(State or Authorizer Mandated)

hybrid model?

*1:1 administration

Administer in person

Online: 

Scheduled appointments at NECP to take test

Administer in person

Online:  

Scheduled appointments at NECP to take test

*1:1 administration

Administer in person

Online: 

Scheduled appointments at NECP to take test

(this test is taken on a device at the same time as aReading and does not require 1:1 administration)

Administer in person

Online: 

Scheduled appointments at NECP to take test

• if we are in in-person or hybrid instruction, these will take place
• If we are in distance learning, these will not take place

• if we are in in-person or hybrid instruction, these will take place
• If we are in distance learning, these will not take place

• if we are in in-person or hybrid instruction, these will take place
• If we are in distance learning, these will not take place

• if we are in in-person or hybrid instruction, these will take place
• If we are in distance learning, these will not take place

Administer in person

Online: TBD

Administer in person

Online: TBD

(Not State/Authorizer Mandated, 

but required by NECP)

hybrid model?

Administer 1:1 in person

Online: 

Scheduled appointments at NECP to take test

• Daily Exit Ticket or Check For Understanding
• Weekly Comprehension Checks (one per lesson, approximately weekly, given online in iReady)
• Unit Comprehension Checks (online in iReady)

Administer in person

Online: 

K-8: teachers integrate synchronous or asynchronous Exit Tickets or CFU within math lessons, teachers can keep track of this data in whatever form works for them 

K/1: administer Comprehension Checks via Zoom (may need Support Teacher available to pull students to test 1:1) 

2nd-8th: Teacher assigns Comprehension Checks for students to complete in their iReady account

K/1: administer Comprehension Checks via Zoom (may need Support Teacher available to pull students to test 1:1)

2nd-8th: Teacher assigns Comprehension Checks for students to complete in their iReady account

For subsequent monthly assessments: 

Hybrid At School:

Administer 1:1 in person

Online: 

Administer monthly during Friday 1:1 Zooms

*Can stop administration when students have mastered all letter names and sounds

For subsequent monthly assessments: 

Administer monthly during Friday 1:1 Zooms 

*Can stop administration when students have mastered all letter names and sounds

Administer 1:1 in person

Online: 

K: Administer weekly during Friday 1:1 Zooms 

1st: Administer once/unit during Friday 1:1 Zooms

1st: Administer once/unit during Friday 1:1 Zooms

Administer 1:1 in person

Online: 

Administer weekly during Friday 1:1 Zooms 

*used to inform guided reading instruction, data is kept by individual teachers 

Administer in person during guided reading 

Online: 

Administer during Zoom guided reading lessons

*replacing F&P and Literacy Footprints Running Records for the 2020-2021 school year 

Administer quarterly in person (using a device)

Online: 

Administer quarterly online (screen sharing with student)

*grade level teams norm on using Fresh Reads or Weekly Selection Tests (can change from week to week, but needs to be consistent between classes in the grade level) 

Administer in person, can be pencil-paper or taken in SAVVAS on device  

Online:

Assign weekly in SAVVAS, students take assessment on device

Administer in person via Amplify platform 

Online: 

Administer via Amplify platform

*In lieu of the writing interim, K-4 teachers select three informative writing samples to score on rubric and enter data (data entry TBD)

Collect BOY/MOY/EOY writing samples in person 

Online: 

Capture BOY/MOY/EOY writing samples from distance learning work (ex. students take a photo and post to LMS)  

Collect BOY/MOY/EOY writing samples in person 

Online: 

Capture BOY/MOY/EOY writing samples from distance learning work (ex. students take a photo and post to LMS)   

*In lieu of the writing interim, 5-8 teachers select three writing samples to score on a rubric

*Connect with Amplify trainer about how to best implement this within Amplify 

Collect BOY/MOY/EOY writing samples in person 

Online: 

Capture BOY/MOY/EOY writing samples from distance learning work (ex. students take a photo and post to LMS)  

Collect BOY/MOY/EOY writing samples in person 

Online: 

Capture BOY/MOY/EOY writing samples from distance learning work (ex. students take a photo and post to LMS)  

• We do not have historical SAEBRS data
• We may adopt a different SEL screening tool in the future
• Mr. Zach (social worker/ADSIS behavior interventionist) will use teacher and Dean referrals to identify students in need of behavior intervention

• BAS cannot be administered remotely. 
• 1st-8th grade teachers can refer to the estimated guided reading levels generated by the FAST S2i report to inform guided reading instruction. 
• K-4th grade teachers will also use ongoing mini-records and quarterly online assessments to track student progress and inform guided reading instruction.  
• We will revisit our plan for BAS administration before the 2021-2022 school year.

• Teachers will use ongoing mini-records and quarterly online assessments to inform guided reading instruction and track student progress. 
• Returning teachers still have access to the Literacy Footprints Running Records materials and may use them if they would like. 
• We will revisit our plan for Literacy Footprints Running Records before the 2021-2022 school year. 

• Only Reading Street weekly tests will be used this year. 
• We will revisit our plan for Reading Street unit tests before the 2021-2022 school year. 

• In lieu of the writing interim, teachers will pull BOY/MOY/EOY writing samples, score them using a rubric, and enter data (system TBD). 

• aReading and aMath are adaptive reading and math assessments administered grades 1-8
• This is a nationally normed assessment. 
• aReading is given in the same sitting as AUTOReading for grades 4-8.

• Used to show growth over the year and from year to year
• Used to screen for our Multi-Tiered System of Support for interventions, etc.
• Used in conjunction with CBM-R (2-3) and AUTOReading (4-8) to generate an estimated guided reading level
• Required for our ADSIS program funding 
• Required by charter school authorizer
• Reports shared with families at Fall and Spring conferences

• All data from all Fastbridge assessments is stored within the Fastbridge website. 
• All Fastbridge assessment data is synced with Power School Performance Matters data management system.

• These can be found in the FASTbridge system.

• Reports are generated from and housed within the Fastbridge system.

• Individually on an device (whole class could test simultaneously or could do small groups)

• ~20 – 60 minutes per student

• Teachers of record are responsible for administering the assessment.

• Special Education Coordinator is in charge of coordinating all small group and individual testing for students with IEPs if the Teacher of Record is not able to administer the assessment.

• General education and English Language Development teachers can request small group or individual testing accommodations on a case by case basis using the Testing Small Group Accommodation google form. Requests must be submitted by the posted deadlines in order for the District Assessment Coordinator to schedule small group administration. If the request is not submitted by the deadline, the teacher will be responsible for administering the test.

• All resources are found at www.fastbridge.org
  • Ask Joanna WN if you need a log in (staff only)

• 1:1 literacy and math assessments
• earlyReading is administered for all kindergarten and first grade students
• earlyMath is administered for all kindergarten students
• This is a nationally normed assessment. 

• Used to show growth over the year and from year to year
• Used to screen for our Multi-Tiered System of Support for interventions, etc.
  • Used to inform decision-making for Reading Corps qualification and placement 
• earlyReading is used to generate Screening to Intervention report (s2i) which includes estimated guided reading and lexile levels 
• Required for our ADSIS program funding 
• Required by charter school authorizer
• Required for Reading Well by Third Grade Dyslexia Screening 
• Reports shared with families at Fall and Spring conferences

• All data from all Fastbridge assessments is stored within the Fastbridge website. 
• All Fastbridge assessment data is synced with Power School Performance Matters data management system.

• Link to earlyReading benchmarks
• Link to earlyMath benchmarks

• Reports are generated from and housed within the Fastbridge system.

• One-on-one

• ~7 min per test (~3-5 tests per subject)
• ~20-30 min per student

(administration plan for 2020-2021 will be modified based on school model)

• Academic Support Teachers administer this assessment during testing windows  
  • AST team coordinates 1:1 testing for K/1 students who attend Language Academy/WIN time during the Language Academy/WIN block 
  • AST team coordinate 1:1 for K/1 students who do not attend Language Academy/WIN time during other times of the day
    • The AST team does not teach their other groups for the first week of each FAST Window in order to complete 1:1 assessments. 

• All resources are found at www.fastbridge.org
  • Ask Joanna WN if you need a log in (staff only)

• 1:1 quick grade-level fluency assessment
• Administered for all students grades 1-3 to calculate words read correctly per minute on a grade-level text.
• Students read three grade-level passages and the score is the median of the three passages.
• Used in conjunction with aReading to generate Screening to Intervention report (s2i) which includes estimated guided reading and lexile levels.
• This is a nationally normed assessment. 

• Used to show growth over the year and from year to year
• Used to screen for our Multi-Tiered System of Support for interventions, etc.
  • Used to inform decision-making for Reading Corps qualification and placement in 1st – 3rd grade 
• Used in conjunction with aReading to generate an estimated guided reading level
• Required for our ADSIS program funding 
• Required by charter school authorizer
• Required for Reading Well by Third Grade Dyslexia Screening 
• Reports shared with families at Fall and Spring conferences
  • FAMILY REPORT? 

• All data from all Fastbridge assessments is stored within the Fastbridge website. 
• All Fastbridge assessment data is synced with Power School Performance Matters data management system.

• Link to CBM-R benchmarks

• Reports are generated from and housed within the Fastbridge system.

• One-on-one

• ~5 min per test (3 one-minute passages)

(administration plan for 2020-2021 will be modified based on school model)

• Academic Support Teachers administer this assessment during testing windows  
  • AST team coordinates 1:1 testing for K/1 students who attend Language Academy/WIN time during the Language Academy/WIN block 
  • AST team coordinate 1:1 for K/1 students who do not attend Language Academy/WIN time during other times of the day
    • The AST team does not teach their other groups for the first week of each FAST Window in order to complete 1:1 assessments. 

• All resources are found at www.fastbridge.org
  • Ask Joanna WN if you need a log in (staff only)

• AUTOReading is a grade-level specific assessment administered grades 4-8 that screens students for encoding, word identification and vocabulary in grade 4 and word identification, decoding, synonyms, and morphology in grades 5-8.
• This is a nationally normed assessment. 
• AUTOReading is given in the same sitting as aReading for grades 4-8.

• Used to screen for our Multi-Tiered System of Support for interventions, etc.
• Used in conjunction with aReading (4-8) to generate Screening to Intervention report (s2i) which includes estimated guided reading and lexile levels.

• All data from all Fastbridge assessments is stored within the Fastbridge website. 
• All Fastbridge assessment data is synced with Power School Performance Matters data management system.

• Link to AUTOReading benchmarks

• Reports are generated from and housed within the Fastbridge system.

• Individually on an device (whole class could test simultaneously or could do small groups)

• ~15 minutes in addition to aReading

• Teachers of record are responsible for administering the assessment in the same sitting as aReading.

• Special Education Coordinator is in charge of coordinating all small group and individual testing for students with IEPs if the Teacher of Record is not able to administer the assessment.

• General education and English Language Development teachers can request small group or individual testing accommodations on a case by case basis using the Testing Small Group Accommodation google form. Requests must be submitted by the posted deadlines in order for the District Assessment Coordinator to schedule small group administration. If the request is not submitted by the deadline, the teacher will be responsible for administering the test.

• All resources are found at www.fastbridge.org
  • Ask Joanna WN if you need a log in (staff only)

• FAST SAEBRS is a 19-item computer-based rating scale of students’ social, academic, and emotional behaviors. 
• Teachers complete assessment for all students K-8.

• Used to screen for our Multi-Tiered System of Support for interventions, etc.

• All data from all Fastbridge assessments is stored within the Fastbridge website. 
• All Fastbridge assessment data is synced with Power School Performance Matters data management system.

• Insert benchmarks used to determine if students are at risk.

• Reports are generated from and housed within the Fastbridge system.

• Teacher completes assessment in the FASTBridge system.

• ~5 minutes per student; teacher completes this, not the student.

• Teachers of record are responsible for administering the assessment.

• All resources are found at www.fastbridge.org
  • Ask Joanna WN if you need a log in (staff only)

• An adaptive assessment designed to provide teachers with actionable insight into student needs in mathematics.
• All students K-8 take this assessment.

• To provide teachers with data to inform instruction and to place students into their individualized learning path in the iReady online system.

• Data is stored in the online iReady system.

• These can be found from Ready Classroom Mathematics.

• Reports are generated from and housed within the online iReady system.

• Individually on a device (whole class could test simultaneously or could do small groups)

• 45-75 minutes, done in multiple sittings depending on student developmental needs during the year

• Teachers of record are responsible for administering the assessment.

• Special Education Coordinator is in charge of coordinating all small group and individual testing for students with IEPs if the Teacher of Record is not able to administer the assessment.

• General education and English Language Development teachers can request small group or individual testing accommodations on a case by case basis using the Testing Small Group Accommodation google form. Requests must be submitted by the posted deadlines in order for the District Assessment Coordinator to schedule small group administration. If the request is not submitted by the deadline, the teacher will be responsible for administering the test.
• Administration in the fall may be affected by distance learning contingency plans related to the global pandemic.

• The assessment is available for staff on the online iReady system.

• Curriculum-based assessments embedded within Ready Classroom Mathematics. 

• Determine student mastery of math content being taught. 

• If assessments are administered on a device via iReady, data is stored in iReady.
• Assessments are also available in pencil/paper. 

• No nationally normed benchmarks. 
• Students are expected to demonstrate at least 80% mastery.

• Multiple teacher reports are available in iReady Connect

• Lesson Comprehension Checks: at the end of each Ready Classroom lesson
  • Lessons are approximately 3-5 days
• Unit Comprehension Checks: at end of each Ready Classroom Unit 
  • There are mid-unit and end-of-unit options; NECP students are required to take the end-of-unit Comprehension Checks

• Ideally, administered by assigning to students in their iReady account and students take assessment on their device with students showing work on scratch paper.
• K/1 teachers may administer individually based on student developmental needs. 
• Paper/pencil assessments are also an option. 

• 10-45 minutes depending on grade level and content. 
• Lesson Comprehension Checks are shorter than Unit Comprehension Checks 

• Classroom teachers

• iReady Connect (teachers have logins, ask Joanna WN if you need your login) 

Purpose of the Assessment

• Mathematics: MCA or MTAS (grades 3-8, 11)
• Science: MCA or MTAS (grades 5, 8, and once in high school)

Rationale and source of requirement: Minnesota Statutes 120B.30; ESEA 

• Data is stored within MDE’s system. Previous years’ data is also stored in PowerSchool Performance Matters.

• Read more about the test specifications for each test here
• https://education.mn.gov/MDE/dse/test/spec/

• Schools and families receive the Individual Student Reports (ISRs) in the fall before conferences

Math, Reading and all MTAS must by done by 5/7. MCA Science done by 5/14

• MCA: As a whole class and in small groups and 1:1
• MTAS: 1:1
• Done using the TestNav app on iPads an chromebooks
• Training and resources found on PearsonAccess Next

• MCA Reading: 2.5 hours (spread over 5 days)
• MCA Math: 1.5 hours (spread over 5 days)
• MCA Science: 2 hours spread over 2 days
• MTAS Reading: 45-90 minutes
• MTAS Math: 30-60 minutes
• MTAS Science: 30-60 minutes

• School staff

• Information can be found on MDE’s website. Actual materials are found online in secure apps.

• ACCESS for ELLs (ACCESS) is the collective name for WIDA’s suite of summative English language proficiency assessments. ACCESS is taken annually by English language learners in Kindergarten through Grade 8

• To annually assess English language proficiency of all English learners 
• Rationale: ESEA

• Families and schools will receive Individual Student Reports

• K 1:1 testing Start January 25 
• 1st – 8th grade testing Feb 22 – March 11
• Make ups March 14 – 19

• Done in 1:1, small group, and whole class settings depending on the part of the test/which test a student is taking

• Listening up to 40 min
• Reading up to 35 min
• Speaking up to 30 min
• Writing Tier A/B/C up to 65 min

• School staff; EL certified staff

• Resources available at the WIDA ACCESS website

• 1st – 8th grade students

(K-8th)

K: Model

1-8: ACCESS screener

• ELD teachers administer in 1:1 and small group settings

• Speaking up to 15 min
• Listening Steps 1 & 2 up to 30 min
• Writing Part A up to 1 min
• Writing Part B up to 25 min
• Reading Steps 1 & 2 
  • Low up to 20 min
  • Med & high up to 25 min

• Kindergarten only

• Fountas & Pinnell Benchmark Assessment 
• (K-6th)

• Assesses fluency and comprehension to help you find a student’s instructional reading level

• School-created trackers

• Benchmarks can be found here

• None, teachers have coded running record with notes on comprehension conversation

• NECP will not administer in the 2020-2021 school year

• 1:1

• ~20 – 30 minutes per student

• TBD

• Each grade level will share a kit and there will be one F&P cart with levels A-Z available for supplementing
• 1:1 literacy assessment that assesses fluency and comprehension to help you find a student’s instructional reading level

• For the 2020-2021 school year only, K-4 classroom teachers will administer this short, online leveled reading assessment. 

• Assess student’s instructional reading levels to ensure appropriate levels of text are being used for guided reading. 
• Data used to norm final grades on report cards.
• Communicated to families at conferences. 
• Used as one data point when identifying students in need of intervention. 

• Teachers record on school-created tracker (LAURA ADD LINK) 
• TBD: data entered in Performance Matters

• Benchmarks can be found here

• TBD: Performance Matters reports 

• 1:1
• Can be administered in person using a device or remotely using screen share 

• ~10 – 30 minutes per student

• Classroom teachers 

• Leveled Reading Assessment

• Assesses a student’s knowledge of uppercase and lowercase letter names and sounds. 

• Assess early literacy skills. 
• Data can be communicated with families for targeted practice at home. 

• ESGI (Educational Software for Guiding Instruction) 

• There are no nationally normed benchmarks. 
• Kindergarten students are expected to master automaticity with uppercase and lowercase letter names and sounds by October 19th.

• ESGI has multiple parent and teacher reports. 
• ESGI also auto-generates flash cards to be sent home for practice. 

• Kindergarten teachers will administer at BOY and then repeat the assessment on a monthly basis. Students do not need to continue taking the assessment once they have mastered all of their letter names and sounds. 

• 1:1 using a laptop or iPad. 

• Approximately 10-15 minutes/student.

• Kindergarten classroom teachers. 

• ESGI (Educational Software for Guiding Instruction) 
• K/1 Classroom Teachers and K-4 Academic Coach have login information. 

• Assesses a student’s knowledge of high frequency words. 

• Assess early literacy skills. 
• Data can be communicated with families for targeted practice at home. 

• ESGI (Educational Software for Guiding Instruction) 

• There are no nationally normed benchmarks. 
• Students are expected to master the high frequency words being taught in Tier 1 instruction. 

• ESGI has multiple parent and teacher reports. 
• ESGI also auto-generates flash cards to be sent home for practice. 

• Kindergarten: Weekly
• First Grade: At the end of each 6-week unit. 

• 1:1 using a laptop or iPad. 

• Approximately 5-15 minutes/student, depending on the unit. 

• Kindergarten and First grade classroom teachers. 

• ESGI (Educational Software for Guiding Instruction) 
• K/1 Classroom Teachers and K-4 Academic Coach have login information. 

• Assesses a student’s knowledge and application of Tier 1 phonics skills. 

• Assess early literacy skills. 
• Data can be communicated with families for targeted practice at home. 

• ESGI (Educational Software for Guiding Instruction) 

• There are no nationally normed benchmarks. 
• Students are expected to master the phonics skills being taught in Tier 1 instruction. 

• ESGI has multiple parent and teacher reports. 
• ESGI also auto-generates flash cards to be sent home for practice. 

• Weekly 

• 1:1 using a laptop or iPad. 

• Approximately 5 minutes/student. 

• First grade classroom teachers. 

• ESGI (Educational Software for Guiding Instruction) 
• K/1 Classroom Teachers and K-4 Academic Coach have login information. 

• Formative assessment administered within a guided reading lesson. 

• To inform guided reading instruction and ensure students are reading an appropriate level of text during guided reading. 

• Teachers keep data using their own system (ex. Binder with mini-record recording sheet for each student). Data does not need to be entered in any database. 

• N/A

• N/A

• During guided reading. 

• Teacher listens to a student’s oral reading and takes a short (10-20 words) running record, noting any miscue patterns to help inform next steps instruction. 

• 1-3 minutes/student

• Classroom teachers

• LINK to folder with master copy of template

• Curriculum embedded assessments aligned to Reading Street curriculum.

• Assess student mastery of Reading Street content. 

• PowerTeacher Pro gradebooks

• There are no nationally normed benchmarks.
• Students are expected to demonstrate at least 80% masters of the skills being taught weekly.

• Teachers could pull reports from PowerTeacher Pro gradebook if needed. 

• Weekly 

• Teacher assigns to student SAVVAS accounts; students take on device (using Reading Street textbook and scratch paper)
• Also available as a pencil/paper assessment. 

• 45-60 minutes 

• Classroom teachers

• Reading Street print curriculum materials or online in SAVVAS 

• AmplifyELA unit assessments

• Assess mastery of grade level standards explored in each unit

• AmplifyELA online platform (which is linked to Google Classroom and Drive)

• AmplifyELA platform automatically generates reports showing overall score, as well as the following breakdown: key ideas and details, craft and structure, integration of knowledge and ideas

• At the end of each unit (approximately one exam per quarter)

• AmplifyELA online platform

• An hour class period maximum

• Teacher

• AmplifyELA online platform

• Lucy Calkins on-demand writing prompt and rubric
• (K-8th)

• TBD

• TBD

• Will not be administered during 2020-2021 school year

• Whole class in one 45-min period; can be done in small groups/1:1 to meet student accommodations

• 45 minutes

• Classroom teacher or teacher of record

• This is found in the assessments folder or in the curricular resource Writing Pathways

5-8 i-Ready

5-8 i-Ready

5-8 i-Ready

5-8 i-Ready

5-8 i-Ready