NeSA (Nebraska State Accountability) is a system of norm-referenced tests in reading, mathematics, science, and writing. The first operational NeSA-Reading was offered in grades 3-8 and 11 in the spring of 2010. The first mathematics test occurred in the spring of 2011. The first science test was administered in the spring of 2012. The statewide writing test is also part of the system of tests. The tests are offered online and reported to the Nebraska Department of Education (NDE).
The NWEA Measure of Academic Progress Test is given three times each year – Fall, Winter, and Spring. Each student in grades 2-11 takes an adaptive on-line test which automatically adjusts the difficulty level of the questions, depending on the performance of the student on that test. The assessment uses an equal-interval RIT scale increasing the stability of the results and providing grade-independent analysis of each child’s learning.
Johnson-Brock used the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as an assessment for early acquisition of literacy skills from kindergarten through sixth grade. A transition to DIBELS-Next occurred for the 2011-2012 school year. The test is given three times a year (Fall, Winter, Spring) to screen primary students’ literacy and reading skills.
Students take the ACT as both a measure of current academic standing and to plan for post-secondary education. Our 5 year trend of ACT-tested graduates shows our school achieving equal to or higher than the state composite score 4 out of 5 years.
Sophomores take the PLAN test (ACT affiliated) in the fall. The purpose of the test is to give students a picture of the current academic development, identify strengths and relate them to career paths. The test results can also help them plan for remaining high school coursework and post-graduation plans.
All juniors are given the ASVAB. The ASVAB is used as one of the triangulation norm referenced scores because it has the basic areas of Math, English (Verbal ability), and Science (Science/Technology ability).
Teachers tested students throughout the year on an established vocabulary list for their content area. Teachers recorded the number of correct responses and a composite was made for the entire school. These data collection points show student performances on L-J vocabulary test for the first week of school, the end of the first semester (mid-year), and the end of the year. This assessment was implemented to stress the importance of vocabulary for each subject area and to promote the idea of not allowing students to forget vocabulary previously taught.