The Battle Ground Public Schools Department of Assessment provides information about the extent to which students are meeting district and state standards and guides educational improvement efforts in partnership with teachers, administrators, and support staff.

Standards Based Reporting K-4

Battle Ground Public Schools has aligned our student report cards to standards based assessments and the Washington State Learning Standards. The goal of our report cards is to create a district wide consistency in the reporting progress. This process will help align practices for accurate and timely reporting of student learning to parents and students.

Click here to learn more and view sample report cards.

Federal Assessments – NAEP

The National Assessment of Educational Progress (NAEP) is the only national assessment. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.

Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.

About every two years, schools in Battle Ground are randomly selected to participate in the NAEP, and a small group of students within each of these schools is selected to actually test. Since not all students are tested, schools and districts DO NOT receive local results from this test; results are compiled at the state level only.

State Assessments – SBA

The Smarter Balanced Assessment (SBA) replaced existing state tests in English and math for grades 3-8, 10 and 11 beginning in the 2014-2015 school year. These assessments measure students’ learning of the state standards and will provide parents and teachers with better information to monitor student progress and help them be successful in their learning. Click here to learn more about the Smarter Balanced assessments and parent guides.

State Assessments – WaKIDS

The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a transition process that helps to ensure a successful start to the K-12 experience and connect the key adults in a child’s life.  WaKIDS guides the classroom teachers in assessing kindergartners’ readiness in six areas:  social emotional, physical, language, cognitive, literacy and math.  The Components of WaKIDS are

  1. Family connection welcomes families into the Washington K-12 system as partners in their child’s education.
  2. Whole-child assessment helps kindergarten teachers learn about the skills and strengths of the children in their classrooms so they can meet the needs of each child.
  3. Early learning collaboration aligns practices of early learning professionals and kindergarten teachers to support smooth transitions for children.

For additional information please see the state’s website or watch this introduction video.

State Assessments – Classroom-Based Assessments

The State of Washington has developed assessments that can be used in the classroom and throughout the school year by classroom teachers to gauge student understanding of the learning standards in social studies, the arts, and health/fitness. Classroom-Based Assessments (CBAs) are built from the state’s learning standards. These assessments are given in the classroom by a teacher. Health and fitness standards and arts standards (visual arts, music, dance, and theater) are assessed at least once at every level (primary, middle, and high school) for all students taking these courses.

Parents and community members wishing more information about these assessments are encouraged to see the state website at

State Assessments – Second Grade Reading Assessment

All second-graders in Washington are required to have their oral reading skills tested within the first six weeks of the school year. Scores are not reported to the state, but should be used by the teacher, school, and district to provide support for students who need help. Results must be available by fall parent-teacher conferences. For students whose skills are “substantially below grade level,” a plan must be created that involves the student, parents and school. Those students also must be tested one more time before the end of second grade.

For more information about the Second Grade Reading Assessment, please see the state website at 2nd Gr Reading Assessment.

State Assessments – WA-AIM

The WA-Access to Instruction & Measurement (WA-AIM) is an alternate assessment aligned to the state standards for students with significant cognitive challenges. The WA-AIM will be used for federal and state accountability in grades 3-8 and 11 and can be used to meet a student’s CIA (Certificate of Individual Achievement) requirements.

For more information about the WA-AIM, please see the state website at

State Assessments – WIDA

The WIDA Screener is used to determine initial eligibility for ELD services. The WIDA Kindergarten Screener is a paper-based assessment.  In grades one through twelve this is an online assessment that measures proficiency in the four language domains of reading, writing, listening, and speaking. This test is typically administered to potential English learners upon initial enrollment in a Washington school.

Starting in the Spring of 2022, the annual WIDA ACCESS assessment, an online annual assessment, will be given to all students who qualify for English language development (ELD) services through the placement test. The annual assessment measures students’ English language proficiency, both knowledge and skills, in reading, listening, writing, and speaking. Results from this test determine which students remain eligible to continue receiving ELD services.

Please see the state website for English Proficiency Assessments for more information about the WIDA Screener, Annual WIDA ACCESS or WIDA Alternate ACCESS.

District Common Assessments – Formative Assessments

Over the course of a year, teachers can build in many opportunities to assess how students are learning and then use this information to make beneficial changes in instruction. This diagnostic use of assessment is called formative assessment. It stands in contrast to summative assessment, which generally takes place after a period of instruction and provides information about the learning that has occurred (e.g., by grading or scoring a test or paper).

Formative assessment may be broadly defined as including all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to adapt teaching and learning to meet student needs. When teachers know how students are progressing and where they are having trouble, they can use this information to make necessary instructional adjustments, such as re-teaching, trying alternative instructional approaches, or offering more opportunities for practice. These activities can lead to improved student success.

District Common Assessments – Summative Assessments

Summative assessments are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course (or end of a unit of study) in order to determine whether long-term learning goals have been met. Summative assessments are not like formative assessments, which are designed to provide the immediate, explicit feedback useful for helping the teacher and student during the learning process. High quality summative information can shape how teachers organize their curricula or what courses schools offer their students. Although there are many types of summative assessments, the most common examples include:

  • State-mandated assessments
  • District end-of-course exams
  • End-of-unit or-chapter tests

In Battle Ground, groups of teachers are working to develop a system of common summative assessments based on state standards that teachers and students from all over the district may use to revise instructional strategies and report on student progress.

District Assessments – Early Literacy Skills Assessment (ELSA)

The Early Literacy Skills Assessment (ELSA) is completed with students in kindergarten through 2nd grade to assess alphabet knowledge, phonological awareness, sight words, and in kindergarten, basic math skills.  These assessments are done in a one-on-one setting up to three times per year to monitor progress of a student in these foundational skills.  This information is used by classroom teachers and intervention programs to provide support for students, as needed.

ELSA is one component of the screening used to meet the state requirements of the legislation to support students showing areas of weakness that may be associated with Dyslexia (WA RCW 28A.320.260).

District Assessments – Rapid Automatized Naming (RAN)

The Rapid Automatized Naming (RAN) assessment is completed with students in kindergarten and 1st grade as a part of the literacy screening process.  These assessments are done in a one-on-one setting once per year in kindergarten and 1st grade, and as necessary in 2nd grade.

RAN is one component of the screening used to meet the state requirement for the legislation supporting students showing areas of weakness that may be associated with Dyslexia.

Student Participation

We encourage parents and students to be informed about testing procedures and expectations. Our schools and district office have multiple resources to aid families through the testing process. Special accommodations can be made to assist your child. Please contact your school’s assessment coordinator for more information about special accommodations, resources, and questions regarding participation or withdrawing a student from testing. You can also contact the district’s Assessment Department for more information.

Contact Us

Co-Director of Curriculum, Assessment and Instruction

Co-Director of Curriculum, Assessment and Instruction

Assessment Data Technician



icon 11104 N.E. 149th Street,
Brush Prairie, WA 98606

iconMailing Address: P.O. Box 200
Battle Ground, WA 98604



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