Valley Park School District Assessment Plan Introduction 1 Assessment Instruments. 2 Screening Assessments 2 Health Screening. 3 Achievement Assessment 3 Assessments for Predicting & Planning.. 5 Guidelines for Including Students with Disabilities 7 Provisions for Teaching Test-Taking Skills.. 7 Test Security.. 8 Storage and Access Before Test Administration. 8 Instructions for Administration... 8 Test Administration... 8 Collection and Storage of Test Materials Following Testing... 9 Sanctions Against Unfair Practices... 9 Revised 2017-2018 (September) - 1 -
Valley Park School District Assessment Plan Introduction The purpose of assessment in the Valley Park School District is to obtain information that will enhance learning and assess student growth. Assessment data for an individual student provides a means for parents, teachers, and counselors to monitor learning, plan for academic needs, and work cooperatively with the student to make personal and educational choices. Assessment results are used for decision making in three areas of teaching and learning: instruction, guidance/ counseling, and screening/ selection for certain programs/ services. Group assessment data serves as a vehicle for addressing specific strength or weakness in curriculum and classroom instruction. It is also a guide for decision making impacting instructional practices/ programs, the setting of priorities, allocation of resources, and staff development. Annually, the Valley Park School Board and Staff will analyze individual, grade level, and subject area data, as well as disaggregated assessment data of various student sub groups, to determine the effectiveness of Valley Park s educational program. Our Assessment Plan is based on the guidelines developed by the Missouri Department of Elementary and Secondary Education. A committee consisting of the Assistant Superintendent, Building level Administrators, Guidance Counselors, Teachers, Early Childhood Teachers, Special Education Teachers, Reading Specialist, Gifted Specialist, and School Nurse all contributed to the information. This document is approved annually by the Board of Education, and provides guidance to district personnel regarding all aspects of the Valley Park School District Assessment Plan. - 2 -
Screening Assessments: Birth to Kindergarten Instrument Ages and Stages Questionnaire (ASQ) Parents As Teachers Observation (PAT) Target Age or Grade Level Birth to 3 years old Birth to 3 years old Date Continuous Aug. - June Continuous Parent Questionnaires Birth to 5 years old Continuous Functional Vision Screening 6 months 3 years old Continuous Functional Hearing Testing 6 months 3 years old Continuous Observation during and before 3 5 years old Continuous testing Purpose To identify potential problems in the areas of language, fine motor, gross motor, and personalized development. To gather information about behavior, language, social skills, cognitive skills, response to voice, ability to locate sounds, general development, etc To gather information regarding prenatal care, health and developmental history, social skills, language, vision, hearing, immunizations, adaptive behavior, etc To identify potential problems with near- and far-sightedness and muscle balance. To identify potential hearing problems. To gather information about behavior, speech and language, social skills, gross motor ability, attention span, general physical development, etc To identify potential problems with near- and far-sightedness and muscle balance. To identify potential hearing problems. To identify potential problems with near- and far-sightedness and muscle balance. To identify potential hearing problems. Formal Hearing and Vision 3-5 years old Continuous Symbol Hand Chart & 3-5 years old Continuous Stereovision Screening Hearing Pure Tone 3-5 years old Continuous KidSight Vision Screening 3-5 years old Fall To identify potential eye problems such as lazy eye which can cause vision loss in young children. Dial 4 3 5 years old Continuous To gather information and to assess pre-k and kindergarten readiness. Global screener for assessing large groups quickly. Dissemination and/or Utilization of Results: Appropriate staff will confer with parents to discuss results and share suggested activities, which may further the child s development. If children appear to be having difficulty, they will be referred directly to appropriate persons such as special education personnel or through the parents to appropriate medical personnel. Re-screens will be conducted as needed. Screening results conducted immediately prior to kindergarten enrollment will be shared with the child s teacher for instructional purposes and placed in the child s permanent record files. Professional Development: All staff involved in the screening process for the first time will participate in training and guided practice concerning the use and logistics of test administration. - 3 -
Near, distance, and Stereovision Health Screening: Grades K-12 Instrument Target Grade Level Date Purpose All students new to district Fall plus K, 1, 2, 3. Every other year after 3 rd grade as time permits and any student referred by teacher or parent. KidSight Vision Screening Identify children with possible visual defects and to refer for diagnosis and treatment. kindergarten Fall To identify potential eye problems such as lazy eye which can cause vision loss in young children. Hearing Pure Tone Audiometry Screening K, 1, 3, 5, 7, 9, 11 & all students with IEPs Fall To screen for deficits in hearing acuity; conducted in conjunction with SSD. Dissemination and/or Utilization of Results: Results for all health screenings will be maintained in individual student medical files. Letters recommending referrals to appropriate medical personnel will be mailed or sent home to parents of all students who fail a health screening. Results of screenings will be shared with district staff and special education personnel on a need to know basis. Professional Development: All staff involved in the screening process for the first time will participate in training and guided practice concerning the use and logistics of test administration. - 4 -
Achievement Assessments: Grades K-12 Instrument Target Grade Level Date Purpose/Time Gates MacGinitie 9-10 April/ May To determine reading level. Reading 6-8 Sept.- May WIDA WAPT screening assessment English Language Proficiency Assessment and ACCESS language assessment K-12 students eligible for ELL services February To determine language proficiency. Missouri Assessment Program (MAP) Grade Level Assessments Missouri End of Course Exams ACT ELA 3-8 Math 3-8, Science 5, 8 English I English II Algebra I Algebra II Biology Geometry American History Government Physical Science High School Juniors 7 th Grade Duke Talent Search Spring Assessment Window Fall and Spring Assessment Window April-May - 5 - To measure individual and group achievement. Recommended time requirements outlined in assessment manual vary from test to test. To measure individual and group achievement Allotted/recommended time requirements outlined in assessment manual vary from test to test. To measure individual and group achievement. ACT timed assessment. 5, 7, 9 Oct. May To measure individual and group fitness. Completed during normal class period. 11 12 American Govt. course Missouri Physical Fitness Assessment U.S. and Missouri Constitution Tests U.S Constitution Test 8 PSAT and SAT 11-12 Throughout school year through To determine understanding and knowledge of U.S. and Missouri constitutions (graduation requirement). One class period required for assessment. Assess college readiness. PSAT and SAT timed assessment.
registration Dissemination and Utilization of Achievement Assessment Results: Individual results from the MAP will be sent home to parents of elementary children with a letter of explanation. Individual MAP results will be mailed home to parents of secondary students, and secondary students will be provided an opportunity for conferencing with building counselors and teachers regarding individual performance. MAP reports will be filed in student permanent records. MAP Individual and Group results, as well as results disaggregated by race/ethnicity, gender, ELL/LEP, migrant, or identified disability, will be shared with appropriate staff. This will facilitate instruction designed to promote growth in individual, group and subgroup achievement. The results will also be used to set goals, design staff development, and modify curriculum. Group and disaggregated data will be provided to the Board of Education at the annual assessment workshop. MAP results will be provided to the public in the annual district report card. Missouri Physical Fitness Assessment results will be disseminated to students in physical education classes. Group results will be reported to the Missouri Department of Elementary and Secondary Education. S.T.A.R. reports will be provided to middle and high school students. This information is shared with parents at conferences. Reading assessment results will be used to facilitate the identification of students for enrollment in intervention programs (such as after-school reading, summer school, and reading intervention) and retention. Writing benchmark results will be shared with parents and utilized is determining acquisition of writing standards reported via student grade cards. Individual achievement data is available to special education personnel for screening purposes, planning, and implementing individual education plans. U.S. and Missouri Constitution test results will be disseminated to students in American Government classes and will be utilized in determining course grades. Professional Development: Annually, teachers who administer the Gates MacGinitie and S.T.A.R. reading assessments for the first time will be provided training by building level personnel in test administration and interpretation of results. All faculty members will participate in ongoing Professional Development regarding the design and content of MAP. Each Fall, when assessment data is available, building level faculties will be provided Professional Development in interpreting and using MAP results, including disaggregated results, to plan instruction and revise curriculum in order to improve student subgroup performance. Building level principals will work cooperatively with the Assistant Superintendent to plan and implement Professional Development related to these assessments. The district will send representatives to state sponsored MAP workshops. Prior to test administration of each year, the Assistant Superintendent will review MAP administration procedures with counselors who will share these testing procedures to faculty members administering the assessments. - 6 -
Assessments for Predicting and Planning: Grades K 12 Instrument Target Grade Level Date Purpose AimsWeb K-8 Aug.-May SSD ONLY: complete benchmarking three times per year and to progress monitor based on need/goals. No longer an BAS Benchmark Assessment System Fountas & Pinnell New York Teachers College Reading Inventory Lucy Calkins Reading and Writing Assessments assessment used by VPSD. K-5 Aug.-May Given through reading services to assess reading levels and analyze reading performance. K-5 Aug.-May To determine instructional and independent reading levels. K-5 Aug.-May To measure individual and group achievement and growth in reading and writing. Galileo 1-8 Aug.-May To provide data and measure individual and group achievement. Kuder 9-12 Sept.- May To provide career based planning for A+ school students. COPS Interest Inventory 9 12 By individual appointment KBIT -2 K 8 Throughout school (based on referrals) year WASI-II K 8 (based on referrals April-May and screening requirements) Renzulli Scale K 8 (based on referrals/screening requirements) CogAt-7 K 8 (based on referrals/screening requirements) Jan.- May Jan.- May To provide information relative to career planning. To be given as part of the data collection process. To determine eligibility for gifted program. To determine eligibility for gifted program. To determine eligibility for gifted program. - 7 -
CogAt-7 3 March To determine eligibility for further screening for the gifted program. Tobacco, Alcohol and 6, 8, 10 Sept. Jan. To determine patterns of drug abuse. Other Drug Surveys (parental permission req d) Cambridge American College Test (ACT) 10-11 Sept. and April Pretest/Posttest format used to target instruction and individual planning. released items American College Test (ACT) 11-12 Throughout year through registration To provide information relative to college planning and admission. Scholastic Aptitude Test (SAT) 11 12 Throughout year through registration To provide information relative to college planning and admission. Dissemination and Utilization of Results from Assessments: Results of DRA, MAP and New York Teachers College Reading Inventory will be utilized in determining placement for academic intervention and planning instruction for math and literacy groups, as well as to monitor progress of students while participating in the intervention groups. Title I reading specialists will maintain individual results and share results with classroom teachers and parents. WASI-II and other screening instrument results will be maintained by gifted personnel. Parents will be notified by letter whether or not their child meets the gifted program requirements. Parents will also receive a report with WASI-II results. If parents request a conference, they may meet with school personnel to discuss testing results. The high school guidance counselor will discuss information from the Kuder, American College Testing (ACT), and Scholastic Aptitude Test (SAT) with individual students, who will take the assessment results home to parents. ACT and SAT results are mailed directly to the students homes from the testing company. Results from ACT, and SAT are used for developing individual educational and career plans. ACT, and SAT results are placed in student permanent files. Information from the district s ACT Profile Report, including disaggregated data, will be incorporated in the Annual Assessment Report provided to the Board of Education and used in evaluating and improving curriculum and instruction. The KBIT-2 may be given as part of the data collection process. Results with be available to parents at conferences and upon request. Professional Development: Only guidance counselors, gifted personnel, reading specialists, and staff who have participated in the appropriate training for an assessment will administer the assessment. - 8 -
Guidelines for Including Students with Disabilities All staff will participate in Professional Development offered by the special education staff on topics such as, recognizing children with special needs, utilizing alternative intervention strategies, the referral process, and dealing with children with special needs in the classroom. When a data team believes that a student may be eligible for special education services, the team will make a referral directly to the building guidance counselor. Individual problem solving sessions will be scheduled. If necessary, the guidance counselors will in turn initiate and monitor the completion of a referral packet to Special School District. Classroom teachers and data teams will participate in the referral packet completion by providing the appropriate documentation collected as a result of observation and utilization of intervention strategies. Special School District personnel will evaluate the student s eligibility through use of assessments, and Valley Park School District personnel will attend post-evaluation conferences and Individual Education Plan (IEP) conferences. Valley Park School District personnel will collaborate with Special School District personnel in implementing a student s IEP. Individual students with disabilities will participate in assessments administered by the district as indicated by the student s IEP or 504 plan with appropriate accommodations. Accommodations will be designed to provide all students with an equal opportunity to demonstrate what they have learned. Accommodation procedures include adjustments in the assessment setting, item presentation, student response methods, as well as, timing of the assessment. Decisions regarding accommodations or non-participation in specific types of assessments will be made on an annual basis by the IEP team and will not be based on program settings, category of disability, or percentage of time in a particular placement or classroom. The school staff should expect that all students, including those with disabilities, will participate in the MAP and other district-wide assessments. After consideration of the student s instructional goals, curriculum, current level of functioning, skills, and learning characteristics, if the IEP team determines that a student should not participate in MAP, then the student will complete the MAP-A. Provisions for Teaching Test- Taking Skills Classroom teachers will provide students with regular instruction in test-taking skills and provide students with opportunities to practice responding to multiple choice and constructed response questions, as well as performance events. Classroom teachers will also provide feedback regarding student performance following practice opportunities. Preparing students to participate in state and national assessments will be the responsibility of all classroom teachers. School faculties will develop strategies for improving student performance on state and national assessments on an annual basis. - 9 -
Test Security Storage and Access Before Test Instructions for Administration All Missouri assessment documents and other standardized test booklets and/or test log in tickets are to be stored, immediately upon receipt, in a secured area. The District Testing Coordinator and the School Test Coordinator will view all training videos and read all appropriate manuals prior to the testing window. School Test Coordinators will assure that students are successfully entered into the testing program. School Test Coordinators will print test log on tickets prior to testing and keep them in a secure area. Teachers will have access to the appropriate documents, including the Test Administration Manual. Prior to the first day of any standardized testing, all staff involved in test administration will be required to participate in Professional Development, led by the school testing coordinators, regarding testing procedures. The Professional Development will stress the importance of test security during test administration. Security issues addressed will include handling materials in a secure manner, providing directions to students, responding to students questions, and monitoring the test setting. Test Administration All standardized tests will be administered in an appropriate manner in compliance with testing guidelines. Students will be encouraged to use restroom facilities, get drinks, etc., before starting to take the test. All individuals administering tests will strictly follow the procedures outlined in the test administration manual. Test administrators will not leave the testing room while the test is being given. While the test is being given, building administrators and other designated individuals may transition between classrooms to help monitor administration and to provide assistance as needed. - 10 -
Sanctions Against Unfair Practices The test security measures outlined in this document should help prevent unfair practices; however, should unfair practices occur; the sanctions specified in this section will be put into motion. Following is a list of unfair practices, which this district considers inappropriate. a. Copying or taking pictures of any part of a standardized test for any reason. b. Removal of log in tickets from the secure storage area except during test administration. c. Directly teaching any test item included on a standardized test. d. Altering a student s responses to items. e. Indications to students during testing that they have answered items incorrectly and need to change them; giving students clues or answers to questions; allowing students to give each other answers to questions or to copy each other s work; or altering test administration procedures in any way to give students an advantage. f. Undue pressure or encouragement on the part of administrators for teachers to engage in any of the aforementioned inappropriate or unfair practices. If a district staff person is suspected of engaging in any of the aforementioned unfair practices, then an immediate investigation will occur. If allegations are proven, a report will be forwarded to the superintendent and appropriate disciplinary action will be taken. - 11 -