Learning Results

District Assessments

Each spring, the Grand Island Public Schools administers districtwide assessments to measure all students’ reading, writing, speaking, and mathematics achievement.  More recently, summative assessments have been added for science and social studies at selected grade levels.  All together, about 45,000 individual district assessments are administered to students annually in grades 1-12.

The District Assessments have been designed by GIPS staff to measure how well students have learned the district’s curriculum.  Thus, they represent our best summative measures of what students should know/understand and be able to apply at a “proficient” or “mastery” level.  Our District Assessments include a combination of 1) traditional structured response items (e.g., calculate the correct answer, fill in the blank), which measure knowledge and understanding, and 2) performance assessments, which measure how well students can use their knowledge and skills.

These assessment results are analyzed for the total group of students (aggregated) to determine academic excellence.  Results are also disaggregated by gender, ethnicity, socioeconomic status, special education, English Language Learners, High Ability Learners, and migrant status to help determine equity of learning.

An explanation of each District Assessment follows.

District Instructional Reading Assessment (grades 3-9)

The purpose of the District Instructional Reading Assessment is to annually measure 3rd-9th graders’ reading comprehension skills.  Instructional reading levels are measured using the Scholastic Reading Inventory (SRI), which is a computer-based assessment where students read a short passage and answer a question about the passage.  Answering questions correctly requires use of the more complex reading comprehension strategies of inferencing, drawing conclusions, making generalizations, and understanding the vocabulary.  Students progress through the assessment at their own pace, with passages gradually becoming easier or more difficult, depending on the accuracy of students’ answers.

At the completion of this assessment, each student is assigned a lexile score.  This lexile score determines whether the student will be considered reading at grade level (proficient), reading below grade level (basic or at risk), or reading above grade level (advanced).  The district’s goal is to get every student to read at least at the “proficient” level. 

District Reading Fluency Assessment (grades 2-8)

Reading fluency is the ease of naturalness of reading; it is defined as the ability to read orally or silently with appropriate levels of word recognition, accuracy, phrasing, expression, and good comprehension of text.  Based on experience and extensive research, the Grand Island Public Schools believes that a strong emphasis on reading fluency improves students’ reading comprehension and ultimately lead to much better readers. 

The purpose of the District Reading Fluency Assessment is to annually measure each 2nd-8th grader’s fluency in reading.  The district’s goal is to get every student to read fluently at least at the “proficient” level.  Reading fluency is judged based on the following three traits, or criteria, for which GIPS students are taught and assessed:

Phrasing and Expression:  Generally well-phrased and mostly meaningful in phrase, clause, and sentence units, with adequate stress and intonation;

Accuracy and Smoothness:  Generally smooth and accurate reading with a few decoding breaks; word and structure difficulties are resolved quickly, usually through self-correction; and

Pacing:  Consistently conversational; appropriate for the text.

For the District Reading Fluency Assessment, students are tape recorded reading a given reading passage.  A group of teachers within the school district get together to listen to each student’s performance and score the assessment (teachers don’t score their own students’ work).

An analytical scoring process is used, which means that separate scores are assigned for each of the three fluency traits.  This feedback is designed to help identify particular strengths and weaknesses.  An overall average score is also reported.  Each of the three reading fluency traits is scored based on a four-point scale:  “1” for Beginning Level; “2” for Developing Level; “3” for Proficient Level; and “4” for Advanced Level.  The assigned score provides an overall picture of how well each student demonstrates the six writing traits.

District Narrative Reading Assessment (grades 2-3 & 6-12)

The purpose of the District Narrative Reading Assessment is to annually measure 2nd-3rd and 6th-12th graders’ reading comprehension of narrative text.  Comprehension skills assessed include sequencing of events, characterization, and plot.  At higher grade levels, more complex literary elements are also assessed.  Passages for this assessment are short fictional stories.  Students in grades 3 and 6-12 answer 15 multiple choice questions, while second graders answer questions orally, with responses scored by their teacher using the district retelling scoring guide.  The district’s cut score process is used to determine the performance levels for Advanced, Proficient, Developing, and Beginning.  The district’s goal is to get every student to comprehend narrative text at least at the “proficient” level. 

District Informational Reading Assessment (grades 4-12)

The purpose of the District Information Reading Assessment is to annually measure 4th-12th graders’ ability to gain information from reading informational text.  Primary comprehension skills assessed include understanding main idea and supporting details, vocabulary, making inferences, and distinguishing between fact and opinion.  Passages for this assessment are short pieces of nonfiction, informational text.  Students answer 15 multiple choice questions.  The district’s cut score process is used to determine the performance levels for Advanced, Proficient, Developing, and Beginning.  The district’s goal is to get every student to comprehend informational text at least at the “proficient” level. 

District Writing Assessment (grades 1-12)

The purpose of the District Writing Assessment is to annually measure each 1st-12th grader’s writing skills in one of the four forms for which GIPS students are expected to write well:  narrative, expository, descriptive, and persuasive.  The district’s goal is to get every student to write at least at the “proficient” level.  Effective writing is judged based on the following six traits, or criteria, for which GIPS students are taught and assessed:

Ideas and Content:  Clear, focused, and complete; interesting; a controlling idea with relevant details;

Organization:  Strong introduction; effective sequencing and pacing; smooth transitions; strong, effective conclusion;

Voice:  Provides a sense of the person behind the words; text is lively, personal, individual, and expressive;

Word Choice:  Strong vocabulary; writing is natural, with energetic verbs and precise nouns and modifiers; strong imagery;

Sentence Fluency:  Writing has a rhythmic sound and phrasing, making it easy to read aloud; sentences are clear and graceful with a variety of length and structure; and

Conventions:  Correct spelling, punctuation, grammar, and capitalization;  use of margins and paragraphs.

Because the district expects students to write effectively in a variety of situations, the type of District Writing Assessment required of students varies by grade level as listed below.  All elementary students write a personal narrative, which conveys the author’s firsthand experience.  Because secondary students are expected to write effectively using each of these four forms of writing, the type of writing assigned is rotated annually:

Narrative (1st, 2nd, 3rd, 4th, 5th & 9th Grades) - Writing that tells a story or recounts an event by sharing the colorful details of an experience using story elements (character, time and place, problem, sequence, solution, conclusion);

Expository (6th, 7th, 10th, & 12th Grades) - Informational writing that explains a topic, gives directions, or shows how to do something;

Descriptive (8th Grade) - Writing that paints a colorful picture of a person, place, thing, or idea using concrete, vivid details; and

Persuasive (11th Grade) - Writing that gives the author’s opinion on a topic and tries to get the reader to agree with it.

The holistic scoring process now used results in one score, which represents the overall writing performance for the assigned writing task.  Each District Writing Assessment is assigned an overall (holistic) score using a six-point scale:  “1” for Beginning Level; “2” and “3” for Developing Level; “4” for Proficient Level; and “5” and “6” for Advanced Level.  The assigned score provides an overall picture of how well each student demonstrates the six writing traits.

A group of teachers within the school district score this assessment (teachers don’t score their own students’ work).  Holistic scoring matches how Nebraska scores the State Writing Assessment, and most importantly, provides enough time for two different teachers to score each student’s writing.  The double scoring process increases the reliability of the assigned scores.  Individual teachers continue to use an analytical scoring process throughout the school year, where a separate score is given for each writing trait, in order to provide students with specific feedback needed to improve their writing.

District Speaking Assessment (grades 2-12)

The purpose of the District Speaking Assessment is to annually measure each 2nd-12th grader’s speaking skills in one of the many forms for which GIPS students are expected to speak effectively.  The district’s goal is to get every student to speak at least at the “proficient” level.  Effective speaking is judged based on the following four traits, or criteria, for which GIPS students are taught and assessed:

Ideas and Content:  Clear and defined purpose; pertinent support; and conventional grammar;

Organization:  Strong introduction; narrowed topic; organized and well-researched information; and audience left with a clear understanding;

Oral Delivery and Pacing: Appropriate use of volume, speed, pause, and inflection;  appropriate length; and

Physical Delivery and Presentation Aids:  Relaxed, self-confident, and energetic; natural movement and gestures; holds audience’s attention with direct eye contact; appropriate use of a presentation aid.

Because the district expects students to speak effectively in a variety of situations, the type of oral presentation used for the District Speaking Assessment varies by grade level as listed below.

2nd Grad     -    Book Summary (using student-made brochure)
3rd Grade    -    Book Talk
4th Grade    -    Famous Nebraskan Presentation
5th Grade    -    Historical Person or Event Presentation
6th Grade    -    Amusement Park Presentation
7th Grade    -    Invention Presentation   
8th Grade    -    Book Talk (using student-made book box)
9th Grade    -    Personal Anecdote (topic selected from list)
10th Grade    -   Informative Speech (based on career research)
11th Grade    -   Persuasive Speech
12th Grade    -   Problem/Solution Speech or Commencement Speech

For the District Speaking Assessment, students make their oral presentation within their classroom to their teacher and fellow students.  The student’s teacher has responsibility for scoring this assessment.

An analytical scoring process is used, which means that separate scores are assigned for each of the four speaking traits.  This feedback is designed to help identify particular strengths and weaknesses.  An overall average score is also reported.  Each of the four speaking traits is scored based on a four-point scale:  “1” for Beginning Level; “2” for Developing Level; “3” for Proficient Level; and “4” for Advanced Level.  The assigned score provides an overall picture of how well each student demonstrates the four speaking traits.

District Mathematics Assessment (grades 1-12)

The purpose of the District Mathematics Assessment is to annually measure each 1st-12th grader’s abilities to understand and use important math concepts.  The district’s goal is to get every student to understand and use important math concepts at least at the “proficient” level.  Mathematical competence is judged based on the following five curriculum strands for which GIPS students are taught and assessed:

Communicating Mathematical Thinking:  Problem solving; connections; reasoning and proof; and mathematical representation;

Number and Operations:  Number sense; numbers and operations; computation; and estimation;

Algebraic Concepts:  Patterns; mathematical relationships; algebraic representations; and functions;

Geometry, Spatial Concepts and Measurement:  Geometric figures and objects, their properties and relationships and the use and process of all forms of measurement (e.g., length, area, volume, mass, temperature, money); and

Data Analysis, Probability, and Statistics:  Use of probability and the collection, organization, and analysis of data and statistics.

The District Mathematics Assessment is administered in late spring over several days.  This assessment includes a combination of 1) traditional structured response items (e.g., calculate the correct answer, fill in the blank), which measure knowledge and understanding, and 2) performance assessments, which measure how well students can use their knowledge and skills.

The assessment is comprised of a combination of one-point, two-point, and four-point items.  The one-point items generally represent traditional types of math problems and measure how well students “know” math.  The two-point and four-point items are performance-oriented, where students must demonstrate how well they understand and can use or “do” math.  These types of problems require high levels of problem solving and communicating, which is consistent with the district’s mathematics philosophy.

Math teachers score their own students’ one-point items.  The two-point and four-point performance items are scored by other GIPS teachers, based on a district rubric.  An analytical scoring process is used, which means that separate scores are assigned for each of the four mathematics content strands.  Consistent with the district’s mathematics philosophy, the Communicating Mathematical Thinking strand is integrated into each of these four strands rather than assessed separately.   This feedback is designed to help identify particular strengths and weaknesses.  Each of the four math strands is scored based on a four-point scale:  “1” for Beginning Level; “2” for Developing Level; “3” for Proficient Level; and “4” for Advanced Level. 

An overall average score is also reported.  This score provides an overall picture of how well each student demonstrates the ability to understand and use important math concepts.

District Science Assessments (grades 5-12)

District Science Inquiry Performance Assessment (grades 5-12)
The purpose of the District Science Inquiry Performance Assessment is to annually measure each 5th-12th grader’s abilities to demonstrate their understanding and apply their knowledge and skills to real-life situations or scenarios.  Science inquiry is judged based on the two aspects of inquiry:  1) investigation and research and 2) communication.

Inquiry performance tasks are authentic activities, problems, or challenges that require students to show what they know and can do.  The essential features of these tasks are as follows:  engaging in scientifically oriented questions; giving priority when responding to questions; formulating explanations from evidence; connecting explanations to scientific knowledge; communicating and justifying explanations; and applying skills that will be needed as adults.

The inquiry performance task first asks students to identify questions and formulate a hypothesis that can be examined through a scientific investigation.  Then students design and conduct an investigation, using appropriate tools and techniques, to collect, record, and display data; formulate questions; and hypothesize results based upon the task.  This task requires students to identify and justify the appropriate use of tools, equipment, materials, and procedures involved in the investigation; use evidence from the experiment to communicate explanations; and describe the relationship between the evidence and the explanation.

The District Science Inquiry Performance Assessments are given toward the end of the semester to  6th-8th students, depending on which semester each middle school student is enrolled in science.  These assessments are administered in late spring to 9th-12th students.  Fifth graders take their assessment at the point of instruction, which means the conclusion of the appropriate instructional unit.

A group of GIPS teachers score these assessments using a district rubric (teachers don’t score their own students’ work).  A holistic scoring process is used, which means one score is assigned which best represents the student’s work.  A score is converted into one of four performance levels:  Beginning, Developing, Proficient, or Advanced.

District Constructed Response Assessment (grades 6-12)
The purpose of the District Constructed Response Assessment is to annually measure each 6th-12th grader’s science knowledge and skills based on their course/grade level standards.  These multiple choice assessments measure students’ understanding of many of the important concepts included in the course/grade level standards.  The total correct is converted into one of four performance levels:  Beginning, Developing, Proficient, or Advanced.

The District Constructed Response Assessment are given toward the end of the semester to 6th-8th students, depending on which semester each middle school student is enrolled in science.  These assessments are administered in late spring to 9th-12th students.  Fifth graders take their assessment at the point of instruction, which means the conclusion of the appropriate instructional unit.

District Social Studies Assessments (grades 6-12)

District Social Studies Document-Based Question Assessment
The purpose of the District Social Studies Document-Based Questions (DBQ) Assessment is to annually measure each 6th-12th grader’s abilities to work effectively with historical sources in multiple forms.  DBQs are based on the district’s social studies curriculum standards, themes, and concepts.  The DBQ requires many of the same skills used in developing a research paper, namely interpreting primary and secondary sources, evaluating sources, considering multiple points of view, using historic evidence, and developing and supporting a thesis.

The essential features of document-based questions are as follows:  a focus on critical thinking skills by asking students to make comparisons, draw analogies, apply knowledge to the given data, and use historic analysis; taking positions on issues or problems and then support these conclusions; examining issues from multiple perspectives; and applying skills that will be used as adults.

The DBQ consists of two parts. In the first part, students are required to answer key questions regarding each document.  This generally involves interpreting the main idea or point of view expressed in the document.  This section is "scaffolded" to the second part, where students write an essay -- using the documents -- to respond to a specific question.  In this second part, students are asked to utilize all the sources, plus their understanding of history, to respond to a question.  This part requires students to move beyond simply quoting all the documents.  Students are asked to use the documents as evidence in support of a thesis that responds to the assigned question.  Students are required to use all documents and incorporate outside information.

The Document-Based Question Assessments are administered in late spring to 6th-12th students.  The DBQs are assessed based on the following five criteria:  attention to task; reference to primary source  documents; analysis and interpretation of primary source documents; supporting information; and organization.

A group of GIPS teachers score the DBQs using a district rubric (teachers don’t score their own students’ work).  An analytical scoring process is used, which means that separate scores are assigned for each of the five aspects of inquiry.  This feedback is designed to help identify particular strengths and weaknesses.  Each of the five criteria is scored based on a four-point scale:  “1” for Beginning Level; “2” for Developing Level; “3” for Proficient Level; and “4” for Advanced Level.  An overall average score is reported, which provides a picture of how well each student works effectively with historical sources in multiple forms.

District Social Studies Key Vocabulary Concepts Assessment
The purpose of the District Social Studies Key Vocabulary Concepts Assessment is to annually measure each 6th-12th grader’s abilities to understand and apply 10-20 key vocabulary terms identified for each course/grade level.  Teaching specific concepts in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge needed to understand the content they will encounter.  This assessments helps all teachers and students focus on the same academic vocabulary.

The Key Vocabulary Concepts Assessments are given in late spring to 6th-12th grade students.  Students answer multiple choice questions related to the key vocabulary concepts for their course/grade level.  The district’s cut score process is used to determine the performance levels for Advanced, Proficient, Developing, and Beginning.