District outlines spring state assessment schedule and how results inform instruction
Summary
Staff provided an overview of state and district assessments, testing windows and how benchmark, formative and summative data feed curriculum and intervention decisions for grades 3–12.
Ellen Delgado, a district staff member leading assessment and instructional planning, gave the board an overview of the district—s spring state assessments, the assessment calendar and how the district uses multiple assessment types to guide instruction.
Delgado explained the district combines benchmark, formative, diagnostic and summative assessments with state tests (Smarter Balanced, NGSS, SAT School Day and Connecticut alternative assessments) to form a profile of student learning. She described testing windows that begin in winter with some diagnostic assessments and move through March and April for science and SAT School Day; grades 3–8 and high school assessments occur in April and May within district‑scheduled windows intended to avoid overloading students.
Delgado emphasized that Smarter Balanced is untimed (with time estimates) and that the district schedules assessments to reduce perceived test density, stages performance tasks and includes progress monitoring windows to allow teachers to plan targeted interventions.
Board members applauded the district—s coordination of assessment types and the built‑in teacher review windows that allow planning for reteaching and intervention. Delgado said results feed the next steps for professional development, curriculum adjustments and targeted intervention blocks at the elementary level. The presentation was informational; no board vote was taken.
