District Takes a Proactive Approach in PK-3, Using Computer-Adaptive Assessment to Guide Instruction

Eliot, ME | serving 2,400 students in PK – 12

SUMMARY

Maine School Administrative District 35 in a Pre-K through 12 mid-sized district in southern Maine. Educators at its two Pre-K through 3 elementary schools rely on Children’s Progress Academic Assessment (CPAA) data to inform instruction and set students on the path toward excelling on the NECAP and beyond. The district’s teachers use CPAA data to help drive decision-making in their classrooms, plan interventions with their Reading Specialist and share performance information with parents during conferences.

I’ve heard from teachers that they like the information they’re getting. I’ve been absolutely floored with how often I’ve had teachers come to me to share data about their students. They enjoy having the opportunity to track performance using a non-invasive process.

Maureen Goering
Principal, Eliot Elementary

CHALLENGE

“Our motivation for beginning to use the CPAA in the early grades was the desire to find a formative tool that would help us ensure that our students are meeting standards prior to the NECAP, our state’s third grade high-stakes test,” explains the district’s Curriculum Coordinator, Eric Waddell.

Before starting to administer the CPAA, MSAD 35 used several individually-administered measures for early literacy, end of unit tests for mathematics and a standardized assessment covering both subjects that could only be administered at specific times throughout the year. “Administration took a lot of time and we couldn’t use these measures often, since they’re not adaptive,” says Maureen Goering, Principal at Eliot Elementary.

Driven by the need to inform instruction throughout the year, the district replaced the standardized assessment with the CPAA.

SOLUTION

Teachers administer the CPAA three times a year (in the fall, winter and spring) in prekindergarten through grade 3. “We triangulate between the CPAA, individually-administered measures and teacher observations,” shares Vicki Stewart, Principal at South Berwick Central School. “What’s great about the CPAA is that the quick, adaptive format lets us administer it more frequently and the data we receive is very specific.”

The district has been able to put this detailed data to use in the context of RTI. “The CPAA provides feedback about areas that are weaker and documents performance and progress,” says Stewart. “In the past, all intervention fell on the plate of the classroom teacher. Now, we have instant intervention ideas thanks to the CPAA. Teachers can use them when working with our Title I Reading Specialist to develop pull-out sessions.” Teachers have also been able use CPAA results to group students from multiple classrooms for concept-specific interventions.

The district has a Tier II program for students deemed at risk in reading. They are monitored closely with an individually-administered fluency measure as well as the CPAA. If no noticeable progress is documented, an IEP referral is made. In mathematics, the CPAA is the district’s only formative tool, used to assist in formulating classroom interventions.

Stewart says, “The CPAA has been particularly helpful in the youngest grades. We didn’t have a tool like this in pre-kindergarten. We’ve tried other tools in kindergarten that were not as age-appropriate. The CPAA is more child-friendly and allows us to intervene sooner. Plus, our teachers feel it is in alignment with what they see in the classroom.”

IMPACT

Quick Assessment and Instant Results Drive Action
Goerin mentions that the standardized test the district used previously “took a week to administer at each school, with pull-out or one-on-one sessions every morning. We never knew which specific concepts students struggled with and we didn’t get results until much later.”

“The immediacy of CPAA results is absolutely #1 for us,” Goering asserts. “To be able to stand with a teacher in a testing room and click on the results as soon as a student is done is so powerful. It is exciting to know that we can act on the data right away,” says Waddell.

Intuitive Interface and Pain-free Logistics
Stewart likes being able to access all of her data “quickly & effectively.” Waddell, Goering and Stewart agree that the CPAA is not only easy to use but also easy to manage from an administrative standpoint.

“With other programs, you can get the sense that it’s easy upfront, but when you purchase the product you feel abandoned. With some computer-adaptive assessments we’ve used in the older grades in our district, interpreting the reports was not nearly as intuitive. With the CPAA, we feel very comfortable. It’s also great to know that we can call any time and support is always available,” recounts Waddell.

Positive, Engaging Student Experience
“We love that the CPAA addresses each student’s zone of proximal development. All students come away feeling good about having pushed themselves. No one feels inadequate. Plus let’s face it, these kids are digital natives. A lot of them think it’s a game,” Waddell remarks.

Waddell, Goering and Stewart say that the adaptive format makes it easier for students to focus on their own work and stay engaged. Stewart says “We can see that the students are confident in taking it.”

Waddell adds, “The replacement to the NECAP in 2015 will be an adaptive, computer-based assessment. We feel comfortable knowing that by the time our students take it, they will have had four years of experience with computer-adaptive testing.”