Local Assessment Plan


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2017-2018 Local Assessment Plan

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TABLE OF CONTENTS PART 1 Introduction District Assessment Calendars 2017-2018 District Assessment Schedule PART 2 Program Rationale and Overview District Assessment Tools 2 4 7 9 12 PART 3 Guidelines for Including Student with Special Needs in State and District-wide Assessments 15 PART 4 Local Assessment of Standards Not Assessed by MAP/EOC 21 PART 5 Guidelines for Professional Development Related to Student Assessment 31 PART 6 Teaching Test-Taking Strategies for MAP/EOC Assessments and Assessments Administered District-wide 33 PART 7 Test Security Policy for all Standardized Tests Test Security Assurance Form (Site Test Coordinator) Test Security Assurance Form (Test Examiner) 38 41 42 PART 8 Guidelines for Strategies for Motivating Students on the MAP/EOC Exams 44 PART 9 Data Analysis for School Improvement 1 45


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PART 1 INTRODUCTION Assessment involves sampling student performance so judgments and decisions can be made concerning individual students, groups of students, and educational programs. The validity of judgments and decisions that are made depends on the wise choice of assessment procedures and the appropriate administration and interpretation of these procedures. The primary justification for assessment is that the information obtained can be used to make better and more informed educational decisions or judgments. Basically, there are three major uses of obtained assessment results: (1) Instructional, (2) Guidance and Counseling, and (3) Administrative. The Kennett #39 School District provides the following testing services and activities assessment plan which has incorporated guidelines from the 1993 Assessment Standards for Missouri Public Schools. This assessment plan was developed to aid the personnel of the Kennett #39 School District to logically and systematically plan for the educational growth of our students. PHILOSOPHY The Kennett #39 School District believes that each school must develop a testing program that is based on its own particular needs. The measurement of student progress should take place within the confines of the classroom and should be an integral part of the daily instructional process. Evaluation should be a supplementary phase of measurement used to validate other measurement activities. Schools must also find ways to measure a student’s ability to think, analyze, socialize, and learn from experiences and function in society. In today’s world, these may be as necessary for survival as mastery of academic skills. PROVISIONS FOR STAFF IN-SERVICE TRAINING The testing coordinator will provide an annual in-service to all building principals and counselors prior to the administration of the Terra-Nova, ELL, and the MAP assessments. The building principals and/or counselors will in-service the staff that will be administering the tests. PROVISIONS FOR ASSESSING SPECIAL POPULATIONS Modification of the Terra-Nova, ELL, and the MAP testing procedures for students with disabilities who are eligible to receive special education, students whose first language is not English, migrant students, and gifted and talented students is allowable. This is addressed on an individual basis. RATIONALE The Board supports the establishment of the district’s local assessment plan as one indication of the success and quality of the total education in the school district. With time and effort, the local assessment plan will produce: ● comprehensive testing program which monitors a variety of achievement targets for a variety of purposes; ● data driven decision making in regard to curriculum, assessment, instruction, and programs; 2


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● teachers and administrators who are knowledgeable about data analysis, motivating students to do well on tests, test security policies, and strategies for teaching test-taking skills; ● increase public awareness of student achievement. OVERVIEW The district’s local assessment plan includes the following components: ● a description of tests included in the district-wide assessment program, the purpose of each, and how the results will be used; ● guidelines for including students with special needs into the state and district-wide assessment programs; ● a description of how and in what subjects the district is assessing the Show-Me Standards which are not assessed by the MAP / EOC exams; ● guidelines for staff development in relation to state and local assessment; ● guidelines for teaching test-taking strategies; ● a test-security policy. The district’s local assessment plan includes two additional components. One component addresses motivation of students to do well on state and district tests. The inclusion of this component provides some sense of direction for possible ways and means of motivating students. The second added component is a written record of decisions made as a result of data review and analysis. It is the feeling of the district; the anecdotal accounting of the use of data will ensure that decision-making is the result of careful and purposeful data analysis. PROCESS AND INVOLVEMENT The district used varied processes to develop the different components of the local assessment plan. Representatives from the district attended a workshop on how to create a local assessment plan. The district used some ideas from this workshop and input received from various entities within the district to create its local assessment plan. At some point in the process, the district used input from teachers, administrators, parents, the school board/community, and students to develop its local assessment plan. It is the belief of the district that the local assessment plan reflects local autonomy and will bring about valued outcomes. KENNETT #39 SCHOOL DISTRICT ELEMENTARY ASSESSMENT CALENDAR 3


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Date August - until all new students are tested August – April Activity Fall Testing: Missouri DIAL III Study Island Assessment Progress Monitoring Administered By Elementary Counselor or Kindergarten Teacher RtI Team Teachers Coordinator Elementary Counselor RtI Team (Principal/Teachers/Counselor) September November February May and August/Sept. August-May August – May February-March January – March January-May April-May Curriculum Based Measurement Study Island Benchmark Assessment PAT Mass Screening Battelle Developmental Inventory (BDI) Ongoing PAT Screening, Continuous Screening and Observation by Classroom Teacher to identify problem areas. Pre-Assessment Process 1) Interventions 2) Classroom Observation 3) Staff Team Meeting W-APT Assessment for ELL Student Interview ELL Assessment Review Eighth Grade Records Academic Progress Terra Nova (K-2) MAP Grade-Level Assessment (3-5) Teachers and RTI Team PAT Staff, Nurses, Counselors, Speech Teachers PAT Staff Classroom Teachers Pre-Assessment Team ELL Teacher ELL Coordinator Elementary Counselor ELL Teacher Elementary Counselor Counselors / Classroom Teachers Principals Coordinator Parents as Teachers Coordinator PAT Counselor Elementary Counselor Elementary Assistant Principal Elementary Counselor Elementary Assistant Principal / District Testing Coordinator Elementary Counselor District Testing Coordinator/Principal/Counselor October -May MAP A Teachers Director of SPED Services KENNETT #39 SCHOOL DISTRICT MIDDLE SCHOOL AND HIGH SCHOOL ASSESSMENT CALENDAR Date Activity Administered By 4 Coordinator


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August – May September Sep. – Feb. October October October December April Oct. – Jan. November January – March Feb. – May March - May April September/ April-May April-May April April-End of School W-APT Assessment for ELL Begin efforts to inform seniors of college entrance tests and their importance MAP A Instructionally Embedded Assessment PSAT Grade 11 College/Technical Night for Parents/Students ACT Grades 11-12 (It is recommended that students complete the first semester of their junior year before attempting the ACT Test). Personal Finance Fall Window ASVAB Grades 11-12 ELL Assessment Personal Finance Spring Window MAP A Evaluate District Comp. Guidance Model K-12 MAP - End of Course Exams (Grades 9-12) MAP Grade-Level Assessment (Grades 6-8) ACT Work Keys (Grade 12) Develop/Revise 6 year Plans Grades 6-11 ELL Teacher ELL Coordinator Counselors SPED Teachers Counselors Counselors Counselors Personal Finance Teacher(s) Military Personnel ELL Teacher ELL Coordinator Personal Finance Teacher(s) Teachers Counselors Classroom Teachers / Counselors KMS Counselors / Classroom Teachers Counselors Counselors Building Principals Elementary Assistant Principal Counselors SPED Director Counselors Counselors Counselors Counselors Counselors Elementary Assistant Principal / DTC Counselors Director of Special Education Services DTC / Building Principals / Counselors District Test Coordinator / Counselor(s) DTC/District Technology Director / Principal/Counselor Counselors Counselors Building Principals August-May Missouri Connections Counselors Counselors Grades 8 and 10 August - May Career Exploration 6th grade MS Counselor Counselor KENNETT #39 SCHOOL DISTRICT CAREER TECHNICAL CENTER ASSESSMENT CALENDAR 5


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Date AugustSeptember October October October April January-May April Activity Intake and Review of New Students Missouri Connections ASVAB-aptitude Battery Grades 10-12 Mid-Quarter Grade Reviews Administered by: Counselors Job Placement Coordinator Military Personnel Teachers/Counselors Teachers Review of Cumulative Records Disadvantaged Students 9-10 Title I and Free Lunch Students Informal Assessment of Student Classroom Performance Special Programs Staff Special Education Staff and Teachers April A April-May TSA / IRC Annual IEP Data Update 9-12 Special Students Counselor Special Education Staff and Teachers April-May Parent Conference/Meeting Special Education Staff and IEP Review 9-12 Teachers A April-May Comprehensive Vocational Evaluation Handicapped/Disadvantaged Grades 9-11 Evaluate District Comprehensive Guidance Model K-12 Mine Counselors Coordinator Counselors KCTC Director Counselors Armed Services Counselors Counselors Counselors/Employment Service Technician KCTC Director Special Education Teachers/Counselors Special Education Counselors/Principal Work Experience Coordination Team Counselors A written record of all screening, testing, and in-service activities shall be kept by the counselors. Unless designated otherwise, the counselor will be in charge of coordinating the testing program within each school unit. This coordination involves providing in-service training for faculty members regarding administration procedures of those tests for which they will have responsibility. Counselors will provide instruction in the interpretation of individual and group test results and in possible uses of these results to faculty members for student assessment and proper academic placement. KENNETT #39 SCHOOL DISTRICT 2017-2018 DISTRICT TESTING SCHEDULE Parents as Teachers 6


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Ages and Stages Questionnaire (ages 2 and under) Measures cognitive, motor, social and language skills to assist in educational planning. Administered throughout the year during home visits conducted by Mrs. Kim Collins, PAT. Title I Preschool Battelle Developmental Inventory Indicates potential handicapping conditions resulting from developmental delay and cognitive stimulation. Assists in evaluation for placement in Title I Preschool and Early Childhood Special Education programs. April 27, 2018 8:30 a.m.-2:30 p.m. FUMC August 13 or 14, 2018 (TBD) 8:30 a.m.-2:30 p.m. FUMC Grade 8 Missouri Connections-Assists students in identifying interests and aptitudes to help develop educational, transition, and career plans. February 2, 2018 Grade 11 Preliminary Scholastic Aptitude Test (PSAT)-Measures verbal and mathematical reasoning. October 11, 2017 Grade 11 Armed Services Vocational Aptitude Battery (ASVAB)-Assists in identifying aptitudes to help develop educational and career plans. November, 2017 (TBD) Grades 10, 11 and 12 American College Test (ACT) – Measures skills in Math, English, Social Studies and Natural Sciences. Accepted by most colleges as an entrance exam. These are the local test dates for the administration of the national ACT . October 28, 2017 December 9, 2017 April 14, 2018 DISTRICT ACHIEVEMENT TESTS W-APT (ELL Screening Assessment) August, 2017 – May, 2018 7


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ACCESS for ELL January 8 – March 2, 2018 TERRA NOVA ASSESSMENT Grade K- 2 April , 2018 (TBD) MISSOURI ASSESSMENT PROGRAM (MAP) Testing Window: April 2 – May 25, 2018 MAP Grade-Level Assessment for Grades 3-8 South School (Grades 3-5) MAP Communication Arts Mathematics MAP Science (Grade 5 only) April 5 – May 4, 2018 April 5 – May 4, 2018 April 5 – May 4, 2018 KMS (Grades 6-8) MAP Communication Arts MAP Math MAP Science (Grade 8 only) April 5 – May 4, 2018 April 5 – May 4, 2018 April 5 – May 4, 2018 *Communication Arts- grades 3-8; Math-grades 3-8; Science-grades 5, 8 End-of-Course Assessment (EOC) for Grades 9-12 Spring Testing Window: February 18 – May 24, 2018 Algebra I, English II, Biology, and Government April 5 – 27, 2018 ACT Work Keys Grade 12 April , 2018 (TBD) MAP-A Fall/Winter Instructionally Embedded Assessment Window September 19, 2017 – February 28, 2018 MAP-A Science Field Test Window November 13, 2017 – February 28, 2018 Missouri MAP-A Spring Summative Assessment March 26, 2017 – May 18, 2018 PART 2 PROGRAM RATIONALE AND OVERVIEW RATIONALE 8


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In the case of individual students, standardized tests in combination with other criteria, can provide an indication of student achievement. The purpose of the district-wide assessment program is to facilitate and provide information for the following: 1. Student Achievement: To produce information about relative student achievement so that parents/guardians, students, and teachers can monitor academic progress of the general population as well as subpopulations. 2. Student Counseling: To provide data as a tool in the counseling and guidance of students for further direction and for specific academic placement and remediation. 3. Instructional and Curriculum Change: To provide data which will assist in the preparation of recommendations for instructional and curriculum changes to: ● help teachers with instructional decisions, plans, and changes in classroom objectives and programs; ● help the district make needed changes in the curriculum; ● help the professional staff formulate and recommend instructional policy; ● help the Board of Education adopt instructional polices. 4. School and District Evaluation: To provide indicators of progress of the district towards the goals and objectives of the CSIP and Goals for Graduation. In the continual effort to improve instruction and programs, the district-wide assessment program will implement the components of the Missouri Assessment Program and End of Course (EOC) exams to monitor the progress of all students in meeting the Show-Me Standards. Other assessments given on a district-wide basis are described in the chart contained in this section of the district’s local assessment plan. The district-wide assessment plan is used as a vehicle for furnishing the needed information to decision makers, including the Board, administrators, teachers, parents/guardians, and students. The Board, in cooperation with the administrative and instructional staff, will annually review disaggregated and aggregated student performance data. The board will annually review performance data disaggregated based on race/ethnicity, gender, identified disability, migrant, and/or LEP students in order to effectively monitor student academic achievement and dropout/ persistence to graduation rates. If the district or school within the district has an enrollment of five or more students in any of the above student populations at a grade level, then data for the group will be disaggregated for board review. The district will use a variety of assessment data (longitudinal, demographic, disaggregated, diagnostic, surveys) to guide district-wide decisions. There shall be involvement in the development of the district-wide assessment program and its implementation. Instructional staff will be given training and responsibilities in coordinating the program. 9


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The tests included in the district-wide assessment program include: ● tests mandated by state and federal programs; ● tests mandated by state and federal law; ● tests mandated district-wide for a particular group of students. The following testing information is provided on pages 13-15 of this plan: ● a list of which tests and assessments are included in the district-wide assessment program; ● which grade/ grade span the test is given; ● the intended purpose/outcome of each test; ● a description of how the results are used; ● a description of how the results are disseminated. In compliance with state policies on Reading Assessment, Senate Bill 319, , “Reading Improvement Plans,” student retention and MAP testing, the following information will be effective: ● Elimination of the “retest” requirement for students scoring at “Step 1” (Below Basic) on the MAP exams. ● Limiting the use, for accreditations purposes, of MAP scores from students with limited English proficiency. ● Assessment of students in grades 3-6 (with some exceptions) to determine their reading level. ● Individualized “Reading Improvement Plans for students in grades 3-6 who are substantially below grade level in reading. ● Additional reading instruction for students with reading improvement plans. ● Retention of students in grade 4 if they are reading below the third-grade level. (several exceptions to this requirement are specified in the law.) ● School districts must assess and determine the grade-level reading ability of students in grade 3 and students in grades 4-6 who transfer in during the year. This determination must be made within 45 days 10


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of the end of the school year. This assessment is not required for students who have already been determined to be reading at or above grade level. ● Students with disabilities or limited English proficiency may be exempted form the mandatory reading assessment. In addition, assessment is not required for students who have been determined “prior to the beginning of any school year, to have a cognitive ability insufficient to meet the reading requirement of this law. ● School districts (2002-2003) must develop an individualized “Reading Improvement Plan” to be implemented during grade 4, for any third grader who was determined to be reading below secondgrade level. Each school district will determine the content of student’s Reading Improvement Plans. The reading plan MUST include, at a minimum, “30 hours of additional reading instruction or practice outside the regular school day during the fourth-grade year.” Such instruction may be provided during the summer before grade 4 or during the regular school term. ● (Summer of 2003): (1) Students in grade 4 who are reading below third grade level will be required to have summer reading instruction; they must be assessed again at the end of summer school. (2) Students in grade 3 who are reading below second-grade level may be required, by local policy, to attend summer school as a condition for promotion to fourth grade. ● Mandatory retention (2003-2004) in grade 4 will apply for the first time for students who are still reading below third- grade level at the end of summer school) and who does not qualify for an exemption) ● Some students may be exempted from the assessment, remediation, and retention requirements of SB 319. Specifically, these provisions do not apply to: (1) “students receiving special education services under an individualized education plan pursuant to section 162.670 to 162.999, REMo, (2) to students receiving services pursuant to Section 504 of the Rehabilitation Act of 1973 whose services plan includes an element addressing reading, (3) or to students determined to have limited English proficient, or (4) or to students who have been determined, prior to the beginning of any school year, to have a cognitive ability insufficient to meet the reading requirement set out in this section (Section 167.645, RSMo), provided that districts shall provide reading improvement plans for students determined to have such insufficient cognitive ability.” 11


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KENNETT #39 SCHOOL DISTRICT ASSESSMENT TOOLS Assessment Denver Developmental Screening Test Battelle Developmental Inventory Grade (s) Early Childhood Services Title I Pre-School DIAL III Kindergarten Terra Nova K – 3rd Dynamic Indicators of Basic K – 3rd Early Literacy Skills (DIBELS) Early Reading Diagnostic Assessment (ERDA) K – 3rd Armed Services Vocational 10th & 12th Aptitude Battery (ASVAB) Purpose Measures cognitive, motor, social, and language skills Indicates potential handicapping conditions from developmental delay and cognitive stimulation Measures developmental social and language skills Measures educational progress for state Assessment in reading, language, and mathematics Measures phonemic awareness, fluency, vocabulary, comprehension Diagnostic measure of early literacy skills Measures Use of Results Educational Planning Placement in Title I PreSchool and Early Childhood Special Education Programs To identify children who may need additional testing and aid in educational planning Identification of student needs and informs instruction and curriculum revision Identifies early literacy development and informs instruction and curriculum revision To develop a plan of targeted instruction for students who may qualify for special services Assists students in identifying aptitudes to develop educational and career plans Dissemination To parents, teachers and Special Services Director To parents, teachers and Special Services Director To parents, teachers and Special Services Director To parents, teachers and Special Services Director Teachers and Director of Curriculum and Instruction Teachers Armed Services, counselors, students 12


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Assessment Preliminary Scholastic Aptitude Test (PSAT) American College Test (ACT) PLAN (Pre-ACT) STAR SRI – Reading Counts Missouri Assessment Program (MAP) Grade (s) 11th 11th & 12th 10th K–5 6–8 3rd – 8th End-of-Course (EOC) Exams 9 – 12 National Assessment of Educational Progress (NAEP) Also referred to as “the National Report Card” 4th, 8th & 12th Purpose Measures verbal and mathematical reasoning Measures skills in English, reading, mathematics, and science reasoning Measures skills in English, reading, mathematics, and science reasoning Measures reading level Measures reading level Use of Results Preparation for SAT College Placement Preparation for ACT Monitors progress and determines instructional grouping Monitors progress Measures knowledge and process skills in communication arts, mathematics, and social studies Informs instruction and curriculum revision Measures knowledge and process skills upon completion of courses (Algebra I, Biology I, English II, and Government) Informs instruction and curriculum revision Measures knowledge and process skills in communication arts, mathematics, science, and social studies Instruction and curriculum revision Dissemination Counselors and students Counselors and students Counselors and students Teachers, principal and parents Teachers, principal and parents Counselors, building administrator(s), teachers, Director of Curriculum and Instruction, students, parents, and Special Services Director Counselors, teachers, building administrator(s), Director of Curriculum and Instruction, students, parents, and Special Services Director Counselors, building administrator(s), and Director of Curriculum and Instruction 13


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Assessment Missouri Connections District Health Services Assessment W-APT WIDA – Access for ELL Grade (s) 8th and 10th PK – 12 K-12 K-12 Purpose Identifies interests and aptitudes. Measures vision, hearing, speech, gross and fine motor skills ELL Identification English Language Proficiency Assessment Use of Results Develop educational transition and career plans District Special Services ELL Services Monitors student progress, informs instruction and curriculum revision Dissemination Parents, students, teachers, counselors Director of Special Services, Counselors, Director of Nursing Teachers, counselors, students, parents Teachers, counselors, students, parents 14



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