Student Assessment Information/Title I Schools
Per Federal Government (ESEA) requirements, school districts/schools that currently receive Title I program funding must notify parents at the start of this 2019-20 school year that parents may request at any time information regarding any state or local school district policy regarding student participation in any assessments mandated by law and by the district.
Schoolwide Title I Schools include Weston Elementary and Rothschild Elementary.
Targeted Title I Schools Include Mountain Bay and Hatley Elementary.
Should parents request this information, the district must provide it in a timely manner, and the information must include a policy, procedure or parental right to opt out their child of the mandated assessments, where applicable.
Parents may also at any time request and obtain information regarding the professional qualifications of their child’s classroom teachers or paraprofessionals.
The D.C. Everest School District continues to create academic and social-emotional support systems linked directly to the assessed needs of our students. This system, known as the Everest System of Supports (E.S.S.) provides all students with timely and targeted interventions based upon the data-driven results of universal screening tools.
The primary purpose of universal screenings is to help all students be successful by identifying students who require additional academic or behavioral support and identifying those who would benefit from higher-reasoning academic programs. By conducting these screenings, we can utilize data to identify students in need of more specialized academic or behavior intervention and provide assistance and preventative measures as early as possible. We also can identify students with higher reasoning skills and talent potential and provide them with the opportunity to participate in the Gifted and Talented Magnet program, or enroll in options such as Honors, Advanced Placement or Dual Enrollment courses.
These screenings include state or district tests, as well as specific academic or behavior screening tests. The screening assessments are typically administered to all students two or three times per year.
- The universal screening tool STAR (grades 1-8) is used in math and reading to help determine where students might have gaps in knowledge and need assistance. It is administered three times per year and generally requires 45 minutes per testing session.
- The CogAt screening tool (grades 1-8) is used to identify academically talented students and also students who have potential for higher reasoning academic programs. It is administered once and requires two to three hours.
- PALS (Phonological Awareness Literacy Screening) K and select grade 1 and 2 students: teacher administered tool to utilized to provide a comprehensive assessment of young children's knowledge of literacy foundational skills that are predictive of future reading success. It is administered up to three times per year and utilized to identify students who may need additional reading support.
- The behavior-screening tool, Behavioral Emotional Social Traits (b.e.s.t.) Universal Screening Platform (grades K-6) focuses on identifying students who may benefit from behavioral supports. The b.e.s.t. is a teacher-completed evaluation of each student.
- ACCESS testing for ELL students. This assessment is given annually to ELL students in grades 1-12. It is utilized to assess ELL students’ language skills in listening, reading, speaking and writing. The data is utilized to identify the supports an individual ELL student may need.
- STATE TESTING: the FORWARD EXAM is administered once in the school year to gauge how well students are doing in relation to the Wisconsin Academic Standards; these standards outline what students should know and be able to do in order to be college and career ready. Students in grades 3-8 are tested in ELA and mathematics; students in grades 4 are assessed in science and social studies.