ELEMENTARY & SECONDARY EDUCATION
Guidance on Standards, Assessments, and Accountability
Archived Information


Example: Early Childhood Assessment

North Carolina Mathematics Assessment

Grade One

Student

School

Teacher

Year

Student ID#

4

Exceeds expectations - Uses and applies strategies beyond expectations

3

Meets expectations - Consistent use of strategies; shows conceptual understanding

2

Sometimes meets expectations - Inconsistent use of strategies; lacks full understanding

1

Not yet meeting expectations - Uses a very limited number of strategies


Blank indicates that it is not appropriate to assess at this time

MATHEMATICS Reporting Period 1 2 3 4 TEACHER COMMENTS

Numeration and Number Sense





First Quarter

*uses a variety of counting strategies to 100





*orders, sequences and compares numbers





*reads, writes, represents numbers in variety of ways





*relates models, pictures, and symbols





*gives reasonable responses based upon estimation





Geometry and Spatial Sense

*identifies, describes and models plane figure





*identifies, describes and models solid figure





*uses visual memory and spatial relationships





*uses comparative, descriptive vocabulary





Second Quarter

Patterns, Classification, and Seriation





*describes attributes, orders, compares





*sorts according to own rules and explains





*identifies, creates and continues patterns





*finds and corrects errors in patterns





Measurement





*uses non-standard measurement concepts





*identifies and gives value of pennies, nickels, and dimes, makes equivalent amounts





*identifies time to the hour





Third Quarter

*uses information from the calendar





*names and orders days of week and months of year





*identifies equal and unequal parts





Problem Solving





solves problems in a variety of ways:





- uses models or acts out solutions





- uses drawings / diagrams





- uses guess and check





*use calculators to explore number relationships and solve problems





*gives reasonable estimates





*communicates understanding of mathematics orally and in writing





Fourth Quarter

Data Collection





*gathers, organizes, displays data as a group activity





*answers questions about charts and graphs





*makes predictions based on experience





Computation





*builds, models and explains addition and subtraction





*relates models, pictures, symbols, and operations





*models, adds 3 single-digit numbers





*creates and solves problems using addition and subtraction





*memorizes easy addition facts





*memorizes easy subtraction facts





*records simple equations





*applies mathematical concepts in everyday activities





EXAMPLE: EARLY CHILDHOOD INVENTORY

Student’s Name K 1 2

Teacher’s Name School Year

Texas Primary Reading Inventory Record Sheet

It is recommended that students’ progress be monitored throughout the year (possibly at the beginning, the middle, and end of the year). Record individual student progress in the boxes next to the reading behaviors. Date each observation. Use a (_ ) to indicate that the student has exhibited the behavior regularly and does not need to be reassessed. Use a ( + ) to indicate that progress is being made toward exhibiting the behavior. You may also record in the box a percentage, e.g., 50% , to indicate the frequency with which the student exhibits a particular reading behavior. Use a ( *) to indicate that the student has not yet exhibited the behavior.

_

Exhibits reading behavior regularly

+

Making progress

*

Has not yet exhibited the behavior

Book and Print Awareness

Record of Observation

K

Holds book right side up





K, 1

Knows parts of a book and their functions





K, 1

Knows that print is read left to right and top to bottom





K, 1

Knows when to turn the page





K, 1

Knows the concept of work boundaries





K,

Knows that print preserves meaning





K

Knows that print communicates











* Although levels are suggested here, some students will develop reading behaviors at different rates.

K, 1

Produces a rhyming word or pseudo word





K, 1

Detects the beginning sounds in spoken words





K,1

Detects the ending sounds in spoken words





K, 1

Can blend phonemes





K, 1

Can segment phonemes





K, 1

Can delete initial phonemes





1

Can substitute phonemes





Graphophonemic Knowledge

K, 1

Knows the letters of the alphabet





K, 1

Distinguishes between upper and lower case letters





1,2

Distinguishes sound-symbol relationships in the initial position





1,2

Distinguishes sound-symbol relationship in the final position





1,2

Substitutes initial sounds to decode words





1,2

Substitutes final sounds to decode words





1,2

Substitutes medial vowels to decode words





2

Uses blends to decode words





2

Decodes CVC and CVCE patterns





*Although levels are suggested here, some students will develop reading behaviors at different rates.

Texas Primary Reading Inventory Record Sheet

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Last Modified: 10/10/2003