School Improvement in Maryland
What formative assessment data should we collect?
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Reading to be Informed
 K-3 4-5 6-8
Reading to Perform a Task
 K-3 4-5 6-8
Reading for Literary Experience
 K-3 4-5 6-8
Writing to Inform
 K-3 4-5 6-8
Writing to Express
 K-3 4-5 6-8
Writing to Persuade
 K-3 4-5 6-8
Algebra, Patterns, and Functions
 K-3 4-5 6-8
Geometry and Measurement
 K-3 4-5 6-8
Number Relationships and Computation
 K-3 4-5 6-8
Statistics and Probability
 K-3 4-5 6-8
 

 


How do you evaluate whether the instructional strategies you have implemented in your school improvement plan are actually resulting in improved student achievement?  Do you wait for your MSPAP results to come back next fall to determine if what you did this year make a positive impact?  If you do, you'll be waiting much too long to impact the results.

The following templates are graphic organizers arranged by cluster (K-3, 4-5, 6-8) and indicators for each outcome area. They can be used to frame the discussion about what and how often data needs to be collected on each indicator to determine progress. They will help you structure which teacher at which grade level will be primarily responsible for teaching, assessing and submitting data on which indicators. Collecting this data on an ongoing basis should help you determine whether all of your students are making the necessary progress toward attaining the Maryland Learner Outcomes.