Last week, the CDC revised its COVID-19 guidance, including lifting the requirement to quarantine if exposed to the virus. Under the high level, it’s recommended everyone, regardless of vaccination status or risk level, wear a mask in public. Under the medium level, high-quality masks are recommended in public for people who are at high risk of getting very sick from COVID-19. Under the low level, masking is optional for all people in public. Each level brings with it a different set of precaution recommendations.Īt all levels, the CDC urges people to stay up to date with their COVID-19 vaccinations and to avoid people who have or are suspected to have COVID-19. The three levels - low, medium and high - are based on data like case numbers and hospitalizations. The CDC uses a metric called COVID-19 Community Levels to help people understand how the disease is spreading in their county. Hays County is at the “medium” spread level. Typically, the parent and testing coordinator will handle the pretest procedures before test day, the student will test along with other students during the regularly scheduled administration, and the school will submit the test to the testing vendor.COVID-19 spread in Travis and Williamson counties has dropped down to “low,” according to the Centers for Disease Control and Prevention. Schools begin preparing for test administrations several weeks prior to test dates, so it is important for parents of home school students to contact the zoned school’s testing coordinator at least one month in advance to ensure materials will be available for testing. Financial assistance is available for those that qualify (see previous question about financial assistance options for specifics). The student is responsible for any associated fees as part of the registration process. Homeschool students interested in taking AP or PSAT tests may also participate at their zoned school during the district’s regularly scheduled test administrations. Those choosing to participate in the TCAP assessments to meet this requirement may do so at their zoned school during the district’s regularly scheduled test administrations at no cost. State law requires independent home school students to be tested in grades 5, 7, and 9, but students may test in other grades as well. If a low achieving student showed positive value-added growth while a high achieving student showed negative value-added growth, one might argue the first student learned more than the second student despite having a lower achievement score. The essence behind value-added growth is measuring how much a student achieved compared to his peers with a similar academic history on the same assessment. Many TCAP assessments use “value-added growth” instead of achievement gains to measure growth. A better term would be to call this “achievement gain”. For example, if a student scores 60 on a pretest and then 80 on a posttest, one might call this a 20-point growth. Some measure growth by comparing the difference between two scores on the same (or at least statistically identical) tests. Growth is actually a vague term and can be interpreted many ways without context. For example, if one student scores 440 on a test and another student scores 520, one can say the second student achieved more than the first student. These assessments summarize learning by comparing it against some standard or benchmark (grading rubric, proficiency level, etc.).Ī student’s achievement on an assessment is usually defined by a numerical score where a higher number represents greater achievement. Summative assessments are those used to evaluate what students have mastered upon the completion of their individual learning process. These assessments provide feedback while the learning is taking place, affording teachers the opportunity to adjust and individualize instruction prior to summative testing. Most of the assessments along this spectrum can be used through formative or summative assessments.įormative assessments are those used to gather information about where students are along their individual learning process. At one end of the spectrum are those high stakes tests, but at the other end are simple “checks for understanding” teachers use to constantly gauge where students are. While those assessments still exist, educators use a wide spectrum of assessments to measure student progress and mastery. When people hear the term “assessment”, they often think about high stakes end-of-year tests.
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