Assessments

The YCAT is a tool used to assess incoming kindergarten student readiness.  It yields an overall Early Achievement score and individual subtest scores for General Information, Mathematics, Reading, Writing, and Spoken Language.  Students with low achievement scores may be eligible to receive Title 1 reading support.

Beginning with the 2019-2020 school year, Indiana schools must meet added requirements to identify struggling readers who show risk factors for dyslexia. Schools must provide systematic, sequential, and multi-sensory instruction to meet these students’ needs. All students in grades kindergarten through second grade will undergo universal screeners to check their skills in six different areas. These areas are: phonological and phonemic awareness (ability to separate and change sounds in words), alphabet knowledge (name different letters), sound symbol relationship (phonics), decoding (reading), rapid naming (quickly name common objects), and encoding (spelling). Students who fall below a set score or benchmark on the universal screener will be considered by their school to be  “at risk” or “at some risk” for the characteristics of dyslexia. Students who are considered “at risk” or “at some risk” will receive targeted, intensive instruction to grow their foundational literacy skills.

Dyslexia as defined by IC 20-18-2-3.5 is a specific learning disability that:

• is neurological in origin and characterized by difficulties with accurate or fluent word recognition; and poor spelling and encoding abilities.
• typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction;
• may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and
• may require the provision of special education services after an eligibility determination is made in accordance with 511 IAC 7-40.

In accordance with this law, each school corporations shall report on the school corporation's website the following information:

WHAT INTERVENTION PROGRAMS ARE USED TO ASSIST STUDENTS WHO SHOW RISK FACTORS FOR DYSLEXIA?

Monroe-Gregg students who need intervention in foundational literacy skills receive additional direct, explicit, and multi-sensory instruction utilizing the following program:  Orton-Gillingham.

HOW MANY STUDENTS RECEIVED DYSLEXIA INTERVENTION DURING THE 2021-2022 SCHOOL YEAR?

33 students

HOW MANY STUDENTS WERE OFFICIALLY DIAGNOSED WITH DYSLEXIA BY A MEDICAL PROFESSIONAL DURING THE 2021-2022 SCHOOL YEAR?

ClearSight is a digital platform used to administer assessments across third, fourth, and fifth grades in ELA and Math. ClearSight assessments provide immediate data for schools to track student’s mastery of grade-level standards. ClearSight data assists:

• District administrators to understand how districts are progressing toward success on state tests
• School administrators to keep a pulse on the progress of your school's learning and adjust instructional resources accordingly
• Teachers to measure student mastery of standards and adjust classroom instruction if needed

i-Ready is an online assessment tool used by teachers to identify student strengths and learning priorities.  Teachers use the data to make informed decisions about whole class, small group, and individualized instruction. This assessment is utilized for Kindergarten through 2nd graders.

The Indiana Reading Evaluation and Determination (IREAD-3) assessment measures foundational reading standards to Grade 3 students each spring. The Indiana State Board of Education set forth guidance schools must use when making decisions about grade-level promotion, instructional plans, and Good Cause Exemption eligibility for individual students. The intent is to ensure each student receives the appropriate reading remediation based on IREAD-3 test data and their individual learning needs.

IREAD-3 is an online, timed, multiple-choice only assessment consisting of three separate test segments. The first segment measures foundational reading skills, including phonics and vocabulary. The remaining two segments assess students’ ability to silently read and comprehend nonfiction and literary texts. 

ILEARN measures student achievement and growth according to Indiana Academic Standards. ILEARN is the summative accountability assessment for Indiana students and assesses:

• English/Language Arts (Grades 3-8)
• Mathematics (Grades 3-8)
• Science (Grades 4 and 6)
• Social Studies (Grade 5)

The Cognitive Abilities Test (CogAT) is a multiple choice K-12 assessment that measures reasoning skills with different types of verbal, quantitative, and nonverbal questions.  The CogAT is an aptitude test that measures cognitive development and is used to determine eligibility for high ability learning pathways.

In accordance with federal regulations, all states are required to:

• identify the languages other than English present in their student population;
• assess the language proficiency of students in order to place them in the appropriate language development program; and
• administer an annual assessment of English proficiency, which includes measuring a student’s oral language, reading, and writing skills in English.

WIDA ACCESS is the English Language Proficiency Assessment administered in Indiana. The W-APT placement test (kindergarten) and the WIDA Screener (grades 1-12) function as a screener that is used for both initial and English Language (EL) program placement of students who are identified as Limited English Proficient (LEP). The annual assessment, ACCESS and Alternate Access, is administered to determine a student's current level of English proficiency. The annual assessment is also used for accountability purposes.