Printable 2025-2026 Assessment Calendar

Tooele County School District 2025-2026 Assessment Calendar 

District Benchmark Schedule

1.       See “Benchmark Schedule” under the TCSD Benchmarks tab.

2.       TCSD’s published schedule specifies the last possible date for administration of each benchmark. PLC teams have the autonomy to decide the exact dates, but each benchmark must be administered by the specified last possible date.

a.       ELA benchmark dates are scheduled at approximately equal intervals between the beginning of the school year and summative assessments in April. The benchmark modules of Reading Informational Text and Reading Literature Text are both administered twice throughout the year totaling four benchmark administrations. A different form (similar assessment and content but different questions) is used for each respective module and benchmark administration. An example of a typical year’s ELA benchmark schedule is roughly as follows: Informational Text 1-Week 7, Literature Text 1-Week 13, Informational Text 2-Week 20, Literature Text 2-Week 27. See the current year’s benchmark schedule for exact dates.

b.       Math benchmarks are scheduled in conjunction with the timeline of the TCSD curriculum guides. Each module is scheduled shortly after the information on each module is scheduled to be taught. The dates set represent the last possible date, to provide adequate time between completion of teaching and the date the benchmark is due to be administered.

3.       Additional benchmarks may be administered at the discretion of site-based teachers and administrators.

4.       For more information about TCSD benchmarks, see “TCSD Benchmarks 2.0 Description” on the TCSD Assessment webpage.

TCSD Post-Assessment Protocol

Benchmark Feedback Form

TCSD (Tooele County School District) Benchmark Information  

Why Benchmarks? 

Benchmark assessments are an educational industry standard as part of a well-rounded assessment framework. Benchmarks are a critical tool for monitoring student progress and informing classroom instruction. Benchmarks do not replace teacher-created common formative assessments. In TCSD, benchmarks serve three primary functions:  

• To assess students’ progress toward mastery of high-leverage grade-level standards.  

• To identify students’ strengths and weaknesses related to high-leverage grade-level domains and standards.  

• To inform teachers’ instructional plans, district curriculum guides, and other school and district support systems.  

Note: Teachers are not recommended to conduct extensive “reviews” to prepare students for performance on benchmark assessments. Reviewing content prior to benchmarks should only include what a teacher would typically do to ensure students have learned the necessary content.  

What are TCSD Benchmarks? 

TCSD benchmarks are assessments, closely aligned to the format and rigor of summative assessments, administered throughout the school year in English Language Arts (ELA) and Mathematics, grades 4-10.  

• ELA benchmarks focus on reading informational text; benchmarks are administered three times throughout the school year to monitor growth, equaling three ELA assessments each year.   

• Math benchmarks, in grades 4 – 8, are administered at the beginning of the year and mid-year using RISE Interim tests. RISE Interim tests will be used to show growth from the beginning of the year to the end of the year. Grades 3 – 8 will have two Math Interim benchmarks each year. Grades 9 – 10 will continue with the same schedule as previously identified.   

Two platforms are utilized for TCSD benchmarks.  

• Utah RISE benchmarks for grades 4-8.  

• In grades 9-10, the DnA-Renaissance platform is used to administer standards-aligned questions from the Inspect High School assessments.  

How are benchmark results used? 

Following each benchmark administration, teachers employ a data protocol to identify precise areas for immediate and future improvement.  

Using the TCSD post-assessment protocol, plans for immediate support of student needs are created for the concepts and skills on which students struggled most. The protocol is designed to assist teachers in identifying specific learning gaps, designing effective instructional responses, and assessing student progress following instructional responses. The protocol has been created to analyze student responses to inform targeted instructional actions to improve student understanding. Additionally, the protocol specifically guides teachers to involve students in analyzing their own performance. Upon completion of the protocol, teachers/teams should consult with school administration about their instructional response plans and requirements for submission. 

Information about the concepts and skills with which students struggle, as identified through the analysis protocol, is intended to be used by individual teachers and PLCs (Professional Learning Communities) to improve pedagogy and future iterations of the course curriculum. When benchmark data identifies concepts students struggle with, instructional strategy, curricular sequence, and time allocations should be adjusted.  

While benchmarks are intended primarily for student and teacher feedback purposes, school and district leaders also utilize the results of benchmark assessments to guide decisions related to curriculum programs and guides, instructional supports, and professional development offerings.  

Why RISE for 4-8 and DnA-Illuminate for 9-10? 

In selecting benchmark assessments, there were a few important considerations.  

• To find assessments directly aligned with the Utah Core Standards for ELA and math.  

• Ensure the content, format, and rigor align with the Utah summative assessments (Utah RISE and Utah Aspire Plus).  

• Provide teachers, PLCs, and site leaders with data in an intuitive and supportive way. Data output is necessary to provide easily accessible information at the question, student, class, school, and district levels. This level of information enables what we believe is the most crucial aspect of any benchmark assessment process: data-informed instructional response.  

With these considerations in mind, it was determined that the interim tests on the RISE platform effectively meet the needs of grades 4-8 while providing the additional benefit of uniformity with state summative in the students’ and teachers’ assessment platform experience.  

Please note: All benchmark tests given in RISE should have a Test Reason of TEST ONE. This Test Reason should not be used for any other purpose. 

Utah Aspire Plus benchmarks replace RISE benchmarks as the state-offered benchmark platform in grades 9-10. It was determined that the Utah Aspire Plus benchmarking platform has limitations in data output capabilities that preclude its use for district benchmark assessments. The focused benchmarks provided via Renaissance’s DnA platform meet the abovementioned considerations.  

When are benchmarks scheduled to be administered? 

The district’s published schedule specifies the week each window is open for the administration of each benchmark. Each benchmark must be administered within that week.  

See the current year’s benchmark schedule for exact dates each year.  

Can benchmarks be graded? 

Yes; however, TCSD would encourage that benchmarks only be graded in a way that can help, not hurt, a student's grade. Examples of grading may include counting the benchmark as a missing assignment or giving extra credit points for the correct answers on the benchmark. It is important to note that benchmark tests can be opted out of. 

Are there any other requirements associated with TCSD benchmarks? 

• Assessment data analysis is recommended to be completed at the PLC meeting immediately following benchmark administration, but recognizing extenuating circumstances, the requirement for completion of data analysis is within two weeks of administration.  

• Begin instructional responses within two school weeks of administration.  

Will Acadience Math and Acadience Reading benchmarks continue for grades 4-6? 

Acadience Reading  

Acadience Reading benchmarks will continue for grades K-3. Students in grades 4-6 will only participate in Acadience Reading benchmark if they did not score at grade level proficiency on their previous benchmark. Teachers in grades 4-6 may choose to assess individual students at their discretion where there is evidence that the student may be struggling with foundational reading skills.  

Acadience Math 

Acadience Math benchmarks will continue for grades K-3. For students in grades 4-6, teachers may choose to assess students, but Acadience Math is not required.  

How can I offer suggestions and feedback about TCSD benchmarks and protocols? 

A survey link is available on the TCSD Assessment website to allow suggestions and feedback at any time. Adjustments from this and other feedback will be considered at least annually. If you have questions, please contact the TCSD assessment director or the respective TCSD curriculum director (ELA or math).  

Printable 2025-2026 Benchmark Schedule

Tooele County School District 2025-2026 Benchmark Schedule 

Grades 4 – 8 

System: RISE* 

*Please note: ALL RISE benchmark tests should use TEST ONE as the Test Reason. 

ELA  

August 25 – 29: Informational 1 

November 10 - 14: Informational 2 

February 2 - 6: Informational 3 

Math 

August 25 - 29: Fall Interim  

January 12 – 16: Winter Interim 

Grades 9 – 10 

System: DnA  

ELA 

August 25 – 29: Informational 1 

November 10 – 14: Informational 2 

February 2 – 6: Informational 3 

Math 

Math I 

December 15 – 19: Benchmark 1A

March 2 – 6: Benchmark 2A 

May 4 – 8: Benchmark 3A 

Math II 

December 1-5: Benchmark 1A

January 20 – 23: Benchmark 2A 

May 4 – 8: Benchmark 3A 

RISE Platform (grades 4-8)

RISE website

Please Note: In the RISE system, all Benchmark Modules should be given a Test Reason of TEST ONE

• How to Preview RISE Benchmarks

• How to Administer RISE Benchmarks (detailed)

• How to Administer RISE Benchmarks (basic)

• How to Find Frequently Chosen Incorrect Answers in RISE

• Finding Specific Questions in RISE Interims

DnA (formerly Illuminate) Platform (grades 9-10)

DnA(formerly illuminate) website

• DnA Resources for TCSD HS Benchmarks

• Instructions for Single Sign On to DNA (Illuminate)

• How to Preview Math DNA (Illuminate) Benchmarks

• How to Preview ELA Dna (Illuminate) Benchmarks

AAPPL Resources

• • AAPPL Client Site Manual for School Personnel Administering the AAPPL.

• • AAPPL 2.0 Testing & Proctoring Guide for Test Administrators.

• • How-to Videos on AAPPL Test administration.

USBE ACT 

Additional Resources

ACT Testing: Utah

This website is created and maintained by ACT for Utah regarding the statewide ACT test administration of Grade 11 students.

Shmoop:ACT Online Test Prep Tool

This webpage has information regarding the online ACT prep tool provided by Shmoop for students and educators. Every high school student, teacher, counselor, and administrator in Utah now has free, unlimited, and secure access to the Shmoop ACT Prep Tool.

ACT Accessibility Supports

ACT: Utah Administration Training

ACT Writing FAQs

This page contains the answers to the most frequently asked questions about the ACT writing test. Check here for quick answers to most questions.

Q. Is the writing section required?

A. All 11th grade students who are taking the ACT during the 2017-2018 spring testing window (Feb/March 2018) will be taking the writing portion of the test.

Q. How long is the writing section?

A. The writing section is 40 minutes long and consists of 1 writing prompt. The writing section is timed.

Q. If we are administering the standard sections of the ACT on paper, can students complete the writing portion online?

A. No. You cannot mix testing modes by student. If you are doing paper testing, your students will complete the writing portion on paper. If you are doing online testing, your students will complete the writing portion online.

Q. What happens if a student doesn’t complete the writing portion of the test?

A. If a student doesn’t complete the writing portion, he or she will not get an English Language Arts score, but he or she will get a composite English score if there were no testing security or other test irregularity concerns.

Q. Is the extended break between the standard ACT sections and the writing section optional or required?

A. The extended break is optional by school. Schools can select to participate, or to not participate. It is not optional by room or testing area – only on a whole school or testing site basis.

Q. What is the ACT writing test?

A. From the ACT Technical Manual Supplement (2017), 1.11, “The ACT writing test is a 40-minute essay test that measures students’ writing skills – specifically those skills emphasized in high school English classes and in entry-level college composition courses. The information from the writing test tells postsecondary institutions about students’ ability to think critically about an issue, consider different perspectives on it, and compose an effective argumentative essay in a timed condition. . . . Students are asked to read the prompt and write an essay in which they develop their own perspective on the issue. The essay must analyze the relationship between their own perspective and one or more other perspectives. Student may adopt one of the perspectives given in the prompt as their own, or they may introduce one that is completely different from those given. Their score will not be affected by the point of view they take on the issue.”

Q. How does ACT writing scoring work?

A. There are four test domains in ACT writing: Ideas & Analysis, Development & Support, Organization, and Language & Conventions. Two trained readers score each essay on a scale from 1 – 6 in each of the four domains. Each domain score is a sum of the two readers’ scores using the analytic rubric. If the readers’ ratings disagree by more than one point, a third reader evaluates the essay and resolves the discrepancy. 

Q. Where can I fine more information about the writing test and how is it scored?

A. You can find the writing rubric and detailed information about the writing test on the ACT website ACT Writing Test Prep (http://www.act.org/content/act/en/products-and-services/the-act/testpreparation/writing-test-prep.html) and in the ACT Technical Manual Supplement (http://www.act.org/content/dam/act/unsecured/documents/ACT-Technical-Manual-Supplement.pdf).

DRC Portal

Tests Resources:

• • LTI Client Site Manual for Test Administrators.

• • Proctoring Guidelines (Non-AAPPL Tests) for Test Administrators.

• • How-to Videos on Test administration.

Qualtrics Login

Readiness Improvement Success Empowerment (RISE)

The RISE assessment is a multistage computer adaptive criterion referenced assessment system that includes summative tests for English Language Arts (ELAs), Mathematics, Science, and Writing. The summative tests are scheduled to be delivered to the following grades.

Links for RISE:

RISE 

Benchmark Module Directory

Item Type Tutorials

RISE Blueprints

RISE Calculators 

RISE Cut Scores

RISE Performance Level Descriptors

RISE Writing Rubrics

Technology Resources

User Guides

Data Gateway

http://utah.pearsonaccessnext.com/

The Utah Aspire Plus assessment is a hybrid of ACT Aspire and Utah Core test items. It is a computer delivered, fixed form end-of-grade-level high school assessment for students in 9 and 10. Utah Aspire Plus includes four subtests: reading, English, mathematics, and science. Students receive predicted ACT score ranges for each subtest, as well as an overall predicted composite ACT score range. The assessment also provides proficiency scores for end-of-grade-level expectations for 9th and 10th grade students in English language arts, mathematics, and science.

Utah Aspire Plus Portal

Test Administration Manual for Spring 2022

UA+ Summative Test MiniTAM

(Teacher 'Say' Script for use during LIVE testing-must be read verbatim for each test session)

Preparing Students

Question Samplers

Student Tutorial

Calculator Policy

Periodic Table for Science

Preparing Staff

USBE training

Quick Guide

Utah Aspire Plus Testing Workflow

Utah Core Standards Benchmarks Training - Basics

Utah Core Standards Benchmarks Training - Beyond Basics
 

Reporting Resources

 Development and Scoring Guide: Understanding Your Data

 Additional Reporting Resources

Testing Times

English Tests: Grade 9 and Grade 10, 50 Operational and 9-10 Field Test Items: 45 Minutes

Math Tests: Grade 9 and Grade 10, 40 Operational and 5 Field Test Items: 75 Minutes

Reading Tests: Grade 9 and Grade 10, 35 Operational and 10 Field Test Items: 75 Minutes

Science Tests: Grade 9 and Grade 10, 36 Operational and 4 Field Test Items: 60 Minutes

Tests cannot be divided into sections. Each test must be completed in one sitting (unless student has an IEP or 504 accommodation for stop-the-clock breaks or for securely extending the test over multiple days).

High School Core Benchmarks 

utahcompose.com

Enrollment Procedure

• Teachers who have never logged onto Utah Compose will need to fill out a registration page. When a teacher logs on, they will click on Teacher Sign-up on the Sign In page.

• Teachers must have a CACTUS ID and their Social Security number to register. Your name must match your CACTUS ID exactly—no nicknames allowed.

• When teachers fill out this information, they will be able to create their own username and password to log onto Utah Compose. It is recommended to use T+CACTUS ID as your username. For example, T12345.

• Teachers who have already logged onto Utah Compose and used their accounts will be able to log on with the same credentials used in 2018-2019.

• Teachers who don’t remember their password have the option to click on the Forgot your password? link located on the Sign In page.

• Please contact Utah Compose Support for any inquiries: support@utahcompose.com (866)-691-1231

https://wida.wisc.edu/

https://www.schools.utah.gov/assessment/assessments?mid=1173&tid=10