Cedar Springs Public Schools
Administering, Use of Assessments, Scoring, and Analyzing Math Assessments
Overview:
All content in Everyday Mathematics is important, whether it’s being experienced for the first or the sixth time. The Everyday
Mathematics curriculum is similar to an intricately woven rug, with many threads that appear and reappear to form complex patterns.
Different students will progress at different rates, so multiple exposures to important content are critical for accommodating individual
differences. The program was created to be consistent with how students learn mathematics. It builds understanding over a period of
time, first through informal exposure and later through more formal and directed instruction. For students to succeed, they need the
opportunity to experience all that the curriculum has to offer in every grade.
Part A is a review of the concepts taught in the current unit and should be relied upon as the biggest indicator of student achievement
during the current unit of study. When assessing students' ability on a particular unit, pay close attention to their performance on this
part of the assessment.
Part B of the Everyday Mathematics assessments is an introduction to upcoming skills and objectives. As with the student selfassessment, this portion of the test can, and should, be used for instructional planning purposes. Students who demonstrate mastery of
Part B are candidates for enrichment activities in upcoming units of study.
Included within this Document:
Requirements for Assessment
Section 1: Phases of Assessment: pre-assessment, on-going assessment, post-assessment
Section 2: Recording and Reporting: reporting for district data, reporting for parents
*All Everday Math assessments are on the district website.
Requirements for Assessment
*PRE-ASSESSMENT: At the start of each unit, all 1-6 classrooms will give the Everyday Math unit assessment, as a PreAssessment, to inform instruction within the unit. Documentation is collected by teacher to inform instruction and grouping within the
unit (answering the questions: What do we want students to know or do?, How will we know they learned? What will we do if they did
not learn? What will we do if they already know it?). This data IS NOT reported to the building or district.
*ON-GOING ASSESSMENT: During the unit, all classrooms will use multiple pieces of data and assessment tools (ie math
boxes, math games, informal checks), as on-going assessments, to inform small group and individualized instruction. Documentation
is collected by teacher, however IS NOT reported to the building or district.
*POST-ASSESSMENT: At the end of each unit, all classrooms will give the Everyday Math unit assessment (same assessment
used at the start of the unit), as a post-assessment, to assess student learning. Documentation is collected by teacher, and IS reported
using the district proficiency targets for the unit. Unit Post-Assessment (summative, part A) data is uploaded into IGOR in accordance
with the PLC assessment timeline.
SECTION 1: PHASES of ASSESSMENT
Pre-Assessment, On-Going Assessment, Post-Assessment
Phase One: Pre-Assessment
•Why use a Pre-Assessment:
-To inform the teacher and student about what is already known or will need focus within the unit.
•What/When to Assess:
-Teachers WILL administer both part A and part B of assessment, at the start of each unit, in accordance with the Everyday Math
pacing guide.
•How to Assess:
-Teachers MAY CHOOSE to read the pre-assessment to the entire class, to a small group, or to individuals.
-Teachers MAY CHOOSE to provide manipulatives, tools, and/or resources to all students.
-Data from the pre-assessment IS NOT formally recorded to the building or district. The data is used to inform instruction (extension
and remediation) and student grouping within each unit.
Phase Two: On-Going Assessment
•Why use an On-Going Assessment:
-To inform specific and strategic, whole group, small group, and individualized instruction within the lesson/unit.
•What/When/How to Assess:
-Teachers will use daily and weekly formative assessment tools (math boxes, whiteboards, games, small group noticing, etc) to inform
groupings (whole group, small group, and individual) and instruction (content knowledge, vocabulary, and mathematical thinking).
Phase Three: Post-Assessment
•Why use a Post-Assessment:
-PART A: To inform the teacher and student on what was learned within the unit (part A-is reported in IGOR).
-PART B: To inform what students know about more complex mathematics and what will come in future units.
-To inform specific and strategic, whole group, small group, and individualized instruction within future units.
-To collect data on student progress within a class, within a grade level, and within the district to make data driven curriculum and
instructional decisions.
•What/When to Assess:
-Teachers WILL administer both part A and part B of the Everyday Math assessment at the conclusion of the unit
-Teachers WILL administer the assessment, at the conclusion of each unit, in accordance with the Everyday Math pacing guide
•How to Assess:
-Teachers MAY NOT provide any accommodations unless noted in the Everyday Math Assessment Manual(ie: reading test, pulling of a
small group, etc), to the entire group, a small group, or an individual UNLESS it is specified on a student’s Individual Educational
Plan (IEP) or 504.
*First grade is the only exception; teachers in this grade level may read test to the entire class.
-Data from the post-assessment (part A) IS formally recorded for parents and district, however both part A and part B WILL be
administered for all students.
Parents WILL BE provided with the assessment and cover sheet.
Teachers WILL upload post-assessment data into IGOR in accordance with their assessment calendar.
-After the assessment data is calculated, teachers WILL review concepts (with individuals or the group) for mastery throughout school
year.
*The content above is an expectation and is non-negotiable.
SECTION 2: RECORDING and REPORTING
Reporting for District Data, Reporting for Parents
RECORDING and REPORTING for DISTRICT DATA
-Student post-assessment scores WILL BE uploaded into IGOR using the district provided “Benchmarks for Math Assessments “.
Pre-Assessment score ARE NOT uploaded into IGOR.
-ALL grade levels WILL administer Beginning, Middle, and End of Year Math assessments (unless specified by curriculum office).
Scores WILL be uploaded into IGOR using the district provided “Benchmarks for Math Assessments “.
Assessment proficiencies are based on the following ranges:
1= Needs Intervention (0-74% proficiency)
2=Approaching Standard (75-84% proficiency)
3=Meets Standard (85-95% proficiency)
4=Exceeds Standard (96-100% proficiency)
*remember, these are grade level STANDARDS
RECORDING and REPORTING for PARENTS
Unit Assessments and Cover Sheets: Each unit assessment has a corresponding cover sheet that 1) names unit, 2) names the
content and standard being assessed, 3) notes the total number of points awarded, and 4) includes a rubric with proficiency ranges.
•Communication with Parents:
-Teacher WILL provide parents with both the post-assessment (pre-assessment if teacher chooses) and the cover sheet for each
Everyday Math Unit.
-Teacher MAY choose to send the class averages (IGOR REPORT-without student names) to parents. The purpose would be to inform
a parent where their child is performing within the norm of the class.
Report Cards
Everyday Mathematics includes a variety of assessment tasks to ensure that all students have sufficient opportunities to demonstrate
what they know (within the units and after the unit). Some students best demonstrate their knowledge through pencil-and-paper tasks,
some through performance tasks, and some through explanations and demonstrations. The assessment tasks identified in the program
provide a variety of ways for students to demonstrate what they know. As a result of this and re-assessing, a student will often master
a concept later in the year (ie: a student my not be marked as meeting standard in unit #1 trimester 1, however may meet the standard
of the unit in trimester 2; the report card would reflect this learning)
•Purpose of Report Card: The purpose of the report card is to provide parents with information on how their child is growing and
learning. This may differ from the assessment scores reported in IGOR and/or in the unit assessment scores sent home to parents.
This will be the case because a teacher WILL use multiple data sources to inform their ranking on a child’s report card.
The district WILL NOT prescribe how to determine a report card score, however teachers WILL follow
the below guidelines:
-Reporting Scores WILL be fair and based on evidence that can be documented.
-Evidence for reporting scores WILL come from multiple sources.
-Reporting Scores WILL be based on content and mathematical thinking. They will not be based only on the content that is most easily
assessed.
-The reporting scores WILL be aligned with Everyday Math standards, Common Core Standards and with the Everyday Math
Curriculum expectations.
Communication with Parents and Students:
-It is a belief and expectation that parents know and understand where their child is performing in relation to the class (standardized
data- MEAP, Unit Assessments, BME year assessments) as well as how they are progressing at their individual level (growth on a
continuum).
-It is a belief and expectation that students know and track where they are in their learning, and are clear on their next steps toward
proficiency.