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Adapt, Advance, Achieve: Connecticut’s Plan to
Sensible Assessment Practices in 2020–21 and Beyon
1. Summer 2020
Review Available Information
In lieu of a separate assessment, what can we already know about our
students from existing data/information?*
Vertical Teams for Teachers,
Interventionists, Instructional
Specialists, and Related Service
Providers
• What standards were taught inperson
pre-COVID and during
distance learning?
• How does the previous teacher
describe the student’s strengths
and weaknesses?
• How well did the student
engage in distance learning?
Longitudinal Data
(Non-Assessment)
• Early Indication Tool support
level (Low-Medium-High),
attendance, discipline, mobility,
course failures, etc.
Longitudinal Data (Assessment)
• K-Inventory, Smarter Balanced,
NGSS, Alt. Assessments, LAS
Links, IAB, F-IAB, Fall/Winter
Benchmark, IEP Progress
Reports
Plan the First Unit and Support Professional Learning
The first unit should not only engage students but also ensure that
students will have a high probability of success. Teachers will need professional
learning on topics such as assessment/data literacy, formative
assessment practices, differentiated instruction, learning progressions,
blended learning approaches/tools.
3. Rest of the School Year
Shift Fully to On-Grade Instructi
Scaffolds and Supports
If the first unit incorporates review, then the
should occur within 2–3 weeks. Districts sho
for each instructional unit and the correspon
Optional:
Administer aligned,
on-grade IAB or districtdetermined
assessment
to evaluate mastery
of learning
Use diagnos
assessments
identify streng
weaknesses, esp
in the prerequisi
for on-grad
content
2. Start of the School Year
* Students new to CT public schools will likely need a screening and/or overall
assessment such as the ICA or a local benchmark assessment.
Build Community with New Class While
Delivering the First Unit
Acknowledge and address social-emotional learning needs and family/
health/trauma issues due to pandemic. Start with a unit that is engaging and
has high probability of success. Review key prior grade content if necessary.
• Deliver differentiated instruction by starting with engaging on-grade
unit with high probability of success; review if necessary.
• Use formative assessment practices to gauge impact and adjust
instruction.
• Embed Tier 2 supports in the classroom based on review of available
information in the summer.
4. End
Offer Tier 2
supports based on
formative assessment
info. that are either
embedded in the
classroom or provided
separately
Administer End-of-Year Summat
Administer an on-grade summative assessm
assessment for students in Grades 3–8 and
on state standards