State Testing
Individual Student Reports
Our report shows how each student performed on Oregon’s Statewide Assessment System (OSAS) measuring English Language Arts (ELA) and Math knowledge in spring 2025, along with their attendance rates so far this year. The ELA score is a combination of both reading and writing performance. Both the ELA and math scores reflect how well the student is meeting grade-level standards. The goal for every student is to score a Level 3 or higher.
These assessments provide a "snapshot" of each student’s progress. The score reflects what they’ve been learning in class and how they’re meeting grade-level state standards. These results are just one measure of progress and does not represent the full picture of their learning.
Statewide Testing Windows for 2025-26
- Grades 3-8: March 31 - June 12, 2026
- Grades 9-12: February 3 - June 12, 2026
English Language Arts (ELA)
Listed below are the descriptions of each level (1-4) for each grade.
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 demonstrates a minimal ability to
• comprehend texts of low complexity and uses minimal textual evidence to demonstrate thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• investigate a topic by conducting short, simple research projects; locate information and cite evidence to support ideas.
Level 2 (Nearly Meets Standards)
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A student performing at Level 2 demonstrates a partial ability to
• comprehend texts of moderate complexity and use partial text evidence to demonstrate critical thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct short, simple research projects to investigate a topic and locate information and cite evidence to support ideas.
Level 3 (Meets Standards)
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A student performing at Level 3 demonstrates an adequate ability to
• read closely and analytically to comprehend texts of moderate to high complexity and use textual evidence to demonstrate critical thinking.
• produce effective and well-grounded writing for a range of purposes and audiences.
• accurately interpret and use information delivered orally or audio-visually.
• conduct short, simple research projects to investigate a topic and locate information and cite evidence to support ideas.
Level 4 (Exceeds Standards)
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A student performing at Level 4 demonstrates a thorough ability to
• read closely and analytically to comprehend texts of unusually high complexity and use textual evidence to demonstrate complex critical thinking.
• produce compelling, well-supported writing for a diverse range of purposes and audiences.
• critically interpret and use information delivered orally or audio-visually.
• conduct short, simple research projects to investigate a topic and locate information and cite evidence to support ideas.
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A student performing at Level 1 demonstrates a minimal ability to
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 demonstrates a minimal ability to
• comprehend texts of low complexity and uses minimal textual evidence to demonstrate thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct simple research to investigate a topic and locate information and cite evidence to support ideas and opinions
Level 2 (Nearly Meets Standards)
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A student performing at Level 2 demonstrates a partial ability to
• comprehend texts of moderate complexity and use partial text evidence to demonstrate critical thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct simple research to investigate a topic and locate information and cite evidence to support ideas and opinions.
Level 3 (Meets Standards)
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A student performing at Level 3 demonstrates an adequate ability to
• read closely and analytically to comprehend texts of moderate to high complexity and use textual evidence to demonstrate critical thinking.
• produce effective and well-grounded writing for a range of purposes and audiences.
• accurately interpret and use information delivered orally or audio-visually.
• conduct simple research to investigate a topic and locate information and cite evidence to support ideas and opinions.
Level 4 (Exceeds Standards)
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A student performing at Level 4 demonstrates a thorough ability to
• read closely and analytically to comprehend texts of unusually high complexity and use textual evidence to demonstrate complex critical thinking.
• produce compelling, well-supported writing for a diverse range of purposes and audiences.
• critically interpret and use information delivered orally or audio-visually.
• conduct simple research to investigate a topic and locate information and cite evidence to support ideas and opinions.
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A student performing at Level 1 demonstrates a minimal ability to
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 demonstrates a minimal ability to
• comprehend texts of low complexity and uses minimal textual evidence to demonstrate thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct simple research to investigate a topic and locate information and cite evidence to support ideas..
Level 2 (Nearly Meets Standards)
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A student performing at Level 2 demonstrates a partial ability to
• comprehend texts of moderate complexity and use partial text evidence to demonstrate critical thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct short research projects to investigate a topic and locate multiple sources of information to cite evidence to support ideas.
Level 3 (Meets Standards)
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A student performing at Level 3 demonstrates an adequate ability to
• read closely and analytically to comprehend texts of moderate to high complexity and use textual evidence to demonstrate critical thinking.
• produce effective and well-grounded writing for a range of purposes and audiences.
• accurately interpret and use information delivered orally or audio-visually.
• conduct short research projects to investigate a topic and locate multiple sources of information to cite evidence to support ideas.
Level 4 (Exceeds Standards)
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A student performing at Level 4 demonstrates a thorough ability to
• read closely and analytically to comprehend texts of unusually high complexity and use textual evidence to demonstrate complex critical thinking.
• produce compelling, well-supported writing for a diverse range of purposes and audiences.
• critically interpret and use information delivered orally or audio-visually.
• conduct short research projects to investigate a topic and locate multiple sources of information to cite evidence to support ideas.
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A student performing at Level 1 demonstrates a minimal ability to
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 demonstrates a minimal ability to
• comprehend texts of low complexity and uses minimal textual evidence to demonstrate thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct short research projects to investigate a topic and locate information and cite evidence to support ideas.
Level 2 (Nearly Meets Standards)
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A student performing at Level 2 demonstrates a partial ability to
• comprehend texts of moderate complexity and use partial text evidence to demonstrate critical thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct short research projects to investigate a topic and locate multiple sources of information to cite evidence to support ideas.
Level 3 (Meets Standards)
-
A student performing at Level 3 demonstrates an adequate ability to
• read closely and analytically to comprehend texts of moderate to high complexity and use textual evidence to demonstrate critical thinking.
• produce effective and well-grounded writing for a range of purposes and audiences.
• accurately interpret and use information delivered orally or audio-visually.
• conduct short research projects to investigate a topic and locate multiple sources of information to cite evidence to support ideas.
Level 4 (Exceeds Standards)
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A student performing at Level 4 demonstrates a thorough ability to
• read closely and analytically to comprehend texts of unusually high complexity and use textual evidence to demonstrate complex critical thinking.
• produce compelling, well-supported writing for a diverse range of purposes and audiences.
• critically interpret and use information delivered orally or audio-visually.
• conduct short research projects to investigate a topic and locate multiple sources of information to cite evidence to support ideas.
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A student performing at Level 1 demonstrates a minimal ability to
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 demonstrates a minimal ability to
• comprehend texts of low complexity and uses minimal textual evidence to demonstrate thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• use research/inquiry methods to produce an exploration of a topic.
Level 2 (Nearly Meets Standards)
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A student performing at Level 2 demonstrates a partial ability to
• comprehend texts of moderate complexity and use partial text evidence to demonstrate critical thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• use research/inquiry methods to gather credible, accurate information from multiple sources to produce an exploration of a topic.
Level 3 (Meets Standards)
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A student performing at Level 3 demonstrates an adequate ability to
• read closely and analytically to comprehend texts of moderate to high complexity and use textual evidence to demonstrate critical thinking.
• produce effective and well-grounded writing for a range of purposes and audiences.
• accurately interpret and use information delivered orally or audio-visually.
• use research/inquiry methods to gather credible, accurate information from multiple sources to produce an exploration of a topic.
Level 4 (Exceeds Standards)
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A student performing at Level 4 demonstrates a thorough ability to
• read closely and analytically to comprehend texts of unusually high complexity and use textual evidence to demonstrate complex critical thinking.
• produce compelling, well-supported writing for a diverse range of purposes and audiences.
• critically interpret and use information delivered orally or audio-visually.
• use research/inquiry methods to gather credible, accurate information from multiple sources to produce an exploration of a topic.
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A student performing at Level 1 demonstrates a minimal ability to
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 demonstrates a minimal ability to
• comprehend texts of low complexity and uses minimal textual evidence to demonstrate thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• use research/inquiry methods to gather relevant information from multiple sources to produce an exploration of a topic.
Level 2 (Nearly Meets Standards)
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A student performing at Level 2 demonstrates a partial ability to
• comprehend texts of moderate complexity and use partial text evidence to demonstrate critical thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• use research/inquiry methods to gather, analyze and integrate relevant information from multiple sources to produce an exploration of a topic.
Level 3 (Meets Standards)
-
A student performing at Level 3 demonstrates an adequate ability to
• read closely and analytically to comprehend texts of moderate to high complexity and use textual evidence to demonstrate critical thinking.
• produce effective and well-grounded writing for a range of purposes and audiences.
• accurately interpret and use information delivered orally or audio-visually.
• use research/inquiry methods to gather, analyze and integrate relevant information from multiple sources to produce an exploration of a topic.
Level 4 (Exceeds Standards)
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A student performing at Level 4 demonstrates a thorough ability to
• read closely and analytically to comprehend texts of unusually high complexity and use textual evidence to demonstrate complex critical thinking.
• produce compelling, well-supported writing for a diverse range of purposes and audiences.
• critically interpret and use information delivered orally or audio-visually.
• use research/inquiry methods to gather, analyze and integrate relevant information from multiple sources to produce an exploration of a topic.
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A student performing at Level 1 demonstrates a minimal ability to
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 demonstrates a minimal ability to
• comprehend texts of low complexity and uses minimal textual evidence to demonstrate thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct research to investigate a topic, and analyze and integrate information from sources.
Level 2 (Nearly Meets Standards)
-
A student performing at Level 2 demonstrates a partial ability to
• comprehend texts of moderate complexity and use partial text evidence to demonstrate critical thinking.
• produce writing for a range of purposes and audiences.
• interpret or use information delivered orally or audio-visually.
• conduct research to investigate a topic, and analyze and integrate accurate and relevant information from multiple sources.
Level 3 (Meets Standards)
-
A student performing at Level 3 demonstrates an adequate ability to
• read closely and analytically to comprehend texts of moderate to high complexity and use textual evidence to demonstrate critical thinking.
• produce effective and well-grounded writing for a range of purposes and audiences.
• accurately interpret and use information delivered orally or audio-visually.
• conduct research to investigate a topic, and analyze and integrate accurate, relevant and complete information from multiple sources.
Level 4 (Exceeds Standards)
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A student performing at Level 4 demonstrates a thorough ability to
• read closely and analytically to comprehend texts of unusually high complexity and use textual evidence to demonstrate complex critical thinking.
• produce compelling, well-supported writing for a diverse range of purposes and audiences.
• critically interpret and use information delivered orally or audio-visually.
• integrate accurate, relevant and complete information from multiple sources in a persuasive and sustained exploration of a topic.
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A student performing at Level 1 demonstrates a minimal ability to
Mathematics
Listed below are the descriptions of each level (1-4) for each grade.
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 is able to:
• Interpret and carry out mathematical procedures with minimal precision and fluency.
• Make sense of and solve simple and familiar problems in pure and applied mathematics with a high degree of scaffolding.
• Minimally explain and apply mathematical concepts. Construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
• Identify familiar real-world scenarios, and use simple mathematical models and given tools to solve basic problems.
Level 2 (Nearly Meets Standards)
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A student performing at Level 2 is able to:
• Interpret and carry out mathematical procedures with partial precision and fluency.
• Make sense of and solve familiar problems in pure and applied mathematics with a moderate degree of scaffolding.
• Partially explain and apply mathematical concepts. Find and identify the flaw in an argument.
• Analyze familiar real-world scenarios, and use mathematical models and given tools to partially interpret and solve basic problems.
Level 3 (Meets Standards)
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A student performing at Level 3 is able to:
• Interpret and carry out mathematical procedures with adequate precision and fluency.
• Make sense of and persevere in solving a range of unfamiliar problems in pure and applied mathematics with a limited degree of scaffolding.
• Adequately explain and apply mathematical concepts. Use stated assumptions, definitions and previous results to identify and repair a flawed argument.
• Reason abstractly and quantitatively to analyze complex, real-world scenarios. Construct and use mathematical models and appropriate tools to accurately solve problems.
Level 4 (Exceeds Standards)
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A student performing at Level 4 is able to:
• Interpret and carry out mathematical procedures with high precision and fluency.
• Make sense of a range of complex and unfamiliar problems in pure and applied mathematics with no scaffolding.
• Thoroughly apply mathematical concepts.
• Analyze and interpret the context of an unfamiliar situation for problems of increasing complexity.
• Construct chains of logic about abstract concepts autonomously.
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A student performing at Level 1 is able to:
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 is able to:
• Interpret and carry out mathematical procedures with minimal precision and fluency.
• Make sense of and solve simple and familiar problems in pure and applied mathematics with a high degree of scaffolding.
• Minimally explain and apply mathematical concepts. Construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
• Identify familiar real-world scenarios, and use simple mathematical models and given tools to solve basic problems.
Level 2 (Nearly Meets Standards)
-
A student performing at Level 2 is able to:
• Interpret and carry out mathematical procedures with partial precision and fluency.
• Make sense of and solve familiar problems in pure and applied mathematics with a moderate degree of scaffolding.
• Partially explain and apply mathematical concepts. Find and identify the flaw in an argument.
• Analyze familiar real-world scenarios, and use mathematical models and given tools to partially interpret and solve basic problems.
Level 3 (Meets Standards)
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A student performing at Level 3 is able to:
• Interpret and carry out mathematical procedures with adequate precision and fluency.
• Make sense of and persevere in solving a range of unfamiliar problems in pure and applied mathematics with a limited degree of scaffolding.
• Adequately explain and apply mathematical concepts. Use stated assumptions, definitions and previous results to identify and repair a flawed argument.
• Reason abstractly and quantitatively to analyze complex, real-world scenarios. Construct and use mathematical models and appropriate tools to accurately solve problems.
Level 4 (Exceeds Standards)
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A student performing at Level 4 is able to:
• Interpret and carry out mathematical procedures with high precision and fluency.
• Make sense of a range of complex and unfamiliar problems in pure and applied mathematics with no scaffolding.
• Thoroughly apply mathematical concepts.
• Analyze and interpret the context of an unfamiliar situation for problems of increasing complexity.
• Construct chains of logic about abstract concepts autonomously.
• Construct chains of logic about abstract concepts autonomously.
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A student performing at Level 1 is able to:
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 is able to:
• Interpret and carry out mathematical procedures with minimal precision and fluency.
• Make sense of and solve simple and familiar problems in pure and applied mathematics with a high degree of scaffolding.
• Minimally explain and apply mathematical concepts. Construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
• Identify familiar real-world scenarios, and use simple mathematical models and given tools to solve basic problems.
Level 2 (Nearly Meets Standards)
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A student performing at Level 2 is able to:• Interpret and carry out mathematical procedures with partial precision and fluency.
• Make sense of and solve familiar problems in pure and applied mathematics with a moderate degree of scaffolding.
• Partially explain and apply mathematical concepts. Find and identify the flaw in an argument.
• Analyze familiar real-world scenarios, and use mathematical models and given tools to partially interpret and solve basic problems.
Level 3 (Meets Standards)
-
A student performing at Level 3 is able to:• Interpret and carry out mathematical procedures with adequate precision and fluency.
• Make sense of and persevere in solving a range of unfamiliar problems in pure and applied mathematics with a limited degree of scaffolding.
• Adequately explain and apply mathematical concepts. Use stated assumptions, definitions and previous results to identify and repair a flawed argument.
• Reason abstractly and quantitatively to analyze complex, real-world scenarios. Construct and use mathematical models and appropriate tools to accurately solve problems.
Level 4 (Exceeds Standards)
-
A student performing at Level 4 is able to:• Interpret and carry out mathematical procedures with high precision and fluency.
• Make sense of a range of complex and unfamiliar problems in pure and applied mathematics with no scaffolding.
• Thoroughly apply mathematical concepts.
• Analyze and interpret the context of an unfamiliar situation for problems of increasing complexity.
• Construct chains of logic about abstract concepts autonomously.
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A student performing at Level 1 is able to:
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 is able to:
• Interpret and carry out mathematical procedures with minimal precision and fluency.
• Make sense of and solve simple and familiar problems in pure and applied mathematics with a high degree of scaffolding.
• Minimally explain and apply mathematical concepts. Construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
• Identify familiar real-world scenarios, and use simple mathematical models and given tools to solve basic problems.
Level 2 (Nearly Meets Standards)
-
A student performing at Level 2 is able to:
• Interpret and carry out mathematical procedures with partial precision and fluency.
• Make sense of and solve familiar problems in pure and applied mathematics with a moderate degree of scaffolding.
• Partially explain and apply mathematical concepts. Find and identify the flaw in an argument.
• Analyze familiar real-world scenarios, and use mathematical models and given tools to partially interpret and solve basic problems.
Level 3 (Meets Standards)
-
A student performing at Level 3 is able to:
• Interpret and carry out mathematical procedures with adequate precision and fluency.
• Make sense of and persevere in solving a range of unfamiliar problems in pure and applied mathematics with a limited degree of scaffolding.
• Adequately explain and apply mathematical concepts. Use stated assumptions, definitions and previous results to identify and repair a flawed argument.
• Reason abstractly and quantitatively to analyze complex, real-world scenarios. Construct and use mathematical models and appropriate tools to accurately solve problems.
Level 4 (Exceeds Standards)
-
A student performing at Level 4 is able to:
• Interpret and carry out mathematical procedures with high precision and fluency.
• Make sense of a range of complex and unfamiliar problems in pure and applied mathematics with no scaffolding.
• Thoroughly apply mathematical concepts.
• Analyze and interpret the context of an unfamiliar situation for problems of increasing complexity.
• Construct chains of logic about abstract concepts autonomously.
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A student performing at Level 1 is able to:
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 is able to:
• Interpret and carry out mathematical procedures with minimal precision and fluency.
• Make sense of and solve simple and familiar problems in pure and applied mathematics with a high degree of scaffolding.
• Minimally explain and apply mathematical concepts. Construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
• Identify familiar real-world scenarios, and use simple mathematical models and given tools to solve basic problems.
Level 2 (Nearly Meets Standards)
-
A student performing at Level 2 is able to:
• Interpret and carry out mathematical procedures with partial precision and fluency.
• Make sense of and solve familiar problems in pure and applied mathematics with a moderate degree of scaffolding.
• Partially explain and apply mathematical concepts. Find and identify the flaw in an argument.
• Analyze familiar real-world scenarios, and use mathematical models and given tools to partially interpret and solve basic problems.
Level 3 (Meets Standards)
-
A student performing at Level 3 is able to:
• Interpret and carry out mathematical procedures with adequate precision and fluency.
• Make sense of and persevere in solving a range of unfamiliar problems in pure and applied mathematics with a limited degree of scaffolding.
• Adequately explain and apply mathematical concepts. Use stated assumptions, definitions and previous results to identify and repair a flawed argument.
• Reason abstractly and quantitatively to analyze complex, real-world scenarios. Construct and use mathematical models and appropriate tools to accurately solve problems.
Level 4 (Exceeds Standards)
-
A student performing at Level 4 is able to:
• Interpret and carry out mathematical procedures with high precision and fluency.
• Make sense of a range of complex and unfamiliar problems in pure and applied mathematics with no scaffolding.
• Thoroughly apply mathematical concepts.
• Analyze and interpret the context of an unfamiliar situation for problems of increasing complexity.
• Construct chains of logic about abstract concepts autonomously.
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A student performing at Level 1 is able to:
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Level 1 (Does Not Meet Standards)
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A student performing at Level 1 is able to:
• Interpret and carry out mathematical procedures with minimal precision and fluency.
• Make sense of and solve simple and familiar problems in pure and applied mathematics with a high degree of scaffolding.
• Minimally explain and apply mathematical concepts. Construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
• Identify familiar real-world scenarios, and use simple mathematical models and given tools to solve basic problems.
Level 2 (Nearly Meets Standards)
-
A student performing at Level 2 is able to:
• Interpret and carry out mathematical procedures with partial precision and fluency.
• Make sense of and solve familiar problems in pure and applied mathematics with a moderate degree of scaffolding.
• Partially explain and apply mathematical concepts. Find and identify the flaw in an argument.
• Analyze familiar real-world scenarios, and use mathematical models and given tools to partially interpret and solve basic problems.
Level 3 (Meets Standards)
-
A student performing at Level 3 is able to:
• Interpret and carry out mathematical procedures with adequate precision and fluency.
• Make sense of and persevere in solving a range of unfamiliar problems in pure and applied mathematics with a limited degree of scaffolding.
• Adequately explain and apply mathematical concepts. Use stated assumptions, definitions and previous results to identify and repair a flawed argument.
• Reason abstractly and quantitatively to analyze complex, real-world scenarios. Construct and use mathematical models and appropriate tools to accurately solve problems.
Level 4 (Exceeds Standards)
-
A student performing at Level 4 is able to:
• Interpret and carry out mathematical procedures with high precision and fluency.
• Make sense of a range of complex and unfamiliar problems in pure and applied mathematics with no scaffolding.
• Thoroughly apply mathematical concepts.
• Analyze and interpret the context of an unfamiliar situation for problems of increasing complexity.
• Construct chains of logic about abstract concepts autonomously.
-
A student performing at Level 1 is able to:
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Level 1 (Does Not Meet Standards)
-
A student performing at Level 1 is able to:
• Interpret and carry out mathematical procedures with minimal precision and fluency.
• Make sense of and solve simple and familiar problems in pure and applied mathematics with a high degree of scaffolding.
• Minimally explain and apply mathematical concepts. Construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
• Identify familiar real-world scenarios, and use simple mathematical models and given tools to solve basic problems.
Level 2 (Nearly Meets Standards)
-
A student performing at Level 2 is able to:
• Interpret and carry out mathematical procedures with partial precision and fluency.
• Make sense of and solve familiar problems in pure and applied mathematics with a moderate degree of scaffolding.
• Partially explain and apply mathematical concepts. Find and identify the flaw in an argument.
• Analyze familiar real-world scenarios, and use mathematical models and given tools to partially interpret and solve basic problems.
Level 3 (Meets Standards)
-
A student performing at Level 3 is able to:
• Interpret and carry out mathematical procedures with adequate precision and fluency.
• Make sense of and persevere in solving a range of unfamiliar problems in pure and applied mathematics with a limited degree of scaffolding.
• Adequately explain and apply mathematical concepts. Use stated assumptions, definitions and previous results to identify and repair a flawed argument.
• Reason abstractly and quantitatively to analyze complex, real-world scenarios. Construct and use mathematical models and appropriate tools to accurately solve problems.
Level 4 (Exceeds Standards)
-
A student performing at Level 4 is able to:
• Interpret and carry out mathematical procedures with high precision and fluency.
• Make sense of a range of complex and unfamiliar problems in pure and applied mathematics with no scaffolding.
• Thoroughly apply mathematical concepts.
• Analyze and interpret the context of an unfamiliar situation for problems of increasing complexity.
• Construct chains of logic about abstract concepts autonomously.
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A student performing at Level 1 is able to:
Show what you know: How Bethel students are preparing for SBAC
Across Bethel, our students are learning, growing, and making incredible progress every day. As we head into the spring assessment season, our staff are helping students feel confident and prepared to show what they know. From practicing strategies to building confidence and reducing stress, this video highlights how Bethel educators are supporting students every step of the way. The Smarter Balanced (SBAC) assessments are one way students can reflect the learning they’ve built throughout the year. In Bethel, we’re focused on making this experience meaningful, supportive, and student-centered. Take a look inside our classrooms to see the strategies, encouragement, and care that help set our students up for success.
Why state testing participation matters to families
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- It provides information about your child’s learning toward English language arts, math, and science standards that you can review with other information from the school and ask questions if needed.
- It offers you an opportunity to check your child’s progress toward meeting some of the skills needed for college and/or career.
- It provides you and other families in your community with information about how local schools are meeting the needs of all students.
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- It provides critical information on how well all students in your child’s school are doing on learning English language arts, math, and science standards, so the school can be equitably supported with assistance and resources.
- It helps identify system strengths and areas where growth is needed across time to evaluate curriculum, instruction, and other assessment practices.
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- Remember that the quality of a school is more than the sum of its test results. Avoid judgments or decisions based solely on state test results.
- Make state test results part of conversations about your child’s learning. Look for alignment with other information about your child’s learning from their teacher and school. Ask questions if the information is not consistent.
- Decisions about opportunities for your child–such as challenging math pathways, Advanced Placement, International Baccalaureate, or Talented and Gifted programs–should be based on multiple sources of evidence, not state test results alone.
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- The Every Student Succeeds Act (ESSA)—the federal law that governs general education in public schools across the country—was passed in 2015 and requires statewide testing in certain grades and subjects.
- Because all students take the same test, schools and teachers can think about all students when they are planning
- Not too long ago, some students were not included in testing, such as students with disabilities and students who are federally identified as English learners.
- Student test data helps improve our understanding of how well we are teaching and supporting our students.
- State testing gives a snapshot of how a whole school system is performing in key areas. This helps with decisions that will improve instruction and provide targeted resources and support to different schools.
- Results of state tests help identify trends in learning. This is especially important if groups of students, such as students with disabilities and students federally identified as English learners, are being underserved.
Why state testing participation matters to students
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- It allows you an opportunity to demonstrate what you know and can do in English language arts, math, and science. This can help shape what you focus on learning next.
- It gives you and your family reliable information that you can use to compare with other assessment information, like grades and school and district assessment results.
- Participating gives your teachers and school leaders information to improve the curriculum and teaching practices they are using to support all students.
- Testing is a regular part of learning and helps guide learning decisions at the system level and this is good practice to prepare for testing that you may experience in your in college and/or career journey.
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- If test taking makes you nervous, practice strategies that help you relax during testing (e.g., breathing exercises, stretching, muscle relaxation).
- Talk with your family or teacher about whether there are things that might make it easier for you to take Oregon’s state tests, such as more time or a quiet area.
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- The United States passed a law in 2015 that requires statewide testing in certain grades and subjects. All students in these grades take state tests.
- Not too long ago, some students were not included in testing, such as students experiencing disabilities and students federally identified as English learners.
- Because all students take the same test, schools and teachers can think about all students when they are planning.