In 2015, following the adoption of new Nevada Academic Content Standards, the Washoe County School District began assessing students in grades 3-8 using the Smarter Balanced assessment. The Smarter Balanced assessments are criterion referenced, computer-based tests that measure student knowledge of Nevada’s English language arts/literacy (ELA) and Mathematics standards. These assessments replace the former paper-based, multiple-choice assessments for students in grades 3-8. The Smarter Balanced assessment system is intended to be a valid, fair, and reliable approach to student assessment that provides educators, students and parents meaningful results with actionable data to help students succeed.
Why are these results important to us? Although statewide standardized assessments can never provide a complete description of how well a student is learning, or how well a particular school or district is supporting each child, they can provide a good starting point. The tests are designed to assess how students are mastering appropriate standards, developed by educators, that signal how a child is progressing along the pathway to career and/or college readiness. We have studied local data, and state tests do indeed have a strong relationship to on-time graduation for each child, which is central to our core mission.
The Smarter Balanced Assessment Consortium includes 12 member states (including the U.S. Virgin Islands). This collaboration allows for quality test construction, at scale, and provides an opportunity to compare how our district measures up against other consortium districts and states.
Reporting Achievement Levels and “At or Above Standard”: Aggregate results from the Smarter Balanced assessment can be reported in multiple ways. Chief among these are Achievement Levels and “At or Above Standard.” Frequently, communication around assessment results centers on “Percent Proficient,” which is the proportion of students scoring at or above standard. This oversimplification leaves out important information regarding student performance at very high levels, very low levels, and levels that approach but do not quite meet the standard. This site will utilize achievement levels and At or Above Standard in order to provide more context to the reader. Remember, the Smarter Balanced assessment is not the only way to quantify success. Each of these measures should only serve as a starting point for discussing student learning in the district. We encourage community members and all members of the WCSD family to engage in dialogue in what these test results mean, and how we can improve on all measures of student success.
Achievement Level Descriptors (ALDs) are often used to explain the knowledge and competencies students display at different levels of achievement. These ALDs are often found on aggregate and student-level score reports so stakeholders, such as parents and teachers, can more fully understand what students have demonstrated on an assessment. The table below defines the achievement levels for the Smarter Balanced assessment. For more information on Smarter Balanced reporting, click here.
Nevada’s Achievement Level Descriptors
| Level 4 | The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the knowledge and skills needed for likely success in future coursework. |
|---|---|
| Level 3 | The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills needed for likely success in future coursework. |
| Level 2 | The student has nearly met the achievement standard and may require further development to demonstrate the knowledge and skills needed for likely success in future coursework. |
| Level 1 | The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and skills needed for likely success in future coursework. |
23-24 English / Language Arts
By examining student performance across ELA achievement levels, educators can design more personalized instruction that meets each learner where they are. For students who are working below standard, intensive literacy interventions, such as guided reading or explicit vocabulary instruction strengthen foundational skills and build confidence. Providing targeted feedback and additional practice opportunities helps these learners close gaps more quickly.
For students meeting the standard, enriched reading and writing tasks can deepen their comprehension and communication skills. Assignments that require analysis of complex texts, critical thinking, and open-ended responses allow them to sharpen their mastery of language and self-expression. Meanwhile, high-achieving students flourish when challenged with advanced texts, thematic research projects, and collaborative discussions that push them to explore varied literary genres and different writing styles.
This data-informed approach creates a culture of continuous growth, ensuring that all learners are developing the reading, writing, speaking, and listening skills crucial for lifelong success. By adjusting and refining instruction based on ongoing assessments, educators can help every student progress toward, and often beyond, grade-level proficiency in ELA.
Monitoring ELA performance across grade levels offers valuable insight into the varying literacy needs of students at different stages. Early-grade learners typically focus on foundational reading and writing skills, building the essential groundwork for future success. Middle-grade students expand their comprehension and critical thinking abilities by engaging with more complex texts. By the upper grades, learners are refining advanced reading strategies and honing their writing skills for academic and real-world challenges. Recognizing these grade-specific trends allows educators to tailor interventions, enrichments, and family engagement efforts so that every student can continue to grow in English language arts.
23-24 Mathematics
In mathematics, analyzing achievement levels provides critical insights into student needs and strengths. Learners performing below standard often benefit from targeted interventions that focus on building foundational math fluency through small-group workshops, one-on-one guidance, or the use of manipulatives and visual models that clarify complex concepts. Providing structured practice and timely feedback can reinforce numerical understanding and problem-solving approaches, helping students overcome barriers to success.
Students who are meeting grade-level standards thrive on tasks that promote deeper exploration of mathematical ideas. Real-world application problems and collaborative projects can help these learners move beyond rote procedures toward greater mastery. At the same time, high-performing students need ongoing challenges, such as advanced coursework, math competitions, or projects that stretch their ability to reason abstractly and creatively.
By embracing a differentiated math instruction and frequently reviewing student data, educators can adapt their methods to address evolving needs. This approach ensures that every student, from those requiring foundational support to those ready for complex, high-level problem-solving, is steadily advancing toward, and exceeding grade-level expectations.
Analyzing math achievement data across grade levels helps educators identify where additional support or enrichment might be needed at each stage of learning. Early-grade students often benefit from strengthening fundamental numeracy skills, while middle-grade learners build on those foundations through more complex problem-solving tasks. In the upper grades, students engage with advanced concepts that prepare them for higher-level coursework and practical applications. By understanding how performance shifts from grade to grade, educators can refine their strategies, whether that means offering extra practice, providing one-on-one instruction, or engaging families in the learning process to ensure all students continue progressing in mathematics.
Annual summative assessments provide valuable snapshots of academic progress across grade levels and core subjects, offering one important lens through which we gauge student performance. Though these results alone do not tell the full story, they play a key role in shaping how we allocate resources, fine-tune instructional strategies, and plan targeted interventions. When combined with other data, such as grades, student engagement measures, and qualitative feedback, we gain a fuller understanding of each learner’s strengths and needs. This holistic approach ensures that we are fully equipped to support every student on their path toward success.