Classroom, district and state assessment is all conducted in order to provide a process to verify student proficiency of the Pennsylvania academic standards. Central Dauphin School District utilizes a variety of assessment techniques to measure student progress towards state standards. These measures include internal and external assessments.
Subcommittees for the Strategic Planning Committee included the Administrative Team, Department Chairs and Instructional Support Teachers.
Classroom-Based Assessments - These assessments are curriculum based and provide classroom teachers and specialists with immediate feedback regarding the level of students understanding and the progress toward goals. Classroom-based assessments include a variety of measures such as unit tests, chapter tests, performance tasks, products, portfolios, written work, Rubrics and observation checklists.
District-Based Assessments - These assessments are evaluative measures that are common across a grade level and provide diagnostic information for both individual students and groups of students. These assessments allow administrators, teachers and specialists to plan appropriate district-wide measures to improve opportunities for all students to achieve acceptable performance academic standards. These district-based assessments include a variety of measures such as integrated language arts assessment, project read, pre- and post-assessment, final exams, writing samples and performance tasks.
Pennsylvania System of School Assessment (PSSA) and the Pennsylvania Alternative System of Assessment (PASA) - The PSSA and PASA are used as assessment for students in grades 3-8 and 11. These assessments address reading and mathematics standards in grades 3-8 and 11 and writing standards in grades 5, 8 and 11. State assessment reports are analyzed by administration and building-based teams. These results are used to determine instructional adjustments in order that all children may achieve satisfactory or exemplary performance in achieving state standards.
Stanford Achievement Test 9th Edition - The SAT 9 measures concepts and skills that students should know and be able to demonstrate in Pennsylvania's academic standards. This norm reference achievement test is used to measure both student and group progress on standards and to gather diagnostic information pertaining to individual students and groups of students.
All assessment results are utilized by a variety of professional staff to improve instructional opportunities for students within Central Dauphin School District. The professional development committee is advised of assessment results for the purpose of planning appropriate inservices. Building administrators and building teams analyze data to design building plans to improve students' ability to achieve Pennsylvania's academic standards and central office administrators and building principals develop building improvement plans designed to increase student achievement towards achieving Pennsylvania's academic standards.
STANDARDIZED TESTING PROGRAM
Stanford Achievement Tests for Reading and Math (grades 2, 4, 6, 7)
Stanford Achievement Tests for Reading, Math, Science and Social Studies (grades 4, 6, 8, 10)
Pennsylvania State System of Assessment Reading and Math (grades 3-8, 11)
Pennsylvania State System of Assessment Writing (grades 5, 8, 11)
Pennsylvania State System of Alternate Assessment (grades 6, 8, 11)
Integrated Theme Tests, Houghton Mifflin (grades 1-6)
College Testing (optional): PSAT, SAT, ACT
Advanced Placement Tests (optional)
DESCRIPTION OF ASSESSMENT PLAN
The Central Dauphin School District (CDSD) will continue to develop an assessment plan designed to determine the degree to which students are achieving academic standards. The CDSD Curriculum Review and Curriculum Planning Process exists to determine the degree to which students are achieving academic standards. District teams led by assistant superintendents, director of pupil services and department chairs have responsibilities for assuring that students achieve standards at proficient and distinguished levels. To identify curriculum and instruction needs, group assessment results are reviewed annually by department teams. To assure individual student achievement, teachers, instructional support teachers and special service teams review student's learning on a continuous basis.
CDSD Curriculum Revision Teams, via the 6-year review cycle, identify appropriate assessments to measure students' mastery of standards and related benchmarks. Teachers, administration, students and community are actively involved in this process.
The grade level, Instructional Support and Special Education teams address the needs of individual students. At the secondary level, educators and parents initially make referrals to the counselors and recommendations are made and implemented. At the elementary level, referrals are initially made to the Instructional Support Team by teachers and parents. Additionally, assessment information is reviewed and used for placement depending on score.
The administrative team in conjunction with department chairs and staff addresses group assessment implementation and results. Responsibilities are as follows:
Review and make recommendations regarding the purchase and implementation of assessments.
Review Stanford 9 Assessments and results and identify annual performance targets.
Review the Pennsylvania State System Alternate Assessment and results and identify annual performance targets.
Review the Pennsylvania Alternate System Assessment and results and identify annual performance targets.
Provide annual reports about external assessment results to the school board and the community.
Needs based on data guides the district's development of the curriculum. Any assessment related training is facilitated through the Professional Educational Plan.