Texas School for the Deaf is committed to complying with rigorous data tracking standards as part of our strategic plan. Our compilation and data analyzation continues to guide our curriculum based decisions and enables us to support effective teaching practices. A variety of effective assessment techniques are routinely and systematically implemented by all instructional personnel as part of a comprehensive school-based assessment and evaluation system:
- Baseline Assessment (Formative)
- Diagnostic Assessment (Formative)
- Progress Monitoring (Formative)
- Outcomes (Summative)
While the Academic Accountability department is primarily responsible for managing outcomes assessments, we also work with department administrators to schedule and track a variety of district-wide assessments, and collaborate with department principals and campus administrators to support campus-wide decision making designed to improve student achievement.
MAP: Measures of Academic Progress
Beginning with the 2017 - 2018 school year, Texas School for the Deaf began using the Measures of Academic Progress (MAP) as our Texas Education Agency (TEA) accountability assessment (replacing SAT 10). Students in Elementary, Middle School and High School take MAP 3 x a year (fall, winter, and spring) in the areas of reading, language use and mathematics. MAP is a TEKS (Texas Essential Knowledge and Skills) TX state standards aligned and computer adaptive test that assesses student abilities in each of these three content areas. A computer adaptive assessment allows the computer to adjust the difficulty of questions based on student responses. This allows each student to take a unique test designed to identify his/her own levels, needs and what they are ready to learn now. In accordance with our MOU (Memorandum of Understanding) with TEA, student reading and mathematics scores in grades 3 - 11 will be submitted for accountability purposes. Students with the most significant cognitive disabilities do not participate in MAP assessments. Those students are evaluated on report card results, which reflect mastery of IEP objectives.
STAAR: State of Texas Assessment of Academic Readiness
Students are tested on the STAAR in grades 3 - High School EOC (End of Course) assessments. Qualifying students with the most significant cognitive disabilities take STAAR Alt. 2. All students taking a STAAR assessment are assessed in specific content areas at different grade levels.
Each student in grades 3 - 8 are assessed in reading and mathematics. In addition to this, students in 4th and 7th grades are assessed in writing, students in 5th and 8th are assessed in science, and 8th-grade students are assessed in social studies.
At High School, specific assessments are given which correlate with students enrolled coursework. The five required End of Course (EOC) exams included are: English I and English II (which include Reading and Writing), Algebra I, Biology and US History.
STAAR assessments are designed to reflect more rigor than previous state assessments. Students receive a scaled score that is linked to a proficiency level. For more information regarding the STAAR, please visit texasassessment.com
Both the Measures of Academic Progress (MAP) and the STAAR listed above, are considered outcomes assessments. Please refer to other options to the right of this page, including the TSD Comprehensive District-Wide Assessment Plan, and Individual Department Calendars (also posted on each department's website) for more information regarding additional assessments given throughout the year, their purposes, score types, etc. You can also find information about the Student Success Initiative (SSI), specifically designed for grades 5 and 8, as well as the Glossary: Accountability/Assessment, which may be useful as you encounter unfamiliar terms related to assessment and scoring. Also, don't miss the Campus-Wide Assessment Connection Parent Mail Out that is sent out to parents periodically and posted on this site.
In addition to your child's teacher(s) and department principals, please feel free to contact us if you have any questions regarding assessments.
Raul Lozano, Jr.