Holden R-III School District

Holden R-III Schools

District Assessment Plan

2016-2017

 

An Overview of Assessment-

 

Assessment is a crucial part of the instructional process. By analyzing information from assessments, teachers can more effectively determine what students know and are able to do. Examining assessment information is essential to identifying gaps in learning or opportunities to challenge students. The Holden R-III School District Assessment Plan includes all federal and state mandated assessments in addition to local assessments. Local assessments are used to monitor the effect of instruction on learning and to identify students in need of interventions. Quality assessments aid the district in answering the four guiding questions of Professional Learning Communities:

            *What is it we want our students to know and be able to do?

            *How will we know when they have learned it?

            *What will we do when students are not learning?

            *What will we do when students already know it?

 

Types of Assessments-

 

Formative Assessments- Formative assessments provide both students and teachers with the information they need to improve the learning process while it is happening. The goal of a formative assessment is to monitor progress toward a goal or objective, providing information in an expedient manner which allows both teachers and students to respond to the academic needs of the students.

 

Summative Assessments- Summative assessments are generally administered at the end of a unit or course. A goal of this type of assessment is to measure the mastery of learning standards. Students may reassess after further study on classroom summative assessments.

 

 

State Assessment Descriptions

 

Missouri Assessment Program-

 

Grade-Level Assessments (MAP)- The MAP assessments are required by the state and given to students in grades 3-8 in selected subject areas. Subject areas that are assessed include English Language Arts and Math in grades 3-8. Science is assessed at grades 5 and 8. These assessments are used to measure what students know and are able to do in relation to skills identified by the Missouri Learning Standards. Results are also used to determine student performance trends over time and help to make conclusions regarding the effectiveness of locally developed curriculum. These results are included in building and district Annual Performance Reports produced by the Missouri Department of Elementary and Secondary Education.


End of Course (EOC) Exams- End of course exams are required by the state and given to students when they successfully complete selected courses. Courses that are assessed include: English I, English II, Algebra I, Geometry, Algebra II, Biology, Physical Science, American History and American Government. Results are used to determine student performance trends over time and help to make conclusions regarding the effectiveness of the local curriculum. These results are included in building and district Annual Performance Reports produced by the Missouri Department of Elementary and Secondary Education.

 

Dynamic Learning Maps (MAP-A)- The MAP-A test is used for approximately one to two percent of our special education population. It is designed for a specific population of students who have significant cognitive inabilities which would require an alternate method of assessment. The test is only administered by special education teachers. 

 

Early Childhood Assessments


PAT Health Screenings covers health history, safety review, dental review, vision review and hearing review.

 

ASQ Developmental Screening assesses the child in personal/social skills, fine motor/adaptive skills, language skill, gross motor ability and problem solving skills.

 

PAT Milestones by School Readiness Domain are checklists used by the PAT during home visits with the families. This instrument measures the child’s progress in language and literacy development, cognitive and general knowledge, social and emotional development and physical well-being and motor development.


Elementary Level Assessments


The Developmental Reading Assessment (DRA) is a standardized reading test used to

determine a student's instructional level in reading. The DRA is administered individually to students by teachers and/or reading specialists. Students read a selection (or selections) and then retell what they have read to the examiner.

 

Evaluate is a benchmark assessment system that combines monthly benchmark assessments with comprehensive reports and analysis tools. Evaluate assesses student progress on the Missouri Learning Standards in English Language Arts and Math. This is a predictive test for the state required MAP assessment.

     

Middle School Level Assessment


Evaluate is a benchmark assessment system that combines monthly benchmark assessments with comprehensive reports and analysis tools. Evaluate assesses student progress on the Missouri Learning Standards in English Language Arts and Math. This is a predictive test for the state required MAP assessment.

 

Discovery Education Assessment is a benchmark assessment that assesses student progress on the Missouri Learning Standards in English Language Arts, Math and Science three times a year. This is a predictive test for the state required MAP assessment.

   


High School Level Assessments


Evaluate is a benchmark assessment system that combines monthly benchmark assessments with comprehensive reports and analysis tools. Evaluate assesses students’ progress on the Missouri Learning Standards in English I, II & III and Algebra I, II and Geometry. This is a predictive test for the state required MAP assessment.

 

ACT is a battery of four examinations in English, math, reading and science reasoning, each of which yield separate scores measuring developed abilities. The test is required by many colleges as part of the application process for admission.

 

Pre-ACT is a practice test for the ACT. It is designed for 10th grade students. It gives a predicted ACT score range.

 

ACT Aspire is a longitudinal assessment that is designed for grades 3-10. It measures progress for each grade level. It also gives a predicted ACT score range.

 

PSAT is a practice test for the SAT. The PSAT helps students prepare for the SAT, college and careers. Students who take the PSAT/NMSQT in 11th grade can compete for recognition and scholarships through the National Merit Scholarship Program.

 

 ASVAB measures students’ strengths and potential for future success. It also provides career information for various civilian and military occupations and is an indicator for success in future endeavors including college, vocational school or a military career.

     


Special Services Assessments

 

 

Cognitive


The Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV) is a contemporary instrument consisting of 11-13 subtests which can provide measures of Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, Processing Speed, and Full Scale IQ for children ages 4-7.

 

Wechsler Intelligence Scale for Children –Fifth Edition (WISC-V)is an individually administered clinical instrument for assessing the intellectual ability of children aged 6 years through 16 years, 11 months. The WISC-V basic battery yields two composite IQ scores, Verbal Comprehension and Fluid Reasoning, as well as the Full Scale Score. All Wechsler scales are based on a mean of 100 and a standard deviation of 15.

 

Wechsler Adult Intelligence Scale - Third Edition (WAIS-III) is an individually administered clinical instrument for assessing the intellectual ability of adults aged 16 years and older.  The WAIS-III yields five composite IQ scores:  Verbal Comprehension, Perceptual Organization, Verbal IQ, Performance IQ, and Full Scale IQ.  All Wechsler scales are based on a mean of 100 and a standard deviation of 15.

 

Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) measures the cognitive ability of ages 24 months to 95 years of age.  This instrument measures the ability to learn, the ability to remember, visual processing, and the examinee's fund of knowledge. The WJ-R may be used to determine the present status of an individual's cognitive ability, obtain an in-depth evaluation after a failed screening, or to confirm the results of other tests given. 

 

 

Achievement


Wechsler Individual Achievement Test (WIAT-II) is an individually administered achievement test for ages 4-85. The WIAT-II can be used to comprehensively assess a broad range of academic skills in reading, mathematics, written language, and oral language, or to test only in a specified area of need. 

 

The Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) measures the cognitive ability of ages 24 months to 95 years of age.  This instrument measures the ability to learn, the ability to remember, visual processing, and the examinee's fund of knowledge. The WJ-R may be used to determine the present status of an individual's cognitive ability, obtain an in-depth evaluation after a failed screening, or to confirm the results of other tests given. 

 

KeyMath-3 Diagnostic Assessment (KEYMATH-3 DA) is a comprehensive, individually administered measure of essential mathematical concepts and skills.  It includes 10 subtests that represent three general areas:  Basic Concepts (conceptual knowledge), Operations (computational skills), and Applications (problem solving).  KeyMath-3 DA content covers the full spectrum of math concepts and skills and can be used with individuals ages 4 1/2 through 21 years.

 

Test of Written Language -3 (TOWL3) assesses skills in Written Language for students ages 7-17. Students are evaluated in both Contrived Situations (given a short, specific writing task) and in Spontaneous Writing (constructing a story about a picture).  The Overall Writing Score is an average of both contrived and spontaneous writing tasks. Scores are reported as standard scores, with an average of 100.

 

Adaptive


Adaptive Behavior Evaluation Scale – R2 (ABES-R2:4-12 SV) is a 55 item checklist to be completed by the classroom teacher. This scale provides a measure of adaptive behaviors in the conceptual, social and practical domains, all of which are necessary for success in an educational setting and are not measured by academic skills testing.

 

Vineland-II is a 433 item checklist to be completed by a teacher or parent, which assesses adaptive functioning in the Communication, Daily Living, Socialization, and Motor Skills domains.                  

 

Behavior


Emotional and Behavior Problem Scale (EBPS-2 SV) This scale allows educators the opportunity to rate the frequency of various negative behaviors that impact the educational process.  Scores from 7-13 are considered to be in the average range.  Scores below 6 are considered to be significant problem areas as compared to the behavior of peers. 

 

Early Childhood Behavior Scale (ECBS) is a 53 item checklist to be completed by a teacher or parent, which rates the behavior of children ages 3-6 in the areas of academic progress, social relationships, and personal adjustment.

 

Differential Test of Conduct and Emotional Problems (DT/CEP) is a screening instrument designed to identify potential conduct problem and emotionally disturbed students, distinct from noninvolved students (neither conduct problem, nor emotionally disturbed). The Conduct Problem Scale (CP) mean is 2.77 and the Emotional Disturbance Scale (ED) mean is 1.78. Scores greater than 14 on the CP scale and greater than 9 on the ED scale are considered to indicate a “potential presence of a potential problem” in those areas. It should be noted that teachers’ responses on this rating scale reflect their perception of problems, not the actual presence or absence of problems.

 

Emotional Disturbance Decision Tree (EDDT) is a standardized, norm-referenced scale used to help in the identification of children who might qualify to be diagnosed with an Emotional Disturbance (ED). The EDDT is completed by teachers or other school personnel who have significant content with the student.

 

WiDA helps students and families understand students’ current level of English language proficiency along the developmental continuum. Serves as one of multiple measures used to determine whether students are prepared to exit English language support programs. It generates information that assists in determining whether ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support. 



Readiness


Early Screening Profile (ESP) screens school readiness skills in the areas of cognitive/language, motor, and articulation.

 



Creativity/Problem Solving (Used for TARGET, in addition to IQ and achievement)

 

TOPS 3– Elementary assesses the ability of students ages 6-12 to use language to express reasons and logical thoughts, with an emphasis on problem solving, critical thinking, semantics, and vocabulary.

 

Early Childhood Assessment Plan 2016-2017


Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

May

PAT Milestone

Checklists

 

Health Screenings once per year.

 

ASQ Screening Tool once per year

PAT Milestone

Checklists

 

Health Screenings once per year.

 

ASQ Screening Tool once per year

PAT Milestone

Checklists

 

Health Screenings once per year.

 

ASQ Screening Tool once per year

PAT Milestone

Checklists

 

Health Screenings once per year.

 

 ASQ Screening Tool once per year

PAT Milestone

Checklists

 

Health Screenings once per year.

 

ASQ Screening Tool once per year

PAT

Milestone

Checklists

 

Health

Screenings once per year.

 

ASQ

Screening

Tool once per year

PAT

Milestone

Checklists

 

Health

Screenings

once per year.

 

ASQ

Screening Tool once per year.

PAT

Milestone

Checklists

 

Health Screenings once per year.

 

ASQ Screening Tool once per year.

 

District Kindergarten Readiness

Assessment

PAT

Milestone

Checklists

 

Health

Screenings

once per year.

 

ASQ Screening Tool once per year.

PAT

Milestone

Checklists

 

Health Screenings once per year.

 

ASQ Screening Tool once per year.


 

 


Elementary Assessment Plan 2016-2017

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

May

Grades 1-5

Developmental Reading Assessment (DRA)

Grades 1-5 Evaluate (last week of the month)

Grades 1-5 Evaluate (last week of the month)

Grades 1-5 Evaluate (last week of the month)

 

Kindergarten

Evaluate (last of the month)

Grades 1-5 Evaluate (last week of the month)

 

Grades K-5

Developmental Reading Assessment

(DRA)

Grades 1-5 Evaluate (last week of the month)

 

WiDA for ELL students

Grades 1-5 Evaluate (last week of the month)

 

WiDA for ELL students

Grades 1-5 Evaluate (last week of the month)

Grades 1-5 Evaluate (last week of the month)

 

Grades 3-4 MAP (ELA & Math)

 

Grade 5 MAP (ELA, Math & Science)

Grades 3-4 MAP (ELA & Math)

 

Grade 5 MAP (ELA, Math & Science)

 

Grades K-5

Developmental

Reading Assessment

(DRA)

 



Middle School Assessment Plan 2016-2017

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

May

Grades 6-8

Vision Intervention Screenings

(VIP)

Grades 6-8

Evaluate (last week of the month)

 

Grades

6-8

Discovery

(Sept. 13,14,15)

Grades 6-8

Evaluate (last week of the month)

Grades 6-8

Evaluate (last week of the month)

 

Grades

6-8

Discovery

(Nov. 15,16,17)

Grades 6-8

Evaluate (last week of the month)

Grades 6-8

Evaluate (last week of the month)

 

WiDA for ELL students

Grades 6-8

Evaluate (last week of the month)

 

Grades

6-8

Discovery

(Feb. 22,23,24)

 

WiDA for ELL students

Grades 6-8

Evaluate (last week of the month)

Grades 6-8

Evaluate (last week of the month)

 

Grades

6-7

MAP (ELA & Math)

 

Grade 8

MAP (ELA, Math & Science)

Grades 6-7

MAP (ELA & Math)

 

Grade 8

MAP (ELA, Math & Science)

 

Grades 6-8 Discovery

 

 

 
 

 

 


 

 


High School Assessment Plan 2016-2017

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

May

 

English I, II, III; Algebra I & II;

Geometry

Evaluate

(last week of the month)

English I, II, III; Algebra I & II;

Geometry

Evaluate

(last week of the month)

 

Grade 9

ACT Aspire

(Oct. 11)

 

Grade 10

Pre-ACT

(Oct. 11)

 

Grade 11

ASVAB

(Oct. 11)

 

English I, II, III; Algebra I & II;

Geometry

Evaluate

(last week of the month)

English I, II, III; Algebra I & II;

Geometry

Evaluate

(last week of the month)

 

MO Constitution Test

English I, II, III; Algebra I & II;

Geometry

Evaluate

(last week of the month)

 

WiDA for ELL students

English I, II, III; Algebra I & II;

Geometry

Evaluate

(last week of the month)

 

WiDA for ELL students

 

English I, II, III; Algebra I & II;

Geometry

Evaluate

(last week of the month)

English I, II, III; Algebra I & II;

Geometry

Evaluate

(last week of the month)

 

End of Course (EOC)

Algebra I & II; Geometry;

English I & II; American Government; American History; Physical Science;

Biology

 

Grade 11

ACT

(April 19)

 

End of Course (EOC)

Algebra I & II; Geometry;

English I & II; American Government; American History; Physical Science;

Biology

 

U.S. Constitution Test

 

 


 

 

 


 

 

 


 
Policy


Descriptor Code: ILA
TEST INTEGRITY AND SECURITY

Accurate information about student performance is integral to the district's mission of improving student achievement. In order to make sure the information is valid, the district must protect the integrity of the testing process. This policy shall become part of the district assessment plan. All staff associated with the assessment process are responsible for understanding and implementing the security measures in this policy. For the purposes of this policy, "staff associated with the assessment process" includes test coordinators, examiners, translators, proctors and any district staff who have responsibilities in providing, monitoring or overseeing student testing as designated by the superintendent or designee.

 

Test Security

Unless allowed by specific test protocol, tests shall not be read, scored, reviewed, photocopied, duplicated, scanned, transported or made accessible to staff not associated with the assessment process. Staff associated with the assessment process shall not discuss, either in writing or verbally, specific items on the assessment. Such discussion breaches both the security and integrity of the assessment and may result in an invalidation or loss of scores for accountability purposes.

Unless allowed by specific test protocol, staff associated with the assessment process are prohibited from reviewing the test materials or questions prior to, during or after testing. Before and after test administration, test materials must be kept in a locked room or cabinet in the school building, but outside the classroom, to prevent unauthorized access. All test materials must be returned to the district test coordinator after the assessment is administered.

Similar test security precautions apply to online testing.

 

Training

The district will train all district staff associated with the assessment process in accordance with test protocol. The training will include topics required or recommended by the specific test or by the company administering the testing as well as training on the requirements of this policy.

 

Test Coordinator Roles

The superintendent or designee will appoint a districtwide test coordinator who will:

 

1.         View all assessment manuals and training provided by the Department of Elementary and Secondary Education (DESE) and stay informed of all relevant communication regarding the various assessment instruments.

 

2.         Be responsible for training all school test coordinators, test examiners and other staff associated with the assessment process on testing procedures using appropriate training materials.

 

3.         Keep a record of when staff associated with the assessment process are trained and provide that record to the appropriate parties, if required.

 

4.         Restrict access to all secure testing materials prior to testing, including student test books, manipulatives and passwords or other access to electronic testing materials.

 

5.         Ensure that beyond the initial checking and sorting, test materials remain untouched until they are distributed for test administration.

 

6.         During the transcription process, ensure that all tests that need to be transcribed are kept secure from unauthorized access. All materials and any copies generated shall be returned to the testing coordinator after use.

 

7.         Maintain the district's testing schedule and be prepared to provide such schedule upon request. Should the schedule change in any way, the test coordinator must update this information and document the reasons for the change.

 

8.         Organize and deliver testing materials to each building and/or classroom and ensure that all responsible district staff have sufficient quantities of testing materials, or designate specifically trained persons to do so.

 

9.         Ensure that only the test coordinators and staff associated with the assessment process have access to test materials.

 

10.       After test administration, collect and account for all testing materials from each school in the district as well as any out-of-district schools where the students attend alternative programs.

 

General Test Administration

 

1.         All standardized and statewide tests will be administered in compliance with testing guidelines provided by the company producing or administering the test and DESE when applicable.

 

2.         The district shall inform parents/guardians of the district's testing schedule.

 

3.         Students will be encouraged to use restroom facilities, get drinks and take care of other needs before beginning the test.

 

4.         No individuals other than the test administrator or proctor and the students taking the test shall be allowed in the testing room during the testing session unless otherwise approved by the test coordinator.

 

5.         Electronic communication, including mobile and imaging devices, must not be accessible during any portion of the testing session. These types of devices must be turned off and not readily visible at any time during the testing session.

 

6.         After testing, all used draft, scratch, grid or unlabeled graph paper, student test directions and printed manuals shall be collected and securely destroyed.

 

7.         Students will be permitted to use certain materials, such as calculators or thesauri, when directed by the specific test.

 

Paper-and-Pencil Testing

 

1.         Test materials will be delivered to each building before the day of the test and distributed by staff associated with the assessment process immediately prior to testing. Students will not receive test materials until the time testing begins. No other persons will have access to the testing materials.

 

2.         If students must leave the room during testing, they will be instructed to secure their test materials in accordance with the specific test protocol before leaving their seats.

 

3.         If a test is to be administered over a series of days, the test administrator or proctor shall collect and count all test materials each day immediately following testing and store the test materials in a locked facility.

 

4.         After the test has been fully administered, the test coordinator will immediately collect the test materials from the test administrators or proctors, organize them according to instructions and securely store them in accordance with this policy.

 

5.         Test materials will be recounted by the test coordinator, and these counts will be documented and checked against pre-administration counts.

 

6.         The test coordinator or designee will sort and package test materials according to directions from the assessment company and send them for scoring as expediently as possible.

 

Online Testing

 

1.         Prior to testing, the district shall provide students with experience using relevant technology equipment, such as computers, laptops and tablet devices.

 

2.         All computer workstations used during testing will be examined to ensure they are clean and free from any notes, papers, books and other information.

 

3.         The district will perform site certification procedures prior to each testing window.

 

4.         Workstations will have adequate space between them so that students are not able to view each other’s screens.

 

Sanctions Against Improper or Unethical Practices

The security measures outlined in this document should help prevent improper or unethical practices. Improper and unethical practices include, but are not limited to:

 

1.         Violating any provision of this policy.

 

2.         Copying any part of the standardized test materials or online test unless authorized by test protocol.

 

3.         Removing any test materials from the secure storage area except during test administration or accessing test questions prior to when the test is given, unless authorized by the test coordinator and otherwise allowed by test protocol.

 

4.         Copying, printing, downloading or duplicating in any way any part of an online assessment for any reason unless authorized by the test coordinator and otherwise allowed by test protocol.

 

5.         Failing to return all test materials following test administration.

 

6.         Directly teaching any actual test item or taking actions to discover test items included on a test.

 

7.         Altering in any way a student's responses on a test.

 

8.         Indicating to students during testing that they have missed items and need to change them; giving students clues or answers to questions; allowing students to give each other answers to questions or copy off each other's work; and altering test administration procedures in any other way to give students an unfair advantage.

 

9.         Administrators or other staff members pressuring or encouraging teachers to engage in any of the aforementioned improper or unethical practices.

All district staff are required to immediately report to the district test coordinator any suspicion that this policy has been violated. An immediate investigation will occur if a district staff person is suspected of engaging in any improper or unethical practice. If the allegations against the staff person are proven, a report will be forwarded to the superintendent, and appropriate disciplinary action will be taken, including termination.

The district will conduct an investigation of any student suspected of engaging in any improper or unethical practice. If allegations are proven, the student will be disciplined in accordance with district policy.

Administrators and test examiners are responsible for reporting any improper or unethical behaviors to DESE's Assessment Section or in accordance with specific testing protocol.

* * * * * * *

Note:  The reader is encouraged to check the index located at the beginning of this section for other pertinent policies and to review administrative procedures and/or forms for related information.


 

Holden R-III

Original Adopted Date:

 4/13/1998

Last Revised:

 9/8/2014

 

2014 (5/14), Missouri School Boards' Association, Registered in U.S. Copyright Office.

 

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