Preschool Screening

DIAL 3 which stands for Developmental Indicators for the Assessment of Learning-Third Edition, is an individually administered screening test. It is used to identify young children in need of further diagnostic assessment. It is also the first step toward identifying young children who may be in need of additional services. The DIAL-3 helps determine where a child is on the developmental continuum.Each child is unique. However, a child's skill level can be measured and compared with other children who are the same age. The DIAL-3 assesses three skill areas directly - Motor, Concepts, and Language - for children ages 3 years, 0 months through 6 years, 11 months. Each area consists of six or seven items. Some items contain only one task, but other items contain more than one task. All areas have seven scaled scores. At the end of each area, the DIAL-3 provides a Behavioral Observation rating that is used to note any problem behaviors a child exhibits during testing.

K-2 Assessment

The Guilford County Grades K-2 Literacy and Math Assessments are a way to evaluate students in kindergarten through grade 2 during the school year, provide information for parents and give the next-year teacher information about the student's progress. These assessments are based on the North Carolina grade level English Language Arts and Math competencies and are required by the North Carolina State Board of Education. They provide for documentation of students' development and progress in reading, writing and math. The assessment measures a student's reading level in terms of early developing, developing and independent. Teachers use these assessments to plan for daily instruction of students.

NC End-of-Grade Testing Program

The NC developed End-of-Grade (EOG) tests are aligned with the objectives in the Standard Course of Study. These tests assess mastery of grade-level knowledge and skills. The tests are administered the last two weeks of school in grades 3 through 8, unless otherwise indicated in the following descriptions.

Multiple-Choice

Multiple-choice tests require students to select the correct response from several options. EOG multiple-choice tests include Reading (comprehension) and Mathematics (applications and computation). These tests are administered in grades three through eight and are part of the State Accountability Program. Testing time is about 90 minutes for Reading and about 90 minutes for Mathematics.

Grade 3 Pretest

As part of the State Accountability Program, the Grade 3 Pretest in Reading (comprehension) and Mathematics (applications and computation) was implemented in 1996-97. This is a multiple-choice test designed to provide data for beginning grade three students. These data are used with the EOG multiple-choice Reading and Mathematics tests at the end of the school year to determine the amount of growth students have achieved. Testing time is about 45 minutes for Reading and about 47 minutes for Mathematics.

Open-Ended

Open-Ended tests require students to write out a response to a test question. The EOG Open-Ended tests are assessments of integrated skills administered at grades four and eight. The test format consists of one reading passage and twelve test items, six Reading and six Mathematics. Science and social studies content are integrated into the test. Testing time is about 90 minutes.

Division of Accountability Services

NC End-of-Course Testing Program

The NC developed End-of-Course (EOC) tests are aligned with the objectives in the Standard Course of Study. The multiple-choice EOC tests are administered at the end of the course and include the following tests: Algebra I; Algebra II; Biology; Chemistry; Economic, Legal, and Political Systems; English I; Geometry; Physical Science; Physics; and US History. EOC tests are administered to students in grades 9 through 12; however, middle school students enrolled in Algebra I and Geometry are also tested. Testing time is about 110 minutes.

Division of Accountability Services

NC Test of Computer Skills

In May 1991, the North Carolina State Board of Education established a computer proficiency requirement for graduation, beginning with the Class of 2001. The requirement is based on the Computer Skills Curriculum approved in July 1992 and revised May 1998. The skills addressed in the curriculum are taught by all teachers. Each grade builds on the skills learned in the previous grade so that by the eighth grade, students have substantial competence in word processing, database, spreadsheet, multimedia and telecommunication use to be productive and to meet academic and personal needs. Students are given the test initially in the eighth grade and, if needed, are given additional opportunities to pass the test each year in high school. All students must pass both a multiple choice test and a performance test.

State Writing Test

Student writing performance is measured statewide in grades 4, 7, and 10. These tests occur in early March. Fourth grade students are asked to write a narrative story (either personal or imaginative), and seventh grade students are asked to write an expository composition (either clarification or point-of-view). Tenth grade students are asked to write a composition that analyzes literature using terms and concepts from the ninth and tenth grade curricula.

Writing Assessment

PSAT

The PSAT is offered twice each year in October. All high school students enrolled in Algebra I or higher level math courses are encouraged to take the PSAT. Guilford County Schools provides the opportunity for students to take the test at no cost.The PSAT measures a student's critical reading, math problem-solving, and writing abilities - those skills that determine potential for academic success in college-level study. This tests provides practice for the SAT and, using only junior year scores, gives students a chance to qualify for National Merit Scholarships and other scholarship programs. The test is administered nationwide in October of each year.The PSAT has five sections - two 25-minute verbal sections, two 25-minute math sections and one 30 minute section on writing skills. The verbal sections are multiple choice items that include analogies, sentence completion and the critical reading of passages. Themathematics test consists of standard multiple choice items, multiple choice quantitative comparisons and items that require students to produce responses rather than choose from a set of answers. The writing skills section includes multiple choice questions involving identifying sentence errors, improving sentences and improving paragraphs. Each type of question has its own set of instructions and requires different strategies to answer successfully.In October, 2000, over 9000 Guilford County students took the PSAT.

SAT (Scholastic Aptitude Test)

Detailed information about student performance on the SAT can be found in the GCS web section on Testing and AssessmentThe SAT is administered seven times each year. School counselors notify students of the test dates and locations. The cost for taking the test is set by the College Board and may vary annually. In 2000, the cost to students was $24.00.The SAT is a two-part verbal and mathematics test given in North Carolina and throughout the nation to assist colleges and universities in making decisions about student admission. GCS students are encouraged to take the SAT and other tests that provide access to post-graduate opportunities. The SAT is designed to assess verbal and mathematical skills important to students' initial success in college. Due to the wide variation across the country in grading policies, the tests have been developed to provide a common standard against which high school seniors can be compared to determine likely success in the first semester of college.The verbal test consists of multiple choice items that include analogies, sentence completion and the critical reading of passages. The mathematics test consists of standard multiple choice items, multiple choice quantitative comparisons and items that require students to produce responses rather than choose from a set of answers. Each type of question has its own set of instructions and requires different strategies to answer successfully.

SAT Registration

ASSET

School systems are required to measure the attainment of academic and technical skills of all students who have taken four workforce development/technical credits with one being a second level course. The NC Department of Public Instruction has decided that the ASSET test will be used to measure attainment of academic skills until the high school exit exam is available in two years. The ASSET is an ACT assessment program designed to identify skill levels in reading comprehension, writing comprehension, numerical skills, and algebra. The ASSET was selected because it is widely used in admissions and placement by the NC Community College System. Students may use this information to pursue admission to college transfer programs, two-year technical associate degree programs, and scholarships. The ASSET was selected because it is widely used in admissions and placement by the NC Community College System. The test will be given during the last five weeks of the spring semester. For schools on block schedules, the test will also be given during the last five weeks of the fall semester. VoCATS end-of-course tests will be used to measure attainment of technical skills.

High Schools That Work (NAEP) Assessment

The HSTW/High Schools That Work (NAEP) Assessment is administered to all seniors who have taken four workforce development/technical credits with one being an advanced or second level course. The HSTW assessment consists of items from the Educational Testing Services (ETS) National Assessment of Educational Progress (NAEP) and measures student achievement in reading, math, and science. The assessment also includes a student survey of academic experiences and transcript study of the English, math, and science courses that students completed in grades nine through twelve. The HSTW assessment is used to evaluate student success, to evaluate the use of a set of key practices to improve academic and technical performance, and to identify students who qualify for the prestigious HSTW Award of Educational Achievement.

VoCats

The North Carolina Vocational Competency Achievement Tracking System (VoCATS) is a system for planning, implementing, and evaluating instruction. It is a competency-based, computer-managed instructional management system. Teachers throughout the state and Guilford County use the VoCATS system to collect data on student performance and achievement prior to, during, and following instruction. Data collected includes student's competency mastery status, pre- and postassessment scores, gain scores, and proficiency level scores. Information obtained can be used by local school administrators and workforce development classroom teachers to improve instruction and increase student achievement. Additionally, each student's end-of-course scores may be used by the student to help them obtain advanced placement credits in the North Carolina Community College System.VoCATS materials are available for most of the workforce development courses in the state. Materials are also prepared and maintained by Guilford County Schools for all locally sponsored courses. The curriculum package includes the following:A weighted course blueprint which lists competencies and objectives and indicates the relative importance of each. Teachers use the weighted course blueprint to develop a pacing guide for instruction.

A computer-managed itembank correlated with blueprint competencies and objectives which is used by the teacher to develop interim tests and adjust instruction as needed.
A curriculum guide, also correlated with the blueprint, which provides detailed information on units of instruction, including resources and strategies for instruction and evaluation.

VoCATS end-of-course tests are administered to all students enrolled in a workforce development course. The tests are used to help evaluate the student's progress for the school year. The results from the test are also used to meet federal and state requirements for the operation of a workforce development program.Teams of North Carolina teachers develop VoCATS materials with input from business and industry representatives. Existing materials are continuously updated and new materials are developed as needed. As workforce development education prepares North Carolina young people for effective participation in a global economy, every effort is made to keep VoCATS materials relevant.

Writing Instruction and Benchmarks

In Guilford County Schools, writing standards and benchmarks are in place countywide. Instructional packets that include ideas for writing lessons are provided for teachers, K-12. In grades K-8, teachers also use an assessment packet that includes actual assessments in many modes of writing.

K-8 writing benchmark assessments are aligned to the writing instruction. This allows teachers to know immediately where their students need additional instruction and intervention. The writing is integrated across the curriculum and practice occurs in language arts, science, social studies, and other curriculum areas.

The K-8 writing plan directly aligns to and focuses on the state testing that occurs in grades 4, 7, and 10. However, students receive additional instruction that prepares them to produce any kind of on-demand writing requested of them as adults. The ultimate goal is to provide students with writing instruction to meet the requirements of the 21st century.
In grades 9-12, the writing plan is one of guided practice in which teachers use ideas provided in a prepared instructional packet to guide students through the writing process. Depending on the NC Standard Course of Study, the students focus on the types of writing appropriate for their curriculum and grade level.

Teachers and principals (K-8) report their benchmark assessment scores quarterly. The report provides schools with valuable knowledge about students' proficiency in the writing process as the year progresses. Teachers use the information from the benchmark assessments as instructional tools to assist students in becoming proficient writers. Also at the central office level, support personnel may provide additional staff development and teacher support for improving student achievement. Focused work in the schools is aligned to the needs of the students and teachers.
The overall writing goal of Guilford County Schools is to prepare students to respond to any kind of on-demand writing that an employer, an institution of higher learning, or a real life experience requires of them. The writing plan is one that sets high expectations for students and adults. It offers a continuum of writing lessons that culminates in proficiency for all students.

Writing Benchmarks for 2001 - 2002

The timeline below is in place in Guilford County Schools K-8.