Assessment

Tooele County School District 2024-2025 Assessment Calendar

TEST	GRADE LEVELS	SUBJECT AREA	TEST WINDOW	STUDENT DATA SUBMITTED	REMOTE TESTING ALLOWED?
AAPPL	3 - 9	Dual Language Immersion (DLI)	October 14 - November 29	UTREx – AAPPL	YES
Acadience Reading	K - 3 (all)   4, 5 & 6 (only below benchmark prior year)	Reading	Beginning of Year (BOY): August 26 - September 20 Middle of Year (MOY): January 6 - 30 End of Year: April 21 - May 14	UTREx – ALO Skyward: Gr. 1-3 Interventions (Y/N) within 2 weeks following BOY & MOY window. EOY – By May 22	YES
Acadience Math	K - 3	Math	Beginning of Year (BOY): August 26 - September 20 Middle of Year (MOY): January 6 - 30 End of Year: April 21 – May 14	Acadience Data Management (within one week of administration)	NO
ACCESS 2.0 (WIDA)	K - 12	EL/ML	January 7 - March 7	UTREx – DRC WIDA AMS	NO
ACT	11	English, Reading, Math & Science	Online March 11 (Window: March 11 - 14, and March 17 – 21)	UTREx – Pearson Access	NO
Civics Exam	8 & 11   12	US History I US History II   Graduating Seniors	1st Semester Course: November 5 - December 20 2nd Semester Course: April 16 - May 21   Graduating Seniors: November 12 - 26, & ongoing as needed	Illuminate – DnA	YES, online option
CTE Skills	9 - 12	CTE	Open Window	You Science/ Precision Exams	YES
CogAT	2 6	Accelerated Programs	April 7 – May 2 September 30 – October 25	Riverside Insights To Gifted Programs Director by: Feb 18	NO
District Benchmarks (TCSD)	4 - 10	ELA & Math	See “2024-2025 Benchmark Schedule” on TCSD Assessment webpage.	Illuminate (gr. 9-10) RISE (gr. 4-8)	Illuminate – YES RISE – YES
CORE Phoneme Segmentation/ CORE Phonics Survey	Grade K - 6 (as per TCSD diagnostic flowchart)	Reading	Beginning of Year (BOY): August 21 - October 4 (within 2 weeks of Acadience benchmark) Middle of Year (MOY): January 7 - February 13 (within 2 weeks of Acadience benchmark)	Illuminate   BOY: by October 4 MOY: by Feb. 13	CORE Phonics Survey has online option
DLM/UAA	3 - 11	ELA, Math, & Science	Mid-Year (optional): Sept. 9 - February 21 Spring Summative Window: March 10 – May 21 System Offline: December 20 - January 1	DLM: UTREx—Kite   UAA: Spreadsheet	NO
Financial Literacy	11 - 12	Financial Literacy Course	Open Window	You Science/ Precision Exams	YES
Keyboarding Proficiency Report	5	Elementary Keyboarding	Beginning of Year: August 30 - October 25 End of Year: February 28 - March 28	USBE Google Form, one per school	NO
NAEP	4, 8, 12		Selected schools, October 7 – December 13 (Age 13), January 6 – March 14 (Age 9), January 27 – March 7 (2025 Field Test)	UTREx – NAEP
Pre-Kindergarten Entry-Exit Profile (PEEP)	Pre-K	Literacy Numeracy	Entry: 4 weeks before first day of school – 4 weeks after preschool starts Exit: Last 4 weeks of preschool	UTREx In USBE Data Gateway By Sept. 30 & May 22	NO
RISE	3 - 8 4 - 8 5 & 8	ELA & Math Science Writing	Midyear Summative: November 5 – February 21 Summative: March 24 – May 14	UTREx – Cambium Assessment CAI	NO (Certain exceptions)
Avant Stamp Test	7 - 8	DLI	March 10 - 28	Avant Stamp	YES (13+)
Utah Aspire Plus	9 - 10	ELA Math Reading Science	March 10 - May 2	UTREx - PearsonNext	NO (Certain exceptions)

 

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 brief 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. Each benchmark assessment contains no more than 20 questions.  

• ELA benchmarks include modules for reading informational text and literature text; each module is administered twice (in different forms), once near the beginning of the year and once near the middle of the year, equaling four ELA assessments each year.   

• Math benchmark suites (with 3-4 modules in each suite) are administered for high-leverage standards identified in each grade. Three suites of module assessments are administered each year.  

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 benchmark analysis 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, the benchmark committee determined that the benchmark modules available 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 modules given in RISE should have a Test Reason of TEST ONE. 

Utah Aspire Plus benchmarks replace RISE benchmarks as the state-offered benchmark platform in grades 9-10. The committee 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.  

How were the modules selected for ELA and math?  

A committee of TCSD teachers, school leaders, and district leaders was assembled to develop a meaningful benchmarking system that ensures the fulfillment of these purposes. This group considered module selection among a range of ideas related to the TCSD benchmarking system. ELA and math were approached uniquely due to the progressively cumulative nature of math skills compared to the continuously cyclical nature of ELA skills. We recognize there are nuances to the nature of skills embedded in ELA and math, but this was the general thought process behind the approach.  

ELA 

Following data analysis, discussion, and deliberation, the committee decided that among the modules available for ELA, the most essential were the informational and literature text modules. This does not mean that the non-benchmarked ELA content is not important, but in the interest of devoting reasonable amounts of instructional time to benchmark assessment, analysis, and response, all modules could not be included.  

The committee placed a high value on being able to assess and monitor the skills associated with the informational text and literature text modules throughout the year, as this approach allows both modules to be administered twice throughout the year, which then informs progress toward end-of-year proficiency and provides an indication of growth between benchmarks.  

Math 

The math benchmark schedule was designed to assess skills as they are accumulated throughout the year. To identify the RISE and Utah Aspire Plus math benchmark modules to be used, the committee consulted USBE’s Major 1 and the Achieve the Core’s Focus by Grade Level2 documents to determine the major standards for each grade level. The committee also reviewed RISE and Utah Aspire Plus Blueprints3 to verify that the selected standards align with the domains accounting for the highest proportion of questions on RISE and Utah Aspire Plus summative assessments, respectively. The committee selected modules representing the domains with the greatest overlap among the three sources.  to verify that the selected standards align with the domains accounting for the highest proportion of questions on RISE and Utah Aspire Plus summative assessments, respectively. The modules representing the domains with the greatest overlap among the three sources were selected.  

When are benchmarks scheduled to be administered? 

The district’s published schedule specifies the last possible date for the administration of each benchmark. Benchmark windows will open 3 weeks before the last possible date. PLC teams have the autonomy to decide the exact dates, but each benchmark must be administered by the specified last possible date.  

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

ELA 

ELA benchmark dates are scheduled near the beginning of the year and near the middle of the year, approximately 2-3 months before summative assessments. The benchmark modules of Reading Informational Text and Reading Literature Text are both administered at those points, 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 as follows: Informational Text 1-Week 1-2, Literature Text 1-Week 2-3, Informational Text 2-Week 19-20, Literature Text 2-Week 20-21. See the current year’s benchmark schedule for exact dates each year.  

Math 

Math benchmarks are scheduled in conjunction with the timeline of the TCSD curriculum guides. Each suite of benchmark modules 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 the completion of teaching and the date the benchmark is due to be administered.  

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 the student may be struggling with foundational reading skills.  

Acadience Math 

Acadience Math benchmarks will continue for grades 1-3. 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 above 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).  

2024-2025 Benchmark Schedule

	Week	Monday	Tuesday	Wednesday	Thursday	Friday
Aug. 12 - Aug. 16	0		School Starts
Aug. 19 - Aug. 23	1
Aug. 26 - Aug. 30	2
Sept. 2 - Sept. 6	3	No School - Labor Day
Sept. 9 - Sept. 13	4	ELA - Informational 1  Window	ELA - Informational 1  Window	ELA - Informational 1  Window	ELA - Informational 1  Window	ELA - Informational 1  Window
Sept. 16 - Sept. 20	5	ELA - Informational 1  Window	ELA - Informational 1  Window	ELA - Literature 1  Window	ELA - Literature 1  Window	ELA - Literature 1  Window
Sept. 23 - Sept. 27	6	ELA - Literature 1  Window	ELA - Literature 1  Window	ELA - Literature 1  Window	ELA - Literature 1  Window	ELA - Literature 1  Window
Sept. 30 - Oct. 4	7
Oct. 7 - Oct. 11	8
Oct. 14 - Oct. 18	9				No School - Fall Break	No School - Fall Break
Oct. 21 - Oct. 25	10	End of 1st Term Teacher Work Day - No School - Students	Start of 2nd Term
Oct. 28 - Nov. 1	11					7th Grade NS (1, 2, 3) Benchmark
Nov. 4 - Nov. 8	12
Nov. 11 - Nov. 15	13
Nov. 18 - Nov. 22	14
Nov. 25 - Nov. 29	15			No School - Thanksgiving Break	No School - Thanksgiving Break	No School - Thanksgiving Break
Dec. 2 - Dec. 6	16					Math II Benchmark 1
Dec. 9 - Dec. 13	17
Dec. 16 - Dec. 20	18				6th Grade Expressions and Equations (1-2, 3-4, 5-8, 9) Benchmark Math I Benchmark 1	End of 2nd Term Teacher Work Day - No School - Students
Dec. 23 - Dec. 27		No School - Winter Break	No School - Winter Break	No School - Winter Break	No School - Winter Break	No School - Winter Break
Dec. 30 - Jan. 3		No School - Winter Break	No School - Winter Break	No School - Winter Break	No School - Winter Break	No School - Winter Break
Jan. 6 - Jan. 10	19	Start of 3rd Term ELA - Informational 2 Window	ELA - Informational 2 Window	ELA - Informational 2 Window	ELA - Informational 2 Window	5th Grade Number and Operations in Base Ten (1-4, 5, 6-7) Benchmark ELA - Informational 2 Window
Jan. 13 - Jan. 17	20	ELA - Informational 2 Window	ELA - Informational 2 Window	ELA - Literature 2 Window	ELA - Literature 2 Window	ELA - Literature 2 Window
Jan. 20 - Jan. 24	21	No School - Martin Luther King Day	ELA - Literature 2 Window	ELA - Literature 2 Window	ELA - Literature 2 Window	8th Grade Expressions and Equations (1-4, 5-6, 7) Benchmark Math II Benchmark 2 ELA - Literature 2 Window
Jan. 27 - Jan. 31	22					4th Grade Number and Operations in Base Ten (1-3, 4, 5-6) Benchmark
Feb. 3 - Feb. 7	23					6th Grade Number System (1, 2-4, 5-6, 7-8) Benchmark 7th Grade Ratios and Proportional Relationship (1-3, Forms 4 and 5) Benchmark 8th Grade Functions (1-3, 4-5) Benchmark
Feb. 10 - Feb. 14	24					District Day - No School - Students
Feb. 17 - Feb. 21	25	No School - Presidents' Day
Feb. 24 - Feb. 28	26					4th Grade Operations and Algebraic Thinking (1-3, 4-5) Benchmark
Mar. 3 - Mar. 7	27				Math I Benchmark 2	End of 3rd Term Teacher Work Day - No School - Students
Mar. 10 - Mar. 14	28	Start of 4th Term				5th Grade Number and Operations - Fractions (1-2, 3&7, 4-6) Benchmark 6th Grade Ratios and Proportional Relationship (1-3, Forms 4 and 5) Benchmark 7th Grade Expressions and Equations (1-2, 3-4) Form 2 Benchmark
Mar. 17 - Mar. 21	29
Mar. 24 - Mar. 28	30
Mar. 31 - Apr. 4	31	No School - Spring Break	No School - Spring Break	No School - Spring Break	No School - Spring Break	No school - Spring Break
Apr. 7 - Apr. 11	32					4th Grade Number and Operations - Fractions (1-2, 3, 4, 5-7) Benchmark 8th Grade Geometry (1-5, 6-8, 9) Benchmark
Apr. 14 - Apr. 18	33					No School - Easter Break
Apr. 21 - Apr. 25	34	No School - Easter Break
Apr. 28 - May 2	35
May 5 - May 9	36					Math I Benchmark 3 Math II Benchmark 3
May 12 - May 16	37					5th Grade Measurement and Data (1-2, 3-4, 5) Benchmark
May 19 - May 23	38			Last Day of School for Students	Teacher Work Day

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

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.

Acadience Math

Acadience Data Management Website

Acadience Data Management Test Manual

To access additional testing materials click on the button below.

You must enter your district email address and agree to the terms.

Acadience Math Test Materials

Acadience Reading

ALO Website

Remote Testing Guidance

Assessment Manual

USBE Resources

Video: Accessing Reading Benchmark Data in ALO- Summary by Gauges

Video: Accessing Reading Benchmark Data in ALO- Student Level Data

Video: Accessing Reading Benchmark Data in ALO- Class and School Level

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

Student and Teacher Login

or access using

Clever

 

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