Assessment
MSAD #51 Assessment Philosophy
In MSAD #51, we administer various assessments to measure progress, inform individual and programmatic decisions, and universally screen for student learning needs. This page provides information on each significant assessment we administer. Included is our purpose for the assessment and how we use it. It does not include individual classroom assessments that teachers use to monitor student progress toward curricular goals, as these are highly specific to each classroom content area.
What Are the State Assessments?
The Maine Department of Education (MDOE) requires all public schools to administer the Maine Through Year (MTY) Assessment twice a year in reading and math in grades 3-8 and the second year of high school. The MEA Science Assessment is required for all fifth grade, eighth grade, and third-year high school students.
The Maine Department of Education (MDOE) requires all public schools to administer the Maine Through Year (MTY) Assessment twice a year in reading and math in grades 3-8 and the second year of high school. The MEA Science Assessment is required for all fifth grade, eighth grade, and third-year high school students.
How Do We Use the State Assessment Data?
The state uses our results to determine whether our schools meet our proficiency and growth targets for reading, math, and science. Student results are considered alongside other assessment data as we decide how to support individual students academically. We may also use student scores as one of several data points to inform the Response to Intervention (RTI) and Individualized Education Program (IEP) identification processes.
The state uses our results to determine whether our schools meet our proficiency and growth targets for reading, math, and science. Student results are considered alongside other assessment data as we decide how to support individual students academically. We may also use student scores as one of several data points to inform the Response to Intervention (RTI) and Individualized Education Program (IEP) identification processes.
How Are Results Shared with Families?
The Superintendent shares school and district results in the Annual Report. The Director of Academic Services may also offer greater detail on our progress through board presentations.
Individual student reports are sent in an attachment to a BrightArrow message when available.
The Superintendent shares school and district results in the Annual Report. The Director of Academic Services may also offer greater detail on our progress through board presentations.
Individual student reports are sent in an attachment to a BrightArrow message when available.
Additional Information
- The MEA science assessment data is not typically finalized and available until the following school year.
- The MTY reading and math results are usually available in the fall of the next school year.
- Because these are state assessments, participation is mandatory for all Maine public school students except those eligible for the Multi-State Alternative Assessment (MSAA).
- The MDOE determines specified time windows when/within which the assessments must be administered.
Universal Screeners
What Is a Universal Screener?
Universal screeners are assessments we administer to determine whether our students have reading, writing, math, or behavior learning needs. According to Maine law (Me. Stat. tit. 20-A § 4710) and Maine special education regulations (Maine Department of Education, 2024) that schools conduct this type of screening and use the results to inform decisions about how to intervene on behalf of individual students who require additional support. In MSAD #51, we use an array of screeners at specific intervals for this purpose. Finally, we use universal screening data to inform our Gifted & Talented identification process.
What Is a Universal Screener?
Universal screeners are assessments we administer to determine whether our students have reading, writing, math, or behavior learning needs. According to Maine law (Me. Stat. tit. 20-A § 4710) and Maine special education regulations (Maine Department of Education, 2024) that schools conduct this type of screening and use the results to inform decisions about how to intervene on behalf of individual students who require additional support. In MSAD #51, we use an array of screeners at specific intervals for this purpose. Finally, we use universal screening data to inform our Gifted & Talented identification process.
What Universal Screeners Do We Use in MSAD #51?
- iReady reading diagnostic assessment (K-8)
- iReady math diagnostic assessment (K-8)
- Writing probes (4-8)
- DIBELS (4-6)
- Assorted Foundational Literacy & Math Skills Assessments (K-3)
- CoGAT (grades 2 & 5)
- NWEA Reading & Math (grade 9)
- SRSS behavior screener (K-12)
How Do We Use Universal Screening Data?
- We use the data we gather from the screeners as one point of reference in a body of information to make decisions about individual student programming. We can consider trends in a student’s performance on the iReady assessments, for example. These trends become more compelling over time than individual assessment scores.
- We use screener data, which provides information about each student’s strengths and areas for growth in specific content strands, to help differentiate instruction.
How Are Results Shared with Families?
iReady Growth Reports are mailed home at the end of the year to show students’ proficiency and growth toward grade-level standards over the course of the school year. Families can request a copy of their student’s iReady report at any time, but the end-of-year report, which is the most comprehensive, is shared with all parents and guardians. CoGAT reports are mailed home following universal screening in grades 2 and 5.
iReady Growth Reports are mailed home at the end of the year to show students’ proficiency and growth toward grade-level standards over the course of the school year. Families can request a copy of their student’s iReady report at any time, but the end-of-year report, which is the most comprehensive, is shared with all parents and guardians. CoGAT reports are mailed home following universal screening in grades 2 and 5.
Results from our other screeners are less comprehensive, and reports are unavailable to send home. However, a parent or guardian may request information regarding their child’s performance on any of our screeners at any time.
Other Assessments
What Are the Other Assessments Used in MSAD #51?
Each school, grade level, and classroom assesses students informally and formally using a variety of assessment methods, including but not limited to tests, quizzes, presentations, projects, exit tickets, and observations. These assessments measure student progress toward grade-level standards during and after an instructional unit. At the high school level, some assessments are course or program-specific or used for post-secondary planning. Examples include AP and IB assessments, midterm and final exams, and PSAT/SATs.
What Are the Other Assessments Used in MSAD #51?
Each school, grade level, and classroom assesses students informally and formally using a variety of assessment methods, including but not limited to tests, quizzes, presentations, projects, exit tickets, and observations. These assessments measure student progress toward grade-level standards during and after an instructional unit. At the high school level, some assessments are course or program-specific or used for post-secondary planning. Examples include AP and IB assessments, midterm and final exams, and PSAT/SATs.
How Are Results Shared with Families?
In most cases, we communicate assessment performance through one or more of the following:
In most cases, we communicate assessment performance through one or more of the following:
- Fall and spring conferences
- Progress reports/report cards
- PowerSchool
External high school assessments are communicated directly to the student from the testing organization (e.g., SAT scores are distributed directly from the College Board).
Additional Information
The type and purpose of an assessment determine whether we include the results in communication with families. For example, exit tickets are quick evaluations teachers use to determine what students understood from the lesson and inform next steps in instruction. They are informal and may not be included in PowerSchool or progress reports.
The type and purpose of an assessment determine whether we include the results in communication with families. For example, exit tickets are quick evaluations teachers use to determine what students understood from the lesson and inform next steps in instruction. They are informal and may not be included in PowerSchool or progress reports.