LM 550

Technology in Media Centers

Data and Productivity Programs
Kasie Grimes
A short synopsis of our testing programs for Marshall County Schools includes:

Global Scholars: Computer adapted testing: grades 2-5: We use this as a benchmark test
for the beginning of the year to see where they are, midyear to monitor growth, and again
at the end of the year to measure growth for the year. Students use data from these to
chart their own growth and graph their progress in a data notebook. They are responsible
for their own learning and growth. This makes them independently liable for their

learning and builds pride and initiative.

Aspire: This summative benchmark, computer adaptive test is given at the end of the year
to grades 3-5 to determine growth for the year. Teachers use this data at the beginning of
the next school year to see where their students are and how far they must take them. This

data reflects on the school locally and district wide.

STAR: Computer based testing: grades 1-5: This formative assessment is given at the
beginning of the year for placement in AR or Tiered services and as a formative
assessment to measure progress in reading and math. Students record monthly scores in
data notebooks to chart growth in reading and math. It is also used with Tier III students

on a bimonthly schedule.
DIBELS: This is a beginning, middle and end of the year assessment for K-2 to measure
where they are at the beginning of the year to measure growth midyear and the end of the
year. DIBELS progress monitoring is administered weekly for struggling students.

Classworks: Computer adapted: grades K-5:This is a tool used by teachers that takes
STAR reading and math scores and places students on their own path of instruction.
Teachers also have the option of assigning needed lessons to target learning goals

assigned from test results.

The Problem Solving Team (PST) is in place to identify and track students' progress in
reading and math. The PST meets monthly and discusses individual student data
including classroom grades, STAR reading and math scores, attendance, and any other
necessary areas of educational impact. All students receive Tier I instruction in the
general education classroom, then when students are identified by their classroom
teachers as needing more intensive intervention, they come up to the PST for discussion.
Those students then move to Tier II intervention, which is a small group in the classroom,
and are given extra instruction based on their specific learning needs. If the PST decides
a student needs more intervention beyond tiers I and II based on the student's data, s/he
would move to tier III, which is even more intensive. If a student is still not making
adequate progress after going through 10-12 weeks of tiered intervention, the PST may
decide to refer the student for special education testing.
All of these tests are a way to monitor progression and help identify students who may

need more instruction. Currently our students take all of the above listed data test throughout
the year. Teachers ask their students to keep a data notebook with the results of the Global
Scholars test to help them see their progression. This encourages the students to take
responsibility for their own learning and education goals.
The PST is a great program which we currently use and will continue to use in the
future due to the fact that all students are being monitored by the classroom teacher,

counselor, and intervention teacher. Other resources such as EL teachers, Speech teachers
and special education teachers may then be brought in to use for the students benefit. The
teacher is able to have access to students current grades in the classroom as well as their
data testing scores. When a problem is noticed, then that teacher is responsible for
gathering data and presenting to the PST team for further evaluation. Students are less
likely to fall behind with this program in place.
With all the data testing in place, it may be overwhelming to the students that
could benefit from more classroom instruction time. It should be looked at that some test
could be combined or eliminated all together to help meet the instructional needs of all
students. Having students test at the beginning of the school year will help give teachers a
baseline in which to start instruction. Testing in the middle of the year would be a great
way to monitor progress or to see which lessons need further instruction. Testing at the
end of the year would allow educators locally and district wide to review the results and
make adjustments to the curriculum if needed.