Assessments
Dr. Wendy Molina-Solis, Director of MTSS
Kimberly Carrillo, Executive Secretary
626-943-3480
Types of Assessments used in AUSD:
AUSD works with a team of teachers to develop summative benchmark assessments taken three times throughout the school year. beginning of year, mid-year and end of year. The purpose of these assessments is to gather overall information about where students are in terms of developing grade level standards. They provide data to determine who might need additional supports and allows us to see what types of instructional strategies we might need to implement in order to challenge or provide academic access.
Teachers also administer formative assessments. These are not as formal and may be done as often as daily. They can be as simple as a "thumbs up, thumbs down." These assessments help teachers analyze how well a child learned the lesson taught, allowing the teacher to reteach or review concepts not understood or move on with lessons, or challenge students when assessments demonstrate overall proficiency.
Some schools may administer additional assessments based on their school site goals and determined site needs.
Following is a list of the summative, District wide assessments used for the 2024-2025 school year:
TK-2: iReady Reading and Math and Writing Prompt
3-5: iReady Reading and Math and Writing Prompt
6-8: iReady Reading and Math and Writing Prompt
9-11: iReady Reading and Math
To learn more about our assessments, please visit the sites:
On July 10, 2023, Governor Newsom signed Senate Bill 114, which requires California schools to screen students in kindergarten through second grade for early signs of reading difficulties, including conditions like dyslexia. This is part of a larger effort to make sure every child gets the help they need to become a successful reader as early as possible.
The district will be using Multitudes, a tool designed to identify early indicators of reading delays. This tool was adopted at the Board of Education meeting on July 22, 2025. Our goal is to catch any challenges early on so we can provide the right support at the right time. Research shows this makes a huge difference in a child’s long-term reading success. If the screening indicates that your child is “at-risk” for reading difficulties, the school will work closely with you to share a plan of support. This plan may include additional instructional resources and strategies to help them succeed.
We believe that universal screening is a powerful way to make sure every child, regardless of their background or learning pace, gets the support they need from the very beginning. Early intervention is one of the most effective ways to help children build strong reading skills that will serve them throughout their education. As always, please feel free to reach out to your child’s school administrator for classroom level questions or the District at the number below with any questions or concerns about the assessment.
Multitudes Parent Informational Meeting Recording