At MTS, our K-2 (ELA and Math)  students participate in the Renaissance Star, as well as progress monitoring through the year using the platform. 

Dates:

• Diagnostic: September 15-19

• Winter Assessment: January 12-16

• Spring Assessment: June 8-12

The Washington Inventory of Developing Skills (WaKids) is process that ensures students who are entering kindergarten have a successful start to their K-12 experience.  This process is to:

• Welcome students and families to kindergarten.

• Assess skills, knowledge, and abilities within their learning environment.

• Being able to discuss characteristics of children's development and learning that will allow students to be successful in school.

Kindergarten teachers will begin to collect an inventory of each child's skills in six areas:

•  social-emotional

• physical

• cognitive

• language

• literacy

•  mathematics.  

Dates:

Teachers must complete their observations and inventories within 10 weeks from the start of school.  All information must be collected by November 12, 2025.

In 2018, the state of Washington passed a law that required all schools to screen young students for indicators of dyslexia.  Muckleshoot Tribal School uses the i-Ready Dyslexia Screener which uses the i-Ready diagnostic, along with age-appropriate, one-on-one task-based screening techniques (Rapid Automatized Naming (RAN), Letter Naming Fluency, and Oral Reading Fluency).

Dates:
Winter Renaissance Star & RAN Task and Letter Naming Fluency: January 12-16

Once the data is collected, the school with create a multi-tiered system of support to provide support and interventions for students that show indicators of dyslexia.

Muckleshoot Tribal School uses the Naglieri Nonverbal Test (NNAT3) to help identify students who qualify as highly capable.  Students are given the NNAT3 in grades 2 and 5.  

Smarter Balanced Interim assessments are used to assess the mid-year readiness in high school courses, as students prepare for the end-of-year exams. 

Dates:

• Mid-Term/Interims: TBD

Administrators, teachers, and para-professionals should use the interim data to group students and support growth.

After each assessment, teachers/paras will have student conferences in which the student and adult set learning goals. The student should be aware of progress towards their goal. These goals will be shared with parents/guardians as we prepare for a move towards student-led conferences. 

Our goals is to have 95% participation in grades 9-12. 

Smarter Balanced Summative Assessments are given at the end of the school year to measure student progress toward college and career readiness in English Language Arts and Math.  The assessment consists of two parts:  a computer adaptive test and a performance task.

Dates:

• TBD

All students in every course and every grade will have unit assessments. These assessments serve as Common Formative Assessments, or CFAs. Teachers are require to plan units using the MTS Unit Planning Template. 

Student should expect a unit assessment every four to eight weeks. For MyView Literacy (Savvas) and Illustrative Math, unit assessments already exist and are aligned to Smarter Balanced testing. These assessments may be shortened or added to in order to align with the needs of the students, however they must be utilized for the 23-24 school year. 

Unit assessments yield invaluable data that will be utilized to form prescriptive services and supports for all students. Collaborative Teams should will meet from 12:30 to 3:30 on Friday afternoons to review unit assessment data and prepare plans on supporting student needs based on the data.  

Note: Building administration supports Collaborative Teams and unit plan requirements. They are the first point of contact.