Universal Screening Assessments
A universal screener is a quick, simple assessment that teachers use to gauge student learning and proficiency. Universal screening scores help teachers know what kind of teaching each student needs to help them grow, both individually and as part of the whole class. In SASD, we provide a variety of academic screeners, described below, three times a year for all students in grades 4k-11. In SASD, our universal screeners include both Computer Adaptive Tests (CAT) and Curriculum-Based Measures (CBM).
CATs are adaptive and give a broad, precise measurement of a student's overall ability in a subject. For example, aReading, aMath and STAR are examples of CATs.
CBMs are quick, focused assessments tied directly to the curriculum, used to monitor student progress over time and guide instruction. For example, AUTOreading is an example of a CBM.
FastBridge and aimswebPlus Assessments Overview
Grades 4K-3: In alignment with Act 20, we use AimswebPlus to assess students’ skills in the areas of Phonemic Awareness (4k &5k), Letter Sound Knowledge (4k-Grade 1), Alphabet Knowledge (5k), Oral Vocabulary (5k-Grade 3), and Decoding Skills (5k-Grade 3). These screeners are individually administered by teachers to each student in grades 4K-1 in the Fall, Winter, and Spring, measuring student progress in reading foundational skills. The estimated time to complete most assessments is 5 minutes. For Grades 2-3, the Oral Vocabulary measure may take up to 15 minutes.
Grades 2-8: At the 2-8 grade levels, our Fastbridge assessments are computer-adaptive assessments that are administered in the Fall, Winter, and Spring each year, measuring student progress and growth in reading and math. This assessment complements state and classroom-level assessments that are used to monitor progress in student learning, inform curriculum development, and guide programming decisions.
aReading Overview
The Formative Assessment System for Teachers™ (FastBridge) Adaptive Reading (aReading) assessment is a computer-adaptive measure of broad reading ability that is individualized for each student. aReading provides a useful estimate of broad reading achievement from second through eighth grade. The questions and response format used in aReading is very similar to many state-wide, standardized assessments. aReading is a simple and efficient procedure that is fully automated. Browser-based software adapts and individualizes the assessment for each child so that it essentially functions at the child’s developmental and skill level. The adaptive nature of the test makes it more efficient and more precise than paper-and-pencil assessments. aReading administers between 30 and 60 questions to students. The estimated time to complete the assessment varies between 10-20 minutes.
aReading is intended for use from kindergarten through twelfth grades for screening. Items developed for kindergarten through grade 5 target Concepts of Print, Phonological Awareness, Phonics, Vocabulary, and Comprehension. Items developed for middle and high school grade levels target Orthography, Morphology, Vocabulary, and Comprehension. Please note, however, that the importance and emphasis on each reading domain will vary across children. Each assessment is individualized by the software and, as a result, the information and precision of measurement are optimized regardless of whether a student functions at, above or significantly below grade level. A brief review regarding the use of aReading for Screening and Progress Monitoring is provided below.
aReading is used by teachers to screen all students and estimate annual growth with tri-annual assessments (fall, winter & spring). Students who progress at a typical pace through the reading curriculum meet the standards for expected performance at each point in the year. Students with deficit achievement can be identified in the fall of the academic year so as to provide supplemental, differentiated, or individualized instruction. The range of scores possible for aReading is between 350-750.
aMath Overview
aMath is a computer-adaptive test (CAT) of broad mathematics skills for students in grades 1 through 8. aMath items are based on the recommendations of the National Math Panel (2008) and National Common Core Standards (CCSS; 2010). aMath is designed to identify those students with deficits in math achievement in need of additional instruction and predict performance on state accountability measures. aMath administers between 30 to 60 questions to students. Item difficulty is determined by a student’s performance on prior items. The estimated time to complete the assessment varies between 10-20 minutes.
aMath is a screening assessment, and FastBridge recommends using it three times a year to screen all students’ mathematics skills. The range of scores possible for aMath is between 145-275.
Please see the chart below for a more detailed overview of assessments given by grade level:
SASD Reading Assessments Overview
SASD Math Assessments Overview
Communication with Families in Grades 4K-3:
As we have for many years, after each assessment window, schools will share information on progress with families. Beginning in the 2024-2025 school year, in compliance with 2023 Act 20 (Click here for our Act 20 website) we will send a letter to all parents and families of students in 4k-3 with the results of the reading readiness screener no later than 15 days after the assessment is scored. We will use an understandable format that includes all of the following:
- The pupil's score on the reading readiness assessment.
- The pupil's score in each early literacy skill category is assessed by the reading readiness assessment.
- The pupil's percentile rank score on the reading readiness assessment, if available.
- The definition of “at-risk” and the score on the reading readiness assessment that would indicate that a pupil is at-risk.
- A plain language description of the literacy skills the reading readiness assessment is designed to measure.
Below is a description of our 4k-3rd Grade process in SASD:
At Fall Family Conferences, all families will receive their student’s results on all other universal screening assessments, beyond the required early literacy assessment. The information will be sent home if families are unable to attend conferences), Along with results, we will share information explaining the results.
In addition, Stoughton staff will communicate and collaborate with families about the need for additional diagnostic assessments and the development and progress of the personal reading plan.
Communication with Families in Grades 4-8:
After each assessment window, teachers will share information on progress with families. Results from the fall assessment window will be shared with families at Fall Family Conferences and/or sent home if families are unable to attend conferences. FastBridge reports include indicators of student risk for not reaching learning goals. These are known as benchmarks and include indicators for the following levels:
Advanced: very likely to meet grade-level goals
Low Risk: likely to meet grade-level goals
Some Risk: unlikely to meet grade-level goals
High Risk: very unlikely to meet grade-level goals
This information is used by schools to identify supports for individual students. Some supports are class or grade level wide, meaning that we are adjusting our universal instruction to meet needs of many students. It is important to remember that the assessments described above, is one gauge of your student’s knowledge and skills. It is only through multiple assessments and checks for understanding that we are able to develop a clearer picture of your student’s current level of academic performance as well as their growth over time in the areas of reading and mathematics. Teachers are eager to communicate our progress and plan with you to meet your child’s learning goals.
