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Date: 3/6/17

Entry-Level Assessment Part 1 (C-3.1)


(District student assessment data may be substituted)

DIRECTIONS: To understand the range of learners in your class, give an entry-level assessment to your students. Collect

the student responses and follow the process of analysis outlined below. Attach a copy of the entry-level assessment

and scoring guide. A scoring guide tells how the Participating Teacher puts the students in the four columns below.
(ALD 1, ALD 2, ALD 3 and ALD 4)

1. Sort the student responses into two categories:


Students who scored below grade level or IEP expectancies
Students who scored at or above grade level or IEP expectancies
2. For students who scored below grade level or IEP expectancies, determine their level of performance as:
minimal
partial
3. For students who scored at or above grade level or IEP expectancies, determine their performance level as:
adequate
thorough
4. Record students first names in the respective performance level column below.

Far Below Below / Base Proficient Advanced


Minimal
Partial Understanding Adequate Understanding Thorough Understanding
Understanding
ALD 1 ALD 2 ALD 3 ALD 4
0-25pts 26-50pts 51-75pts 76-100pts
Niala (55) Jeremiah (72) Breanna (94)
Livvy (49) Giselle (60) Angel (92)
Madeline (57) Alexandra (63) Merve (88)
Nicolas (57) Danielle (63) Brianna I (88)
Kevin (57) Diana (69)
David F (59) Naweed (68)
Marilyn (50) Rigoberto (74)
Benito (47)
Paulette (55)

Achievement Level Descriptors They are the knowledge, skills, and processes that students should have.
Level 1, 2, 3 and 4.

Copyright Commission on Teacher Credentialing and the California Department of Education


Formative Assessment for California Teachers (FACT) 2015-16
Inquiry into Teaching and Learning Entry Level Assessment