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 (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.  

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 

Printable Elementary Opt-Out English

Printable Elementary Opt-Out Spanish

Parental Exclusion from State Assessments Form: 2025-2026

Elementary State Assessments

The data obtained from these assessments may be utilized by teachers and administrators to review student academic progress, plan instruction, and share with students and parents. Summative assessments allow for data to be used in public reporting about school quality. Although you can submit a Parental Exclusion form at any point, if you submit the Parental Exclusion form to the school at least 24 hours prior to your child taking the test(s), the school will ensure that your child doesn’t access the test(s). Board Rule 277-404-7

As a parent/guardian, I do not want my child to participate in the assessments below, during the 2025-2026 school year.

Note: This form must be returned annually to your school.

      Acadience Math                                                                                                                 RISE Benchmark Modules Mathematics

      Acadience Reading                                                                                                           RISE Benchmark Modules Science

      DLM English Language Arts (ELA)                                                                                 RISE Benchmark Modules Writing

      DLM Mathematics                                                                                                              RISE Interim English Language Arts (ELA)

      DLM Science                                                                                                                      RISE Interim Mathematics

      Dual Language Immersion Proficiency                                                                        RISE Summative English Language Arts (ELA)

      Early Literacy Alternate Assessment                                                                            Rise Summative Mathematics

      Early Mathematics Alternate Assessment                                                                   RISE Summative Science

      RISE Benchmark Modules English Language Arts (ELA)                                          RISE Summative Writing (Grade 5)

Student Name:
Student ID:
Parent Name (Please Print): Phone/email:
Parent Signature
Date:
Student’s School:
Student’s Grade Level: 

Testing times vary according to grade level and the type of assessment.

Acadience Math (Grades 1-3; optional for grade K)

Benchmark numeracy tests are given 3 times during the school year (Beginning (BOY), Middle (MOY), End (EOY)).

·         Grade 1: Total testing time (includes BOY, MOY, EOY) 20 minutes

·         Grade 2: Total testing time (includes BOY, MOY, EOY) 27 minutes

·         Grade 3: Total testing time (includes BOY, MOY, EOY) 54 minutes

Acadience Reading (Grades K-3; optional for Grades 4-6)

Benchmark literacy tests, given 3 times during the school year (Beginning (BOY), Middle (MOY), End (EOY)) and frequent progress monitoring.

·         Grade 1: Total testing time (includes BOY, MOY, EOY) 17 minutes

·         Grade 2: Total testing time (includes BOY, MOY, EOY) 19 minutes

·         Grade 3: Total testing time (includes BOY, MOY, EOY) 27 minutes

·         Progress monitoring: Total time 1 minutes every 1-4 weeks

DLM: Dynamic Learning Maps (Grades 3-11)

Untimed tests given at the end of the school year to students with significant cognitive disabilities to measure proficiency on the Alternate Achievement Standards (Essential Elements/Extended Core Science Standards) and school accountability

·         DLM - English Language Arts (ELA) (grades 3-11) Total testing time to complete multiple testlets 60 minutes

·         DLM - Mathematics (grades 3-11) Total testing time to complete multiple testlets 60 minutes

·         DLM – Science (grades 4-11) Total testing time to complete multiple testlets 60 minutes

Dual Language Immersion Proficiency Assessments (Grades 3-9)

Test given to students in the Dual Language Immersion program to check their proficiency of the target language. Total testing time: 2.5 hours

Early Literacy Alternate Assessment (Grades K-3)

A rubric based literacy skills test for students with significant cognitive disabilities, given 3 times during the school year (Beginning (BOY), Middle (MOY), End (EOY)).

·         Grade K: Total testing time (includes BOY, MOY, EOY) 5-15 minutes

·         Grade 1: Total testing time (includes BOY, MOY, EOY) 5-15 minutes

·         Grade 2: Total testing time (includes BOY, MOY, EOY) 5-15 minutes

·         Grade 3: Total testing time (includes BOY, MOY, EOY) 5-15 minutes

Early Mathematics Alternate Assessment (Grades 1-3)

A rubric-based mathematics skills test for students with significant cognitive disabilities, given 3 times during the school year (Beginning (BOY), Middle (MOY, End (EOY).

·         Grade 1: Total testing time (includes BOY, MOY, EOY) 5-15 minutes

·         Grade 2: Total testing time (includes BOY, MOY, EOY) 5-15 minutes

·         Grade 3: Total testing time (includes BOY, MOY, EOY) 5-15 minutes

RISE Benchmark Modules (Grades 3-8)

Optional untimed productivity tools for teachers to use to help them get feedback on students’ learning of the Utah Core Standards at the Reporting Category level. These tools have approximately 8-13 questions. Testing times vary depending on grade level and curricular content 60 minutes or less

·         English Language Arts (ELA) (grades 3-8)

·         Writing (grades 5-8)

·         Mathematics (grades 3-8)

·         Science (grades 4-8)

RISE Interim assessments (Grades 3-8) (Optional untimed)

·         English Language Arts (ELA) (grades 3-8) Testing time 45-60 minutes

·         Mathematics (grades 3-8) Testing time 45-60 minutes

RISE Summative assessments (Grades 3-8)

Untimed tests given at the end of a course to measure students’ proficiency on Utah Core Standards and school accountability

·         English Language Arts (ELA) (grades 3-8) Testing time 90-135 minutes

·         Writing (grades 5-8) Testing time 60-90 minutes

·         Mathematics (grades 3-8) Testing time 90-135 minutes

·         Science (grades 4-8) Testing time 90-135 minutes

Printable Secondary Opt-Out English

Printable Secondary Opt-Out Spanish

Parental Exclusion from State Assessments Form: 2025-2026

Secondary State Assessments

The data obtained from these assessments may be utilized by teachers and administrators to review student academic progress, plan instruction, and share with students and parents. Summative assessments allow for data to be used in public reporting about school quality. Although you can submit a Parental Exclusion form at any point, if you submit the Parental Exclusion form to the school at least 24 hours prior to your child taking the test(s), the school will ensure that your child doesn’t access the test(s). Board Rule 277-404-7

As a parent/guardian, I do not want my child to participate in the assessments below, during the 2025-2026 school year.

Note: This form must be returned annually to your school.

       ACT                                                                                                                                     RISE Benchmarks Modules Science

       CTE Skill Certificate Required for Certification                                                              RISE Interim ELA

      DLM English Language Arts (ELA)                                                                                RISE Interim Mathematics

      DLM Mathematics                                                                                                             RISE Summative ELA

      DLM Science                                                                                                                     RISE Summative Mathematics

       Dual Language Immersion Proficiency                                                                       RISE Summative Science

      General Financial Literacy (GFL)                                                                                  RISE Summative Writing (Grade 8)

      High School Core Benchmarks ELA                                                                            Utah Aspire Plus Reading

      High School Core Benchmarks Mathematics                                                             Utah Aspire Plus English

      High School Core Benchmarks Science                                                                     Utah Aspire Plus Mathematics

      RISE Benchmark Modules ELA                                                                                     Utah Aspire Plus Science

       RISE Benchmark Modules Mathematics

Student Name:
Student ID:
 Parent Name (Please Print):
Phone/email:
Parent Signature:
Date:
Student’s School:
 Student’s Grade Level:

Testing times vary according to grade level and the type of assessment.

ACT (Grade 11)

·         A timed assessment that measures postsecondary readiness. The state-administered ACT includes English, reading, mathematics, and science subtests.

·         English: Total testing time 45 minutes

·         Reading: Total testing time 35 minutes

·         Mathematics: Total testing time 60 minutes

·         Science: Total testing time 35 minutes

CTE Skill Certificate Assessments

Competency-based tests given to students when they complete a course in Career and Technical Education. Designed to be completed in one sitting, in one class period. Total testing times are determined by content 50-90 minutes. REQUIRED FOR CERTIFICATION

DLM Dynamic Learning Maps (Grades 3-11)

Untimed tests given at the end of the school year to students with significant cognitive disabilities to measure proficiency on the Alternate Achievement Standards (Essential Elements/Extended Core Science Standards) and school accountability

·         DLM - English Language Arts (ELA) (grades 3-11) Total testing time to complete multiple testlets

60 minutes

·         DLM - Mathematics (grades 3-11) Total testing time to complete multiple testlets 60 minutes

·         DLM – Science (grades 4-11) Total testing time to complete multiple testlets 60 minutes

Dual Language Immersion Proficiency Assessment (Grades 3-9)

Test given to students in the Dual Language Immersion program to check their proficiency of the target language. Total testing time: 2.5 hours

General Financial Literacy Assessment

Test given to students when they complete the General Financial Literacy course. Designed to be administered in one class period, in one sitting Total testing time 50-90 minutes.

High School Core Benchmarks (Grades 9-12)

Optional productivity tools for teachers to use to help them get feedback on students’ learning of the Utah Core Standards at the Reporting Category level. These tools have approximately 8-13 questions. Testing times vary depending on grade level and curricular content 60 minutes or less

·         English Language Arts (ELA)

·         Mathematics: Secondary Math I, II, and III

·         Science: Earth Science, Biology, Chemistry, Physics

RISE Benchmark Modules (Grades 3-8)

Optional untimed productivity tools for teachers to use to help them get feedback on students’ learning of the Utah Core Standards at the Reporting Category level. These tools have approximately 8-13 questions. Testing times vary depending on grade level and curricular content 60 minutes or less

·         English Language Arts (ELA) (grades 3-8)

·         Writing (grades 5-8)

·         Mathematics (grades 3-8)

·         Science (grades 4-8)

RISE Interim assessments (Grades 3-8) (Optional untimed)

·         English Language Arts (ELA) (grades 3-8) Testing time 45-60 minutes

·         Mathematics (grades 3-8) Testing time 45-60 minutes

RISE Summative assessments (Grades 3-8)

Untimed tests given at the end of a course to measure students’ proficiency on Utah Core Standards and school accountability

·         English Language Arts (ELA) (grades 3-8) Testing time 90-135 minutes

·         Writing (grades 5-8) Testing time 60-90 minutes

·         Mathematics (grades 3-8) Testing time 90-135 minutes

·         Science (grades 4-8) Testing time 90-135 minutes

Utah Aspire Plus (Grades 9-10)

Timed tests given at the end of the school year for all 9^th and 10^th graders, that include a combination of test questions from ACT Aspire and Utah’s item bank.

·         English (grades 9-10) Testing time 45 minutes

·         Reading (grades 9-10) Testing time 75 minutes

·         Mathematics (grades 9-10) Testing time 75 minutes

·         Science (grades 9-10) Testing time 60 minutes

Printable Research Application

GUIDELINES FOR CONDUCTING RESEARCH IN TOOELE COUNTY SCHOOL DISTRICT

Please retain this page for future reference.

1.        Anyone who conducts research in the Tooele County District must obtain approval from the Director of Assessment & Research.

2.        To initiate the review process, a research project request form must be completed and submitted to the Director of Assessment & Research.

3.        Research project requests must be accompanied by a project proposal and must include a copy of the measurement instruments that will be used.

4.        Approval of the research project request authorizes the applicant to proceed with the research. However, approval does not necessarily obligate the participation of any school or employee of Tooele County School District.

5.       Once permission from the Director of Assessment & Research is granted, the applicant must obtain written, informed permission from those who will be directly involved in the study: principals, teachers, and, where appropriate, parents.

6.       Permission to deviate from the approved process and design must be secured in writing.

7.        When students are tested, interviewed, or required to fill out questionnaires/surveys, it may, depending upon the nature of the study, be necessary to obtain written, informed parental permission. The researcher should retain these permission documents for one year.

8.        Participation in any research project must always be voluntary at each stage of the study.

9.        Any media publicity regarding the project must first be approved by both the Director of Assessment & Research and Communications Director.

10.    Information about individual teachers and students must be confidential, and the subjects’ right to privacy must be protected. Confidentiality is of paramount importance.

11.    Research projects that require participation of teachers and/or students during the first two weeks or the last six weeks of the school year will generally not be approved.

12.    Requests to conduct research about religion, family life, sexual practices or preferences, or other controversial issues will generally be denied.

If you have further questions concerning research within Tooele County School District, please contact Andy Peterson at 435-833-1900 or apeterson@tooeleschools.org

Tooele County School District Research Project Request Form

A.     Researcher Information

Name:

Mailing address:

Phone/cell:

Email address (required):

Project title:

College, University, or Institution sponsoring this project or to which the researcher is affiliated: Is researcher an employee of Tooele County School District? ☐Yes                                                                                                            ☐No

If yes, please indicate school/department:

B.   Institution/Affiliation

Researcher’s affiliation with the institution listed above:

☐ Undergraduate student-- College/Department                                                                                                                                                    

☐ Graduate student -- College/Department                                                                                                                                                    

☐ Faculty member-- College/Department                                                                                                                                                     

☐ Not affiliated with any institution. Explain status below:

This research project is in partial fulfillment of the requirements for:

☐  Class project

☐  Undergraduate degree

☐  Graduate degree               ☐ Masters          ☐ Doctorate

☐  Certificate or Endorsement. Please specify:                                                                                                                                                   

☐  Other, please specify:                                                                                                                                                   

Name of Project Director/Advisor/Supervisor:                                                                                                                                                  ☐None

Title/Position:

Institution:

Email address (required):

Does the sponsoring institution have an Institutional Review Board (IRB) for the protection of human subjects that complies with Federal regulations? ☐ Yes            ☐ No

If “Yes” (check one):

☐  This project has been approved by the IRB (attach copy of IRB’s decision).

☐  Approval from the IRB is pending. (Note: Final approval from the IRB must be provided before research is initiated.)

☐  This project does not require the approval of an IRB. Explain:

C.     Project Description

Project Title:

General project purpose and description - Please be brief and include specific information on what you want district personnel to do as part of the project:

Outline of procedure – Please include measurement instruments to be used and how digital and hard copy data will be stored, when and how it will be destroyed, who will have access to personally identifiable information, procedures for de-identification of personally identifying information, etc.:

Description of information required from school/district records, if applicable: Proposed beginning date to implement portion of project involving the school district: Projected completion date of portion of project involving the school district:

Estimated date when the report, product, etc., resulting from the project will be available to the district:

D.    Benefits and risks:

Indicate any benefits likely to results from this research for students, staff and/or parents of Tooele County School District.

What, if any, risks would this research involve for participants? If risks are present, indicate the justification for the procedures and steps to be taken to minimize risks. (You may refer to IRB documentation.)

E.     Assurances:

If approved, the researcher(s) agree to the following:

1.                To adhere to the procedures of the project as approved by the District. Any changes to the procedure must receive prior approval.

2.                To furnish the District with progress reports upon request.

3.                To provide the District with one copy of all publications, including dissertations, reports, summaries, articles, and papers resulting in the completed project.

4.                The researcher(s) give permission for the District to cite the ongoing or completed project in its own publications, with credit given to the researcher(s).

5.                Prior to the circulation of any report of research findings or conclusions in connection with this study, the District will have the final approval of the use of its name or references to the District, its staff, or its programs.

6.                To comply with the Family Educational Rights and Privacy Act and amendments thereto. And, to comply with all applicable regulations and customary practices pertaining to participant privacy and the security of personally identifiable information.

7.                To comply with Federal regulations and recognized professional practices relative to the protection of human subjects in research studies.

8.                To report only aggregate data or pseudonyms in such a way so that information cannot be traced directly or by inference to a specific community neighborhood, staff member, student, family member of a student, or school attended.

9.                To secure all data, including audio and video recordings, electronic/digital data, and documents; and restrict access to the data to individuals approved in the application.

10.            To destroy all materials gathered that contain personally identifiable information after the purposes for which the material was gathered have been completed. Failure to do so may subject researcher(s) to criminal prosecution.

Entering your name and the name of the Project Director/Advisor/Supervisor constitutes your electronic signature, which signifies that the information submitted is correct, and you agree to abide by the assurances.

Researcher(s)                                                                          Date

Project Director/Advisor/Supervisor                                          Date

------------------------------------------------------- For District Use Only ------------------------------------------------------

☐  Project is approved.

☐  Project is approved following verification of requested modifications.

☐ Project is not approved.

Director of Assessment & Research                                                Date

Email this form and other supporting documents to apeterson@tooeleschools.org