The Assessment and Accountability office works within the Division of Teaching and Learning Team. This group consists of three members: Camilla Hudson, Chip Shows, and Sherry Lanier. In general, this group coordinates projects and activities related to large-scale assessment, school accountability, classroom assessment, grading and reporting, and state standards. Specific activities are summarized below.
Standardized assessments are secure tests administered to large groups of students for the purpose of measuring student academic achievement and/or comparing performance trends in the district and individual schools by grade level, subject matter, demographic groups, etc.
Norm and criterion-referenced tests are given in Bay District Schools as required by Florida Statutes. The Florida Comprehensive Assessment Test (FCAT) is administered annually to all students in grades 3-11. Reading and Math are administered in all tested grades; Science and Writing are measured at selected grade levels.
- FCAT 2.0
The FCAT 2.0 measures student achievement of the Next Generation Sunshine State Standards. The transition from FCAT to FCAT 2.0 will be phased in with FCAT 2.0 Reading and Math being the first assessments in the spring of 2011. FCAT 2.0 Science will be administered to students for the first time in the spring of 2012.
The Florida Alternate Assessment (FAA) is designed for students whose participation in the general statewide assessment (FCAT) is not appropriate, even with accommodations. Aligned to the Sunshine State Standards (SSS) in Language Arts, Mathematics, and Science; the Florida Alternate Assessment measures student academic performance on the Sunshine State Standards Access Points at three levels of complexity, participatory, supported, and independent. Access Points are extensions of the general standards and capture the essence of the SSS with reduced levels of complexity. It is expected that only students with the most significant cognitive disabilities who are eligible under IDEA will participate in the Florida Alternate Assessment.
- End of Course Exam (EOC)
The Florida EOC assessments are part of Florida’s Next Generation Strategic Plan for the purpose of increasing student achievement and improving college and career readiness.
The Florida Assessment for Instruction in Reading (FAIR), developed by the Florida Center for Reading Research in collaboration with Just Read, Florida!, provides teachers with screening, diagnostic, and progress monitoring information that is essential to guiding instruction at all grade levels.
The Florida Kindergarten Readiness Screener (FLKRS) is administered to assess the readiness of each child for kindergarten. The FLKRS includes a subset of Early Childhood Observation System™ (ECHOS™), as well as first two measures of the Florida Assessments for Instruction in Reading (Broad Screen/Progress Monitoring Tool – Letter Naming and Phonemic Awareness; Broad Diagnostic Inventory – Listening Comprehension and Vocabulary) to gather information on a child’s development in emergent literacy.
Florida uses the Comprehensive English Language Learning Assessment (CELLA) to measure the growth of students classified as English Language Learners (ELLs) in mastering the skills in English they will need to succeed in school. The CELLA tests four areas: Listening, Speaking, Reading, and Writing.
The PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test) is a program co-sponsored by the College Board and National Merit Scholarship Corporation. For many students, the PSAT/NMSQT is the first official step on the road to college. It assesses the skills developed through years of study in a wide range of courses, as well as through those experiences outside the classroom. .
The National Assessment of Educational Progress, NAEP, monitors student achievement at the elementary, middle, and high school levels. National sampling procedures are used to select schools, students, and subjects for administration of this assessment. NAEP results are used to compare representative samples of students throughout the country. Florida’s participation in the NAEP is mandated by state statute.
Diagnostic Assessment of Reading, Second Edition, is an individually administered diagnostic reading test that provides an assessment of individual student achievement in print awareness, phonological awareness, letters and sounds, word recognition, word analysis, oral reading accuracy and fluency, silent reading comprehension, spelling, and word meaning.
- SAT 10 (Stanford Achievement Test Series 10)
General achievement tests designed to measure how well a student has learned basic knowledge and skills taught in schools, in such areas as Reading and Mathematics, Science and History. Popular standardized tests include: the Iowa Test of Basic Skills (ITBS), the Comprehensive Tests of Basic Skills (CTBS), and the Stanford Achievement Test Series.
As required by Florida Statute, all schools are required to assess school climate annually. In Bay District, school climate is assessed from the stakeholder groups: students, parents, and teachers. The district uses three instruments prepared by the National Study of School Evaluation to determine the opinions of stakeholders. Data is collected from a random selection of students and parents while all teachers are surveyed. Scoring and analysis is provided to district and school leaders to guide decision-making.
Sunshine State Standards
The Florida Sunshine State Standards describe what Florida’s students are expected to know and be able to do throughout their public school career. These standards provide teachers, parents, and students with a framework for determining student achievement. Sunshine State Standards for each subject area were developed in consultation with teachers, administrators, parents, and other citizens. Specific subject areas are language arts, mathematics, science, social studies, the arts, health and physical education, and foreign languages. The Sunshine State Standards are on-line at http://www.myflorida.com/ for review.
Classroom Assessment, Grading, and Reporting
The conversion of Florida’s public schools to a standards-based system involves the alignment of classroom practice to standards. In particular, the use of standards-focused assessments and standards-based grading is a goal of the district. Currently, the district is entering the fifth year of a staff development program devised to ensure that a common set of grading and assessment guidelines are in use across subjects and schools. In addition, standard-based reports to parents have been implemented at all district elementary schools. Jan Chapman is the contact person for classroom assessment, grading and reporting initiatives.