This document lists approved vendors for formative/diagnostic assessments in K-3 reading and lists their qualifications. It notes DHHS requirements for social distancing and masks in classrooms during the 2020-21 school year. Vendors must provide assessments that are linked to Lexile levels, were previously approved by the state, satisfy EVAAS compatibility, and are appropriate across K-3 while meeting COVID-19 guidelines. Nine vendors met qualifications and are approved to provide diagnostic assessments to monitor students' reading development and identify support needs as required by state statutes.
PARCC Assessment Field Test Update November 4jpm66
Presentation given to the Mendon-Upton Regional School Committee on November 4, 2013 regarding the planned field test of the PARCC Assessment at Clough Elementary School & Miscoe Hill Middle School in the spring of 2014.
Presentation given to the Mendon-Upton Regional School Committee on October 15, 2012 regarding district results on Spring 2012 state assessment testing
MURSD MCAS Results & Accountability Ratings for 2013jpm66
Presentation given to the Mendon-Upton Regional School Committee on October 21, 2013. The presentation details the district's MCAS results in English language arts, mathematics, and science for every grade level. It also displays the accountability rating for every school based upon the performance that the Massachusetts DESE (Department of Elementary & Secondary Education) has established.
PARCC Assessment Field Test Update November 4jpm66
Presentation given to the Mendon-Upton Regional School Committee on November 4, 2013 regarding the planned field test of the PARCC Assessment at Clough Elementary School & Miscoe Hill Middle School in the spring of 2014.
Presentation given to the Mendon-Upton Regional School Committee on October 15, 2012 regarding district results on Spring 2012 state assessment testing
MURSD MCAS Results & Accountability Ratings for 2013jpm66
Presentation given to the Mendon-Upton Regional School Committee on October 21, 2013. The presentation details the district's MCAS results in English language arts, mathematics, and science for every grade level. It also displays the accountability rating for every school based upon the performance that the Massachusetts DESE (Department of Elementary & Secondary Education) has established.
Disrupted Futures 2023 | Matching high school endorsement and major choices i...EduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Challenging inequalities “Matching High School Endorsement and Major Program of Study Choices for Texas College Students”. Presented by Maria Adamuti-Trache and Yi Leaf Zhang.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
DPI documents on literacy assessment vendor pickEducationNC
The following is a package of public documents released by the NC Department of Public Instruction (DPI), outlining the process that led to a switch in K-3 literacy assessment vendor.
Disrupted Futures 2023 | Matching high school endorsement and major choices i...EduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Challenging inequalities “Matching High School Endorsement and Major Program of Study Choices for Texas College Students”. Presented by Maria Adamuti-Trache and Yi Leaf Zhang.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
DPI documents on literacy assessment vendor pickEducationNC
The following is a package of public documents released by the NC Department of Public Instruction (DPI), outlining the process that led to a switch in K-3 literacy assessment vendor.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
DRAFT: DPI K-3 Reading Diagnostic Vendor Chart
1. DRAFT for State Board of Education Approval 7/23/2020
*NOTE: 7/14/20 DHHS Guidance requires at all times in a classroom: both (i) six feet of distance between a student and a teacher and (ii) face coverings worn by
students. In addition to remote learning use, districts should keep these requirements in mind when selecting the most practical tools for this school year.
[DRAFT FOR APPROVAL] Approved Vendors for 2020-21 K-3 RtA Formative/Diagnostic Assessment
Satisfying Requirements of G.S. 115C-83.6 and G.S. 115C-83.10
Diagnostic Name Lexile Linking
Study Provided
SBE-Approved
3rd
Grade
Alternative
Assessment in
last 3 years
(State or
Local)
SBE-Approved
3rd
Grade Local
Alternative
Assessment:
On Current
(2019-20) List
End-of-
Grade 3
Achievement
Level
Appropriate
formative diagnostic
for K-2 as well as
Grade 3 and works
under the 2020-21
DHHS Requirements
*see note below*
Satisfies
EVAAS
compatibility
and other
statutory
obligations of
the SBE
List of Approved
Vendors for 2020-
21 K-3 Diagnostic
Selection
i-Ready Yes Yes – Local Yes Lexile Level
725 or higher
(537 scale
score)
Yes Yes Curriculum
Associates
i-Ready
Istation Yes Yes –
Local/State
Previous
Statewide Tool
Lexile Level
725 or higher
(258 scale
score)
Yes Yes Istation
Northwest Evaluation
System (NWEA) —
Measures of Academic
Progress: Growth plus
Reading Fluency
Yes Yes – Local Yes Lexile Level
725 or higher
(207 scale
score)
Yes Yes NWEA MAP:
Growth plus
Reading Fluency
STAR Early Literacy
and STAR Reading
Yes Yes – Local Yes Lexile Level
725 or higher
(537 scale
score)
Yes – STAR Early
Literacy used in
conjunction with
STAR Reading under
the vendor’s
prescribed process to
span K-3+
Yes STAR Early
Literacy/STAR
Reading as
appropriate
RTA.
Amplify Reading 3D
(mCLASS)
Yes – DIBELS
Yes – TRC
Yes – State Previous
Statewide Tool
Lexile Level
725 or higher
Yes In process of
confirming
Amplify mCLASS
Edmentum—Exact
Path Individualized
Learning Solution
Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
Yes In process of
confirming
Edmentum Exact
Path
2. DRAFT for State Board of Education Approval 7/23/2020
Diagnostic Name Lexile Linking
Study Provided
SBE-Approved
3rd
Grade
Alternative
Assessment in
last 3 years
(State or
Local)
SBE-Approved
3rd
Grade Local
Alternative
Assessment:
On Current
(2019-20) List
End-of-
Grade 3
Achievement
Level
Appropriate
formative diagnostic
for K-2 as well as
Grade 3 and works
under the 2020-21
DHHS Requirements
*see note below*
Satisfies
EVAAS
compatibility
and other
statutory
obligations of
the SBE
List of Approved
Vendors for 2020-
21 K-3 Diagnostic
Selection
Acadience Reading1
Yes (3rd
grade) Yes – Local Yes Lexia Level
725 or higher
(composite
score 398)
Grades 2-3: Yes
Grades K-1: No
comprehension
measure
No
comprehension
measure for K-
1
Achieve3000 Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
No – only measures
comprehension
No
Case 212
Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
No– only measures
comprehension
No
Discovery Education Yes (3rd
grade) Yes – Local Lexile Level
725 or higher
(1505 Scale
Score)
Not available in
grades K-2
No
Imagine Learning Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
Not available in
grades K-1
No
Iowa Test of Basic
Skills (ITBS)
Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
(Level 9 Test
at 71st
Percentile)
No – Single point in
time assessment
No
Lexia RAPID Yes – EOY K-3 Yes - Local Yes Lexile Level
725 or higher
Yes No – Lexile
only at EOY for
K
Scholastic Reading
Inventory
Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
No – Vocabulary not
identified
No
1
The composite score is comprised of scores from four subtests (i.e., Oral Reading Fluency [ORF] Words Correct, ORF Accuracy, ORF Retell, Maze).
2
Case 21 Assessments consist of two sections. The second section consists of a set of items from MetaMetrics to assess student Lexile levels. Through
correspondence tables provided by MetaMetrics, Lexile levels are provided for each student based upon performance on those specific MetaMetrics items.
3. DRAFT for State Board of Education Approval 7/23/2020
Relevant Statutory Citations:
G.S. 115C-83.6. Facilitating early grade reading proficiency.
…
(a1) Kindergarten through third grade reading assessments shall yield data that can be used with the Education Value-Added Assessment
System (EVAAS) to analyze student data to identify root causes for difficulty with reading development and to determine actions to
address them.
(b) Formative and diagnostic assessments and resultant instructional supports and services shall address oral language, phonological and
phonemic awareness, phonics, vocabulary, fluency, and comprehension using developmentally appropriate practices. These assessments
may be administered by computer or other electronic device.
…
§ 115C-83.10. Accountability measures.
(a) Each local board of education shall publish annually on a Web site maintained by that local school administrative unit and report in
writing to the State Board of Education by September 1 of each year the following information on the prior school year:
…
(2) The number and percentage of third grade students who take and pass an alternative assessment of reading comprehension and the
name of each alternative assessment used for this purpose with the number of students who passed it.
…
(5) The number and percentage of first grade students demonstrating and not demonstrating reading comprehension at grade level.
(6) The number and percentage of second grade students demonstrating and not demonstrating reading comprehension at grade level.
…
![DRAFT for State Board of Education Approval 7/23/2020
*NOTE: 7/14/20 DHHS Guidance requires at all times in a classroom: both (i) six feet of distance between a student and a teacher and (ii) face coverings worn by
students. In addition to remote learning use, districts should keep these requirements in mind when selecting the most practical tools for this school year.
[DRAFT FOR APPROVAL] Approved Vendors for 2020-21 K-3 RtA Formative/Diagnostic Assessment
Satisfying Requirements of G.S. 115C-83.6 and G.S. 115C-83.10
Diagnostic Name Lexile Linking
Study Provided
SBE-Approved
3rd
Grade
Alternative
Assessment in
last 3 years
(State or
Local)
SBE-Approved
3rd
Grade Local
Alternative
Assessment:
On Current
(2019-20) List
End-of-
Grade 3
Achievement
Level
Appropriate
formative diagnostic
for K-2 as well as
Grade 3 and works
under the 2020-21
DHHS Requirements
*see note below*
Satisfies
EVAAS
compatibility
and other
statutory
obligations of
the SBE
List of Approved
Vendors for 2020-
21 K-3 Diagnostic
Selection
i-Ready Yes Yes – Local Yes Lexile Level
725 or higher
(537 scale
score)
Yes Yes Curriculum
Associates
i-Ready
Istation Yes Yes –
Local/State
Previous
Statewide Tool
Lexile Level
725 or higher
(258 scale
score)
Yes Yes Istation
Northwest Evaluation
System (NWEA) —
Measures of Academic
Progress: Growth plus
Reading Fluency
Yes Yes – Local Yes Lexile Level
725 or higher
(207 scale
score)
Yes Yes NWEA MAP:
Growth plus
Reading Fluency
STAR Early Literacy
and STAR Reading
Yes Yes – Local Yes Lexile Level
725 or higher
(537 scale
score)
Yes – STAR Early
Literacy used in
conjunction with
STAR Reading under
the vendor’s
prescribed process to
span K-3+
Yes STAR Early
Literacy/STAR
Reading as
appropriate
RTA.
Amplify Reading 3D
(mCLASS)
Yes – DIBELS
Yes – TRC
Yes – State Previous
Statewide Tool
Lexile Level
725 or higher
Yes In process of
confirming
Amplify mCLASS
Edmentum—Exact
Path Individualized
Learning Solution
Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
Yes In process of
confirming
Edmentum Exact
Path](https://image.slidesharecdn.com/vendorchart-200724183850/85/DRAFT-DPI-K-3-Reading-Diagnostic-Vendor-Chart-1-320.jpg)
![DRAFT for State Board of Education Approval 7/23/2020
Diagnostic Name Lexile Linking
Study Provided
SBE-Approved
3rd
Grade
Alternative
Assessment in
last 3 years
(State or
Local)
SBE-Approved
3rd
Grade Local
Alternative
Assessment:
On Current
(2019-20) List
End-of-
Grade 3
Achievement
Level
Appropriate
formative diagnostic
for K-2 as well as
Grade 3 and works
under the 2020-21
DHHS Requirements
*see note below*
Satisfies
EVAAS
compatibility
and other
statutory
obligations of
the SBE
List of Approved
Vendors for 2020-
21 K-3 Diagnostic
Selection
Acadience Reading1
Yes (3rd
grade) Yes – Local Yes Lexia Level
725 or higher
(composite
score 398)
Grades 2-3: Yes
Grades K-1: No
comprehension
measure
No
comprehension
measure for K-
1
Achieve3000 Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
No – only measures
comprehension
No
Case 212
Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
No– only measures
comprehension
No
Discovery Education Yes (3rd
grade) Yes – Local Lexile Level
725 or higher
(1505 Scale
Score)
Not available in
grades K-2
No
Imagine Learning Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
Not available in
grades K-1
No
Iowa Test of Basic
Skills (ITBS)
Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
(Level 9 Test
at 71st
Percentile)
No – Single point in
time assessment
No
Lexia RAPID Yes – EOY K-3 Yes - Local Yes Lexile Level
725 or higher
Yes No – Lexile
only at EOY for
K
Scholastic Reading
Inventory
Yes (3rd
grade) Yes – Local Yes Lexile Level
725 or higher
No – Vocabulary not
identified
No
1
The composite score is comprised of scores from four subtests (i.e., Oral Reading Fluency [ORF] Words Correct, ORF Accuracy, ORF Retell, Maze).
2
Case 21 Assessments consist of two sections. The second section consists of a set of items from MetaMetrics to assess student Lexile levels. Through
correspondence tables provided by MetaMetrics, Lexile levels are provided for each student based upon performance on those specific MetaMetrics items.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)