Assessments

Our Assessment Vision

Tecumseh Public Schools aligns assessments directly to TPS learning outcomes and curriculum. We consistently use learner assessment data to effectively monitor and interpret each learner’s progress. This data is used collaboratively by facilitators to develop learning methods and strategies to support each learner's individual learning path.

Facilitators use formative assessments* daily in the classroom to monitor learner progress. They also track growth and achievement throughout the year, using the following assessments:

  • NWEA MAP Growth is a computer adaptive test created by NWEA that learners take three times per school year. The results provide facilitators with the information needed to create learning opportunities based on each student’s developmental learning level, as well as monitor and support each learner’s academic growth over time.
  • The Fountas & Pinnell Benchmark Assessment is a one-on-one assessment that is given by facilitators throughout the year to determine each learner’s independent and instructional reading levels. Facilitators observe learner reading behaviors, engage in comprehension conversations, and make informed decisions regarding the child’s next steps for learning and instruction.
  • DIBELS is a one-on-one assessment that is administered by facilitators throughout the year to measure each learner’s foundational literacy skills. This data is used to create each learner’s literacy plan of study.
    A DIBELS Parent Guide is available here.
  • The Kindergarten Readiness Assessment is a developmentally appropriate assessment tool designed to measure school readiness of incoming kindergartners across four domains. It is a research-based, valid and reliable assessment that includes one-on-one interactions and observational data. This assessment is done by your child's learning facilitator in the first two months of school.


*A formative assessment is one of a variety of methods that facilitators use to evaluate subject-area comprehension, learning needs, and academic progress during a lesson, unit, or project. They help facilitators identify those concepts that a learner easily grasps, and the learning standards they have not yet met. This allows for flexibility in instruction for areas where additional academic support may be needed.

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Michigan's Read by Grade Three Law

In 2016, the Michigan Legislature passed a law that requires schools to identify learners who are struggling with reading and writing and to provide additional help. The law states that third graders may repeat third grade if they are more than one grade level behind beginning with the 2019-2020 school year.

Facts for Families: What is the Read by Grade Three Law? is provided by the Michigan Department of Education to help families understand the law so they can better support their children.