also use this test as a measuring tool for our RTI process.
Teacher D and F report: These reports are run for athletic eligibility and for teachers to assess
the struggling students. These scores are used to factor in the RTI process as well.
Semester Exams: These exams are given to students at the end of each semester. These tests are
used to measure what the students have learned throughout the semester. The tests make up for
20% of the students semester grade.
OGT: Students must pass all five parts of the Ohio Graduation Tests (OGT) in order to receive
high school diplomas. The OGT are aligned to Ohio's academic content standards, which were
adopted by the State Board of Education in English language arts, mathematics, science and
social studies. These standards have been carefully designed to ensure that students are armed
with the knowledge they need to be successful in higher educational pursuits as well as the jobs
and careers of the future. Sandy Valley School district looks at these scores and uses them to
create intervention strategies for the students who do not pass the test. There are summer school
classes in which the students can get intervention to help pass the test. Teachers of these
intervention summer school classes will look at the scores for strengths and weaknesses of the
students.
District Data Assessment Analysis:

Question 1: What position do you hold at Sandy Valley Local Schools?
Responses
Elementary Teachers: 8
Middle School Teachers: 11
High School Teachers: 14
Administrators: 4
Total: 37
Question 2: How confident are you with understanding value added data?
Responses:
Very Confident: 7
Somewhat Confident: 19
Not Confident: 11
Question 3: Do you need more professional development reading value added scores?
Response:
Yes: 22
No: 15
Questions 4: Does Sandy Valley School District do a good job of relaying assessment results
to the parents?
Response:
Yes: 28
No: 8
Question 5: Do assessments and their results help to increase student achievement?
Response:
Yes: 22
No: 15
Question 6: Are all the assessments in our district being utilized effectively? Why do you
think so?
Responses:
-I am not sure because my class does not use assessment data.
-The assessments that we are aware of are utilized effectively. I am sure that there are more that I
could gain more knowledge about and may not be using.
-Yes, We are to plan our cardinal time intervention time according to results from the Star testing
at the elementary
-Now that all the teachers can get the results of the assessments, and we have the intervention
period, we are able to help the students who want help.
-Data is overwhelming. I do feel Star testing data is used to plan lessons and interventions.
-STAR is a great progress monitoring tool to ensure that our students are showing growth.
-At this point, I think that we are all struggling. Once we have a better grip on what is going on
with all of the changes, I think we will do a better job of using the data.
-Yes, we use them weekly to provide tiered instruction and group students for Cardinal Time.
-Yes the assessments themselves are effective. What is done with them afterward is not. The
students that fail the assessments are not held accountable for not learning the information by:
administration, parents, community, or other students.
-Yes, it helps guide instruction and areas of weakness
-We are finally seeing some benefit with Star.
-I'm not confident that the Star Early Literacy data is valid. It does not always align with the
student performance I see in the classroom.
-Yes, we use them to drive our instruction.
-no, core subject data should be transferred to parents.
-Our DLT, BLT, RTI, PBIS and other groups all collaborate to share info to utilize the
assessments effectively.
-Not sure
-Effective teachers use assessment data.
-Yes, our Interventions are tied directly with the assessment results.
-Yes
-Yes, drives instruction
-No. Many still get graded by secondary users and then not used to drive instruction and
intervention. We are getting better
-All except the new PARCC and AIR
-yes
-Best to my knowledge it used.
-I think that STAR is use effectively because we have been trained in it the most and the entire
district uses it. Other assessments get confusing because different grade levels use different
assessments.
Question 7: What recommendations do you have that would help the building or district
improve with data assessment?
-more professional development
-None until we start getting published PARCC and AIR test results.
-None
-none at this time
-Rewarding high achievements and sending those students with poor results to mandatory skill development classes and cutting out their "elective courses".
-have a meeting to go over it with parents
-I believe more than one piece of assessment data should be utilized when determining a child's
academic growth.
-Give more days to plan our instruction and assessments using the data as our guide
-Communicate with the DLT and they will bring it to the administrations attention and they will
bring it to the boards attention.
-Not sure
-Provide enrichment for all students not just students needing support to pass test. This is being
done by some teachers, not all.
-none
-None
-Train more
-Ownership and communication at TBT.
-Explains to parents how the data is being used to guide instruction
-I have nothing at this time
-Having experts (in district or outside people) sit down with smaller grade level or subject area
teams so that the expert can actually help the team examine real data.
Strengths:
After analyzing the results of the survey, the strengths of Data Assessment in the Sandy Valley
School Districts are:
-Use STAR data to help plan intervention period. Also use the STAR for progress monitoring
tool. Teachers are confident with STAR and using their results because they have been trained.
- Assessment data is used to help drive instruction
- The district uses DLT, BLT, RTI, PBIS to share info to utilize assessment effectively.
- District does a good job of relaying assessment results to parents.
- TestingWerks: a data warehouse in place for teachers to look for data assessment information.
- Multiple assessments that have a good variety covering different content areas such as reading
and math at the elementary level.
- Constant analysis and assessment: STAR test is giving three times a year to measure progress
of students throughout the year.
-Adapting to testing changes with the PARCC and AIR assessments.
Weaknesses:
After analyzing the results of the survey, the weaknesses of Data Assessment in the Sandy
Valley School District are:
-Validity of data: Some teachers feel that STAR Early Literacy assessment is not valid and does
not align with student performance seen in the classroom.
- Teachers are not confident with value added data and feel that they need to have more training.
- Consistency of Data: Assessments get confusing because different grade levels use different
assessments. There is a need for more professional development on how to analyze the data.
- Connecting all the data: Lack of communication between all the different committees and
teachers.
- TestingWerks: Need to incorporate more professional development on how one can utilize this
tool more.
- Longitudinal data: Lack of looking at the students data overall. We need to look at students
progress from year to year better. More professional development on value added data and more
time to analyze the data from year to year.
Conclusions:
After gathering all the information regarding data analysis in the Sandy Valley Local
School district, it is clear that the districts greatest strength is the type of assessments and the
variety of assessments that are used in the district and utilized effectively. There are different
committees, such as the District Leadership Team and the Building Leadership Team that meet
to make sure that the assessment, the district is using are valid and being utilized effectively.
Currently, the district does a good job of looking at the aggregated data which is also
known as snapshot data. According to Anderson, Fowler, Klein, & Dougherty, most states
rely on snapshot data to document changes in academic achievement among students and schools
(2005). The snapshot data, information that is based on aggregated data at a moment in time,
and often are used to present results of student performance on annual assessments, enabling the
teachers and administrators to identify groups of students who are struggling or meeting the
standard at that given point in time (Lalard 2008). The data that our school district looks at the
most is the present results of students performance on an annual assessment such as the OAA or
OGT. The assessment tool that is currently used on a regular basis is the STAR assessment. The
teachers of the each grade level K-12 meet on a regular basis to analyze the data to help drive
their instruction. When data is used effectively, teachers can provide essential early intervention
instruction to prevent academic difficulties from occurring (Hoagland, Birkenfeld, & Bluiett,
2014). In our district we gather data from both the Math and Reading STAR test three times a
year to provide authentic student information. This allows our teachers to make decisions on the
next steps on when regrouping students. According to Hoagland, Birkenfeld & Bluiett, data that
is retrieved from various classroom assessments provide accurate student information allowing
for teachers to make decisions about next steps for supporting students' learning, and effective
instructional strategies (2014). Since our teachers look at the STAR math and reading at a high
rate, I believe our teachers support our students learning by using the data to create effective
instructional strategies. Therefore, I believe that our district does a good job at using a variety of
assessments for analysis to determine the students present level of performance.
The area in which I believe our district needs to do a better job of looking at longitudinal
data. The district needs to look at the data set over time to determine what programs are
working the best and what grade levels are finding success. Instead of getting a snapshot of the
students, our district needs to do a better job of getting the whole picture when looking at
longitudinal data and analyzing it. Longitudinal data is an enriched snapshot data of the students
(Lalard, 2008). That makes it possible for educators to compile an academic history for each
student. Because the longitudinal data follows the student over time more analysis and data
collection is possible (Lalard 2008). Therefore, I believe if our district is to incorporate more
longitudinal data it will allow for the teachers and principals to employ multiple types of data to
allow for more differentiated instruction and to help monitor school progress. I believe our
district already has the variety of assessments that will allow for the district to compile the data
necessary for longitudinal data analysis. Our school district also has the housing place for the
data to make it possible. Our district has TestingWerks database where we currently store the
OAA and OGT scores for the students. In this program a teacher can look at how a student has
progressed over the years with the state testing data. I believe that our school can add more data
to this database housing system to help give the teachers a more longitudinal snapshot of each
student. I would like to see the STAR data added to this program. Currently, now we test our
students three times a year to measure their progress. I believe that the teachers could create
more differentiated and student centered instruction if they were able to look at these scores not
just throughout the year but also able to look at how the students have progressed from year to
year.
The last recommendation that I would have for our school district is to increase the
parental involvement of our school. Based on the survey that was done with the variety of
stakeholders it was found that this was an area that there was a variety of opinions. I believe that
this is an area that should be of greatest importance because the parents and guardian
involvement can have a great impact on the achievement of the students school. Federal
legislation has been instituted requiring parental involvement in schools because research points
to positive results when parental involvement is increased. According to McMahon, parents
become empowered, teachers and schools receive valuable assistance, and students achieve
academically (2009). In addition, parents who are involved with their children's academics
fosters an environment of learning, which is essential to life-long success (McMahon, 2009).
Therefore, I believe we need to do a better job at our school district to make sure that our parents
stay well informed of the ins and outs of the data to parents. Just because we have been sending
the parents the result of data of different assessments in our schools does not mean the parents
are getting them or understanding them. From a teacher perspective, I think we need to do a
better job at explaining the data assessment collection and results to the parents to ensure they
understand them and are aware the importance of the data we are collecting. When the parental
involvement is increased, I believe it will have a positive impact on our data.
Sandy Valley District Overview

The Sandy Valley Local School district is a rural school district that is located in Magnolia, Ohio.
The school district serves students in three different counties: Stark, Tuscarawas, and Carroll County.
The school district is considered a Stark County school because the majority of the students live in Stark
County. It is made up of two buildings which are located on the same campus that house 1,483 students.
Of the 1,483 students, 97.4% of the students are white, 0.7% is African American, 0.8% is Hispanic and
0.1% is Asian. The student population is made up of 53% males and 47% females. There are 52.5% of
the students at Sandy Valley that are on the free and reduced lunch program. Around 19% of the students
are considered to be in the poverty students. Of the population only 0.3% is considered to be English
Language learners, which means that most of the students in the school district speak English.
There are a total of 88 full time teachers, eight instructional aids, three counselors, two librarians
and five administrators in the Sandy Valley Local School district. The ratio of students to teachers is
eighteen to one. The staff at Sandy Valley is predominately white with one teacher that is Latino. Of the
88 full time teachers ten of them live within the school district.
The majority of the school district is located near a huge farming culture. However, the gas and
oil industry is becoming a huge part of the Sandy Valley community. More students continue to move
into the school district as a result of the oil industry. The average household income in the Sandy Valley
school district is $58,030. The marital status of families in the Sandy Valley area are, 62.3% married,
20.1% never married, and 17.6% divorced or widowed. The educational status of families in the Sandy
Valley area are, 36.2% some college, 20.2% Bachelors degree, 18.3% some college, 10% graduate
degree, 10.2% associates degree and 5.2% no high school diploma.
The mission of the Sandy Valley Local School District is to provide a quality education
to all students through the cooperative efforts of the schools, parents and community. Each
student, regardless of achievement or ability level, is to be prepared for success in his or her
chosen endeavors. In order to help achieve the mission of the Sandy Valley School district
continues to try to bring the community, schools, and parents closer together. The school has
also received a grant to improve the technology in the district to help prepare our students for the
21st century. This school year the district has bought two hundred chrome books for the entire
district. These chrome books will be used for the classroom as well as to help with the new
testing PARCC and AIR assessments in the state of Ohio.
To learn more about the data assessment project

go to the following Screencast Links:
Part 1: http://screencast.com/t/11fZTomXG
Part 2: http://screencast.com/t/oJStZLoXRL7
Part 3: http://screencast.com/t/RaZKV94qnmt5
References
Anderson, S., Fowler, D., Klein, S., & Dougherty, C. (2005). Judging student achievement: Why
getting the right data matters (MPR/NCEA policy brief) [online version]. Retrieved from
www.dataqualitycampaign.org/files/Tools-Judging_Student_Achievement.pdf
Hoaglund, A.E., Birkenfeld, K. J., & Bluiett, T. (2014). Data meeting model: developing data
focused pre-service teachers. Reading Improvement, 51 (3), 313-318.
Laird, E. (2008). The power of longitudinal data. Principal Leadership, (February 2008), 34-37.
McMahon, M. (2009). Parent involvement in schools. Research Starters Education (Online
Edition)

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Sandy Valley District Schedule

Elementary 2014-2015 Assessments

Kindergarten Kindergarten KRA

Ohio Diagnostic (Reading, Math, Writing)

Ohio Diagnostic (Reading, Math, Writing)

Ohio Diagnostic (Reading, Writing)

PARCC PBA (Reading, Math)

PARCC PBA (Reading, Math)

Middle School 2014-2015 Assessments

PARCC PBA (Reading, Math)

PARCC PBA (Reading, Math)

PARCC PBA (Reading, Math)

High School 2014-2015 Assessments

PARCC PBA (Reading, Math)

PARCC PBA (Reading, Math)

PARCC PBA (Reading, Math)

PARCC PBA (Reading, Math)

Performance-Based Assessment (PBA): administered after approximately 75% of the school

District Data Assessment Analysis:

Sandy Valley District Overview

To learn more about the data assessment project

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