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Revised 4/23/19 Pending BOE Approval
ASSESSMENT PLAN 2019‐2020
Page 1 of 26 Pending BOE Approval
Table of Contents
Introduction .................................................................................................................................................. 2
Philosophy of Assessment ........................................................................................................................ 2
Part 1: Assessment Descriptions ................................................................................................................... 4
State‐wide Assessments ........................................................................................................................... 4
Missouri Assessment Program .............................................................................................................. 4
Provisions for Assessment of Standards Not Assessed by the MAP ..................................................... 7
Local Assessments ..................................................................................................................................... 7
Curricular‐Based Assessments ............................................................................................................ 15
External Achievement Assessments ..................................................................................................... 8
Abilities Assessments .......................................................................................................................... 12
Character Education Assessments ...................................................................................................... 13
Voluntary Assessments ........................................................................................................................... 15
Part 2: Provisions ........................................................................................................................................ 16
Accessibility for Special Populations ....................................................................................................... 16
Professional Learning Directly Related to the Assessment Program ...................................................... 19
Teaching Test‐Taking Skills to Students .................................................................................................. 20
Test Security Policy and Regulation ........................................................................................................ 21
Policy 6420 .......................................................................................................................................... 21
Regulation 6420 – Testing Security ..................................................................................................... 21
Page 2 of 26 Pending BOE Approval
Introduction Philosophy of Assessment Assessment is a critical component of Rockwood’s Teaching and Learning Model (Fig. 1) and is essential
to ensure quality classroom instruction and learning for all students. The ongoing use of formative,
interim, and summative assessments help educators monitor student learning, adjust instruction,
provide intervention strategies, and improve programming. Feedback from assessments also helps
students and parents by communicating progress toward mastery of content and skills, highlighting
areas of strength, and identifying possible opportunities for growth.
Fig.1 Rockwood School District Student Learning Model
In order to ensure a systematic approach to assessment, districts should develop local assessment plans
which supplement state‐level testing without duplicating it1. A balanced assessment plan should address
the needs of students and provide insights to teachers regarding what learning has and has not been
mastered. Data from assessments should be used to diagnose areas of strength and to customize
instruction to address student needs.
1 “Best Practices in Local Assessment.” p. 3. September, 2012. Hanover Research. http://www.hanoverresearch.com/?i=k‐12‐education
Page 3 of 26 Pending BOE Approval
Assessment can take many forms including traditional tests and quizzes, but it can also occur through
other means such as screenings, surveys, exit slips, performance events/tasks, interviews, and much
more. Formative and interim assessments can guide next steps for learning, gauge and communicate
student mastery of learning standards, diagnose immediate areas where instructional programming can
improve, inform classroom teaching, and predict future achievement. Interim and summative
assessments can also measure instructional quality, support the evaluation of educator effectiveness,
measure program efficacy, inform system accountability measures, and provide for comparison to other
schools and districts. A balanced plan can help evaluate student needs system‐wide and provide
valuable insight into continuous program improvement.
This Assessment Plan attempts to:
Summarize Rockwood School District’s comprehensive and balanced assessment program,
Demonstrate how the district monitors achievement targets for a variety of purposes,
Outline what data are available and how data are used to drive decision‐making with regard to
curriculum, instruction, and programs,
Support the district’s commitment to communicating assessment data, motivating students to
do well on assessments, ensuring test security, and teaching test taking skills, and
Outline the process for how the Assessment Plan is continually monitored and adjusted.
Through their approval of this document, the Rockwood Board of Education shows their endorsement of
the assessment efforts within the district and their support for this critical component of the Teaching
and Learning Model.
Page 4 of 26 Pending BOE Approval
Part 1: Assessment Descriptions The following section provides a summary of both state‐wide and local assessments.
State-wide Assessments The Missouri State Board of Education and the Department of Elementary and Secondary Education (DESE) define the Missouri Assessment
Program (MAP) for all public school systems in the state of Missouri. The Missouri Assessment Program consists of the following components:
Missouri Assessment Program
Assessment Name
Overview/Purpose Population How Data are Used and Shared
Estimated Student Time
Required
Assessment Window(s)
MAP – Grade‐
Level
Assessments
(GLA)
As part of the state assessment plan, end‐
of‐grade summative assessments provide
information regarding student attainment
of Missouri Learning Standards in English
Language Arts, Mathematics, and
Science.
Grades 3, 4, 6, 7
(English Language Arts
and Mathematics)
Grades 5 & 8 (English
Language Arts,
Mathematics, and
Science)
Student‐level reports are provided to
families. Data are used at the state
level for accountability and at the
district/school/classroom level to
monitor and improve instructional
programs.
Grades 3,
4, 6, 7
(approx. 3
hours)
Grades 5
& 8
(approx.
7‐8 hours)
Spring
MAP – End‐Of‐
Course
Assessments
(EOC)
As part of the state assessment plan, end‐
of‐course summative assessments
provide information regarding student
attainment of Missouri Course‐Level‐
Expectations (CLEs) in English Language
Arts, Mathematics, Science, and Social
Studies.
Students completing
courses aligned with
Algebra I, Biology,
English II, US
Government, Personal
Finance and Algebra II
(only for students who
completed Algebra I
prior to grade 9)
Performance data are returned to
districts within 5 business days
following the end of testing. Student‐
level reports are provided to families.
Data are used at the state level for
accountability and at the
district/school/classroom level to
monitor and improve instructional
programs.
Varies by
EOC (1.5 –
3 hours)
Fall and/or
Spring
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Assessment Name
Overview/Purpose Population How Data are Used and Shared
Estimated Student Time
Required
Assessment Window(s)
Missouri Constitution /
U.S. Constitution Proficiency Assessments
As part of Missouri state graduation
requirements, students must
demonstrate proficiency on the
provisions and principles of the Missouri
and U.S. constitutions.
Students completing American History
courses
Performance data are generally
available to students upon completion
of the assessment. Data are used at
the district/school/classroom level to
monitor and improve instructional
programs.
30
minutes
Fall or
Spring
Missouri Civics
The Missouri Civics Education Initiative
passed by the MO Legislature June 2016,
requires any student entering 9th grade
after July 1, 2017 to pass an examination
on the provisions and principles of
American civics.
Students completing 9th grade Social Studies courses
Performance data are generally
available to students upon completion
of the assessment. Data are used at
the district/school/classroom level to
monitor and improve instructional
programs.
100
Questions
Fall or
Spring
MAP‐Alternate (MAP‐A) DLM
As part of the state assessment plan, this
end‐of‐grade, alternate assessment is
required for students with the most
significant cognitive disabilities.
Depending on the student’s grade level,
the areas assessed may include online
assessments in English Language Arts and
Mathematics, and Science.
Only those students with the most
significant cognitive disabilities, Grades 3‐8 & 11 (ELA and Math),
Grades 5, 8, 11 (Science)
Performance data are returned to
districts in the fall of the school year
following testing. Student‐level reports
are provided to families. Data are used
at the state level for accountability and
at the district/school/classroom level
to monitor and improve instructional
programs.
Varies Winter thru
Spring
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Assessment Name
Overview/Purpose Population How Data are Used and Shared
Estimated Student Time
Required
Assessment Window(s)
W‐APT (K) /
Online
Screener /
ACCESS for
ELLs 2.0
As part of federal requirements, districts
are required to identify incoming
students who qualify as English Language
Learners (ELLs). Beginning in the 2017‐
2018, the WIDA screener is now online.
This replaces the paper WAPT for grades
1‐12. The Kindergarten screener remains
unchanged.
Grades K‐12
Every potential EL identified by the
Language Survey is required to be
screened. Data are used to determine
supports needed for each individual
student.
2 hours
Fall
W‐APT (K)
Online
Screener(1‐
12)
Ongoing
ACCESS for
ELLs 2.0
As part of the state assessment plan, the
assessment evaluates student English
language proficiency in listening,
speaking, reading, and writing for English
Language Learner (ELL) students.
Grades K‐12
Students eligible for
ELL services
Data are returned to districts in the
spring of the school year. Student‐level
reports are provided to families. Data
are used at the state level for
accountability and at the district
/school/classroom level to monitor
and improve instructional programs.
2 hours Winter
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Provisions for Assessment of Standards Not Assessed by the MAP Pursuant to section 8401(b) of the Every Student Succeeds Act (ESSA), of section 1111(b) (3) (C) (ii) of
the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind
Act of 2001 (NCLB), each state’s assessment system must measure the full range of the state’s academic
content standards. Missouri is requesting a waiver of this requirement only with respect to measuring
the state’s speaking and listening content standards. These standards are evaluated through classroom
assessment practices on an ongoing basis. (In 2019, DESE conducted a field test with listening items on
MAP End‐of‐Course English II assessment.)
Speaking in the Missouri Assessment Program (MAP) Grade‐Level (grades 3 – 8) assessment,
Speaking and listening in the MAP End‐of‐Course (high school) assessment, and
Speaking and listening in the MAP‐Alternate assessment (grades 3 – 8 and 11).
Local Assessments In addition to required state tests, a variety of locally‐determined assessments are used in Rockwood.
Annually, the Testing and Assessment Advisory Committee reviews and recommends updates to the
Assessment Plan. Assessments are selected according to identified needs and priorities. When
appropriate, assessments are selected which can provide information for a variety of needs. Examples of
criteria used when considering assessments include:
Relationship to Rockwood‐defined purposes/areas of measure
Impact/Benefits/Utility
Quality/Reliability/Validity/Bias
Design (purpose, intended population, required time, cost/resources, delivery method, item
types, etc.)
Continuity of data between assessments and over time
Limitations
Each year, recommended changes to the Assessment Plan are taken to the Rockwood Board of
Education for approval along with the proposed Large‐Scale Testing Calendar.
Page 8 of 26 Pending BOE Approval
External Achievement Assessments
Assessment Name
Overview/Purpose Population How Data are Used and Shared Estimated
Student Time Required
Testing Window(s)
STAR
Enterprise
All students in grades 1‐9 (reading) and
grades 1‐8* (math) are assessed 3 or
more times annually to measure student
learning. Assessments are nationally‐
normed and provide valuable information
to teachers and students regarding
growth and progress toward skill
attainment.
As required by Missouri statute (Section
167.950,RSMo.), STAR in connection with
Fastbridge and BAS will serve as universal
screening tools for reading.
Grades 1‐9 (Reading)
9th Grade Excludes
Honors and ALARP
Grades 1‐5 (Math)
*Grades 6‐8
(Excluding Alg1, Alg 2,
Geometry)
Performance data are available
in near‐real time and are used to
adjust daily instruction. Overall
scores can be generated along
with specific reporting at the
learning standard level. Results
of these common assessments
help drive continuous
improvement efforts within the
classroom, school, and district.
Results are also utilized to
screen for programs such as
Rockwood’s Gifted Program.
25 minutes per
subject per
assessment
Fall,
Winter,
Spring
Fast Bridge
As required by Missouri statute (Section
167.950,RSMo.), Fast Bridge in
connection with STAR and BAS will serve
as universal screening tools for reading.
Grades K‐1, 2‐3(as
needed)
Data are utilized by teachers,
PLCs and RtI teams within each
school to provide appropriate
supports.
12 minutes
Fall,
Winter,
Spring
BAS‐
Benchmark
Assessment
Conference
This one‐on‐one assessment is
administered to students in grades K‐5 a
minimum of 2 times annually to measure
Fountas & Pinnell reading levels and to
identify student strengths and potential
areas of growth in the area of reading.
Depending on student needs, additional
assessments may be administered for a
maximum of 5 times annually.
Grades K‐5
Data are gathered by listening to
students read passages and
accurately carry on
comprehension conversations.
This provides measures of
accuracy, fluency, and
comprehension. Teachers use
these results to help provide
differentiated reading
instruction for all students.
Approx. 20
minutes per
assessment
Fall and
Spring
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Assessment Name
Overview/Purpose Population How Data are Used and Shared Estimated
Student Time Required
Testing Window(s)
Kaufman Test
of Educational
Achievement
(KTEA‐III Brief)
Assessment of academic skills in reading,
math, and written expression. KTEA‐III is
an achievement assessment that can be
used when other achievement scores are
not available for gifted identification.
K‐12
Selected students
needing achievement
scores for gifted
identification
Data are used within the gifted
identification process. Student
results are shared with school
and parents.
20 minutes Ongoing
AAPPL
The ACTFL Assessment of Performance
Towards Proficiency in Languages (AAPPL)
addresses the World‐Readiness Standards
for Learning Languages, and uses today’s
communication media in which test
takers perform tasks such as participating
in a virtual video chat, creating wikis, e‐
mailing, and using apps to demonstrate
language ability.
World Language
Levels 3 and above
(French, German, and
Spanish)
Scores are returned to the
district approximately 2 weeks
following the assessment.
Scores are reported on ACTFL’s
proficiency continuum. Data are
shared with students, buildings,
and the district. Scores are also
used as criteria for Seal of
Biliteracy.
2 hours Spring
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Assessment Name
Overview/Purpose Population How Data are Used and Shared Estimated
Student Time Required
Testing Window(s)
PreACT
The PreACT provides students with a
realistic ACT test experience and provides
predicted ACT performance. The PreACT
also includes a student interest inventory
with results reported to the student and
school. A total of 4 subject areas are
assessed: English, reading, math and
science.
Grade 10
Performance data are estimated
to be available within 10 days
and provide students and
educators with individual
student strengths and areas for
improvement in each of the four
subject areas. Educators will
have access to item analysis and
questions used within the
assessment to review. A variety
of printable score reports are
available which can be used to
inform students and families of
their strengths and areas for
improvement.
3.5 Hours Fall
Practice ACT
The Practice ACT is a released ACT
assessment. A total of 4 subject areas are
assessed: English, reading, math and
science. The Practice ACT will provide a
realistic ACT test experience to help
students prepare for the Statewide
Administration in April.
Grade 11
Performance data are available
in near‐real time and provide
educators and students with
individual strengths and areas
for improvement in each of the
four subject areas. Results will
provide ACT composite score
and subject area scores to help
students prepare for the ACT in
April. Educators will have access
to item analysis and questions
used within the assessment to
review.
3.5 Hours Fall
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Assessment Name
Overview/Purpose Population How Data are Used and Shared Estimated
Student Time Required
Testing Window(s)
ACT
This has been part of the State
Assessment plan until 17‐18. Rockwood
has offered the ACT to all Juniors since
the 10‐11 school year.
ACT provides student information to
assist with planning for post high school
experiences.
In addition to an overall Composite score,
students receive sub‐test scores in the
areas of English, mathematics, reading
and science Reasoning.
Grade 11
Student‐level reports are
provided to families
approximately 3 weeks
following the testing date.
District‐wide performance data
are returned to districts in the
fall of the school year following
testing. Data are used at the
state level for accountability and
at the district/school/classroom
level to monitor and improve
instructional programs.
4.5 hours Spring
ACT WorkKeys
WorkKeys assessments measure
foundational skills required for success in
the workplace, and help measure the
workplace skills that can affect job
performance. Individuals who
successfully complete the three WorkKeys
assessments; Applied Math, Graphic
Literacy and Workplace Documents earn
the WorkKeys National Career Readiness
Certificate.
Grade 12 (Optional)
Students may utilize the results
and National Career Readiness
Certificate to pair their ability
with employment.
3.5 hours Fall
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Abilities Assessments
Assessment Name
Overview/Purpose Population How Data are Used and
Shared
Estimated Student Time Required
Testing Window(s)
Kingore
Observation
Inventory (KOI)
Selected activities are used as a universal
screening tool to identify students with
specific, observable characteristics of
giftedness.
K
KOI scores are used as the
initial criteria in the screening
and identification process for
gifted education
services. Scores are shared
with gifted education staff to
identify students needing
additional testing.
Four 30 minute
sessions Fall
CogAT
This Cognitive Abilities Test (CogAT)
screener measures students’ learned
reasoning abilities and problem‐solving
skills.
Grades 2,4
CogAT scores are used in the
Gifted Education identification
process and provide classroom
teachers with important
information about student
skills and readiness.
30 minutes Fall
WPPSI‐IV,
WISC‐V,
Kaufman Brief
Intelligence
Test (1‐8),
Kaufman Test
of Educational
Achievement
(1‐8)
These assessments measure cognitive or
achievement ability. Age appropriate
assessment will be administered to
students identified through KOI and
CogAT screening process.
Select students
identified by KOI
CogAT screener tools
WPPSI‐IV Up to age 6
WISC‐V Age 6+
Results are used to identify
gifted students to receive
gifted services. Data shared
with school counselor and
parents.
45‐60 minutes Ongoing
Page 13 of 26 Pending BOE Approval
Character / Climate Assessments
Assessment Name
Overview/Purpose Population How Data are Used and
Shared
Estimated Student Time Required
Testing Window(s)
Missouri
Student Survey
This state survey is a valuable way to
learn more about students’ tobacco, drug,
and alcohol use, as well as bullying,
mental health, and other information. It
helps to assess student attitudes and
behaviors regarding factors relating to
fostering safe and drug‐free learning.
Grade 7, 9 – 12
students in Health/PE
classes
The results are important to
help plan prevention activities
and provide information
necessary for local grants.
20 minutes
February/
March
(Even End
years only)
Student
SEL/Character
/ Climate
Surveys
This is a local assessment/survey given to
all students 3‐5 to aid schools and
students in learning more about Social
and Emotional Learning characteristics of
themselves and the school environment.
Survey questions are perceptual and are
linked to SEL domains (Sense of
Belonging, Social Awareness, Student
Teacher Relationships, Self‐Management,
& Self Efficacy:
Grades 3‐5
Analysis of the data,
subsequent goal setting, and
action planning by school level
teams allows for cohort
analysis of climate and
character and longitudinal
analysis of changes in character
and climate data.
15 minutes Spring
Page 14 of 26 Pending BOE Approval
Assessment Name
Overview/Purpose Population How Data are Used and
Shared
Estimated Student Time Required
Testing Window(s)
Staff and
Parent
Character and
Climate
Surveys
This is a local assessment/survey given to
all staff and parents K‐12 to aid schools in
annual measurement of school character
and climate by school and grade level.
Survey questions are perceptual and are
linked to character domains and
subdomains: Autonomy (leadership,
service, voice); Belonging
(Engagement/well‐being, safety,
relationships); and Competence (hope,
motivation).
Parents and Staff (K‐
12)
Analysis of the data,
subsequent goal setting, and
action planning by school level
teams allows for cohort
analysis of climate and
character and longitudinal
analysis of changes in character
and climate data.
15 minutes Spring
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Voluntary Assessments Students may participate in a variety of voluntary assessments based upon their interests. Examples of
these assessments include Advanced Placement (AP), PSAT, SAT, ASVAB, Compass, additional
administrations of the ACT Test, and more. Additional information regarding these assessments can be
obtained by contacting the child’s school.
Curricular-Based Assessments Within the Teaching and Learning Model (Fig. 1), teachers develop/select classroom assessments which
align with the identified key learning objectives contained within each unit of study. A variety of
assessment types are used including diagnostic (to reveal specific areas of difficulty), formative (to
provide fast feedback which guides next‐step learning), and summative (to gauge mastery of learning
objectives).
The results of diagnostic assessments can be used to determine various readiness levels and to assist the
teacher in planning for instruction differentiated to individual student needs. The data from both formal
and informal formative assessments can be used to determine whether to extend, intervene, reteach,
and/or reassess essential learning objectives. The summative assessment is utilized at the end of
instruction for a particular unit to assess the comprehensive level of proficiency of each student related
to the major learning objectives within the unit of instruction. With the data from these unit
assessments, teachers can develop a plan to support students who are not proficient, while moving on
to the next unit. Teams of teachers are also able to use this data to reflect on the instructional process
and make adjustments that will enhance teaching and learning.
Page 16 of 26 Pending BOE Approval
Part 2: Provisions Accessibility for Special Populations Rockwood believes all students can learn and should have the opportunity to be fairly and thoroughly
assessed to measure the depth and degree of their learning. The Rockwood School District is
accountable for the assessment of all students enrolled in the district including those receiving special
education services, regardless of disability type or severity. It is the district’s intent that all students be
assessed on their academic achievement to the fullest extent of their ability. All individualized testing
accommodations will be specified in the student’s IEP/504/Support Plan and carried out in accordance
with the determined needs of the student. All students will participate in either the MAP assessments
designed for specific content areas or the MAP‐Alternate Assessment. Modifications to the current
achievement test or classroom material will be based upon the perceived needs of the students
represented through their IEP/504. Whenever possible, the DESE guidelines for accommodations on the
MAP will be followed and applied to support students with disabilities taking District‐wide standardized
achievement or other standardized ability tests.
The assessment program in Rockwood is designed to account for the progress of all students and to be
in compliance with all state and federal laws.
Section 504 of the Rehabilitation Act of 1973 sets the foundation for including students with
disabilities in state assessments by prohibiting their exclusion from and discrimination against
federally‐assisted programs or activities.
Goal 2000: Educate America Act (Public Law 103‐227) encourages the establishment of high
standards of learning for all students and the use of better assessments to evaluate student
progress toward meeting these standards.
Improving America’s Schools Act (IASA)(Public Law 103‐382) works with Goals 2000 in
encouraging the establishment of high standards of learning by promoting school‐wide reform
that provides opportunities for all students to achieve at the highest levels of performance. ISA
authorizes funding for Title I programs that provide students with extra help with reading and
math. IASA money is for all students, including those with disabilities.
Individuals with Disabilities Education Act (IDEA)(Public Law 105‐17) provides federal funds to
assist states and schools in making a free and appropriate education available to all students
identified as having a disability. This act provides clear direction for including students with
disabilities in state assessment programs as well as district‐wide assessment programs.
In order to comply with federal laws and state mandates, the Rockwood School District has developed
the following guidelines for including students with special needs into the state assessment program
and district‐wide assessment program:
1. Decisions regarding participation in state‐level testing (MAP GLA and MAP EOC)/District‐wide
standardized testing and accommodations will be made annually, based on a student’s
Page 17 of 26 Pending BOE Approval
instructional goals, curriculum, current level of functioning, skills, and learning characteristics.
Students with special needs will participate in the MAP GLA/MAP EOC/District‐wide
standardized testing in one of five ways:
Subject Area Assessments with Universal Tools: Students with disabilities for whom this
option is appropriate would participate in the MAP GLA/MAP EOC/District‐wide
standardized test subject area assessments under the same conditions as other students.
These students would have the opportunity to utilize all provided Universal Tools available
to the general student population. Any student may utilize Universal Tools when deemed
appropriate by a team of educators. This option will allow students that are non‐disabled,
yet receiving interventions and support through a RtI team approach, access to these
targeted supports. It is important that these students only utilize designated supports that
are deemed necessary by a team of educators and have been used by the student
throughout the school year. Introducing new supports during a district/state assessment is
not best practice; additionally, Universal Tools are not meant to give students an advantage
and should not change the nature of what is being tested.
Subject Area Assessments with Accommodations: Students with disabilities for whom this
option is appropriate would participate in the MAP GLA/MAP EOC/District‐wide
standardized test subject area assessments, but accommodations in testing procedures
would be made so that their disabilities do not prohibit obtaining an accurate assessment of
their performance. Accommodations are allowed if they are based on the student’s need,
not benefit. Accommodations are not meant to give students with disabilities an advantage
over other students. Accommodations should not change the nature of what is being tested.
Subject Area Assessments with Modifications: An IEP or 504 Team could determine that a
student with disabilities would participate in the MAP GLA or MAP EOC but would require a
change in procedures or materials to a marked degree. Modifications to the construct of the
assessment will impact the assessment validity and result in the student earning the Lowest
Obtainable Scaled Score (LOSS). This option allows students to demonstrate their knowledge
in a non‐standardized way. Teams should consider all available assessment options before
selecting this method to allow the student to demonstrate what he/she knows in a
particular subject area.
Subject Area Assessments through the MAP‐Alternate Assessment: A very small number of
students with the most significant cognitive disabilities will not be able to participate in the
MAP GLA/MAP EOC assessments even with accommodations. These students will
participate in the MAP‐Alternate Assessment. MAP‐Alternate eligibility is determined
annually by the student’s IEP team using the Department of Elementary and Secondary
Education established eligibility criteria:
The student has been evaluated and found eligible under IDEA.
The student demonstrates the most significant cognitive disabilities and limited
adaptive skills that may be combined with physical or behavioral limitations.
The most significant cognitive disability impacts the student’s access to the
curriculum and requires specialized instruction.
Page 18 of 26 Pending BOE Approval
The most significant cognitive disability impacts the student’s post‐school outcomes.
The student’s inability to participate in the regular assessment is primarily the result
of the most significant cognitive disability and NOT excessive absences; visual or
auditory disabilities; or social, cultural, language, or economic differences.
All decisions regarding participation and accommodations must be made by a
student’s IEP team and documented in the IEP.
Exempt from testing: A very small number of students with significant disabilities will not be
able to participate in the standardized test subject area assessments even with
accommodations. If their IEP so states, these students may be exempted from participating
in specific District‐wide standardized tests.
2. Students with disabilities should participate in all subject areas in which they are receiving
instruction in the content‐oriented Missouri Learning Standards. Decisions about participation
should be made based upon the instruction in the content‐oriented Missouri Learning
Standards. Decisions about participation should never be based on program setting, category of
disability, or percentage of time in the regular classroom. A student should be included in any
part of the MAP GLA/MAP EOC/District‐wide standardized assessment for which that student
receives instruction, regardless of where that instruction occurs.
3. The Department of Elementary and Secondary Education (DESE) has authorized a set of
universal tools for all students, a set of accommodations, or modification for students with IDEA
disabilities that may be implemented in a child’s Individualized Educational Plan. The
Department of Elementary and Secondary Education, if necessary, may approve additional
accommodations. Any accommodations not on the approved list must receive approval from the
Department of Elementary and Secondary Education. Any accommodations used must be those
accommodations that are routinely made in the student’s instructional and assessment
programs. The student’s IEP/504 should verify the use of the accommodations for instruction
and other assessments.
Many of the available accommodations fall into the following general categories:
o Timing or scheduling of the assessment – Give a child more time to take a test or
allow the child to take breaks, etc.
o Test directions – Use sign language, read directions several times, or underline key
words in the directions, etc.
o Test taking supports – Use paper tests, use large‐print tests, use visual magnification
or hearing devices, braille, use color overlays, etc.
o Test setting – Have the child take the test in a different place to reduce distractions,
use special lighting or furniture, etc.
Accommodations must be discussed by the IEP/504 team and described in the child’s plan. If an
IEP team determines the child will not participate in the state MAP assessment, the IEP must
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include a statement of why the assessment is not appropriate and how the student will be
assessed by the MAP‐Alternate. Accommodations are allowed if they are based on the student’s
need, not benefit. Accommodations do not give students with disabilities an advantage over
other students and do not change the nature of what is being tested.
Accommodations may be implemented using teachers, teacher aides, student teachers, or
volunteers. All persons who will be implementing accommodations will receive training in test
administration and confidentiality procedures. Parents should be notified during team meetings
of the support position(s) which may be assigned to implement accommodations during the
testing window.
Accommodations in testing are in accordance and consistent with those given during daily
instruction. Accommodations are directly related to the student’s diagnosed disability and are
only intended to compensate for that specific disability to allow more normal learning and
instruction to occur.
4. It is the responsibility of the District to ensure that the results of assessments are ethical and
equitable, and that no single group of the Rockwood student body is disproportionately
exempted from testing. Therefore, a basic guideline is to always assume every student, even
those with disabilities who may have previously been exempted, will participate in standardized
testing.
5. In terms of reporting assessment results, the district will report to the public on the progress of
students with disabilities with the same frequency and in the same detail as they report on the
assessment of non‐disabled students. The district will comply with IDEA guidelines in the
reporting of state and district‐wide test results.
6. Teachers in each building will study the achievement levels of subgroups of students by
disability. Based on this study, actions will be taken to improve the performance of any
subgroup that lags behind.
The District‐wide assessment program is defined as assessments that are administered district‐wide to a
particular group of students (i.e. all 2nd grade students, all students enrolled in 6th grade reading classes,
all kindergarten students, etc.).
Professional Learning Directly Related to the Assessment Program Rockwood School District believes that comprehensive, on‐going professional learning is central to
school improvement and student success. To that end, Rockwood School District professional learning
promotes continuous professional growth in a supportive environment by enhancing the knowledge and
skills of all staff, with the expectation that doing so will also raise the levels of student performance.
The topics related to state and district‐wide assessment which will be addressed in Rockwood
professional learning offerings include:
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How to analyze data to determine strengths and weaknesses;
How to use the results of data analysis as a means of making changes in programs, instruction, curriculum, and assessment;
How to use achievement data (disaggregated by race/ethnicity, gender, disability, LEP, migrant, etc.) to determine changes that need to be made to improve performance of any subgroup that is lagging behind the overall student population;
How to teach test‐taking strategies to students;
How to identify learner skills and needs for differentiation and subsequent instructional strategies to use in classrooms that will promote academic success;
How to create classroom assessments, performance‐based classroom activities/assessments and scoring guides (i.e., pre‐instruction assessments, formative assessments, and summative assessments);
How to develop strategies to monitor student performance and adjust instruction accordingly on an ongoing basis;
How to develop and use strategies that will assess the Missouri Learning Standards not assessed by the MAP and how to monitor performance standards to be assessed locally;
The legal requirements of reporting data as designated by IDEA (for administrators);
How to involve students in the assessment process (i.e. goal setting and assessing their own progress towards goals set);
How to provide specific feedback to students for improved performance. Rockwood School District operates on the premise that high quality professional learning as it relates to
student assessment will lead to higher levels of learning for all students by ensuring that instructional
decisions are informed by careful analysis and assessment of student achievement data. It is
Rockwood’s goal to create an assessment‐literate culture of educators who implement assessment for
learning on a daily basis.
Teaching Test-Taking Skills to Students Throughout a student’s coursework, strategies for answering test questions will be reviewed with
students. This will be done within classrooms by grade‐level or groups of teachers whose students are
scheduled for assessment.
Strategies for answering the open‐ended constructed response items and the performance events need
to occur over time within the instructional process. Thus, these activities have been embedded into
curriculum and instructional practices. By following the District Curriculum, teachers throughout the
district, in all subject areas, will teach the skills and processes needed for students to be successful in
responding to open‐ended constructed response items and performance events. Also critical to
successful performance on such tests is knowledge of the question format and vocabulary; lessons
related to these issues will be incorporated into the curriculum with the guidance of curriculum and
instructional staff members.
Strategies that may be shared with students to formulate quality answers to open‐ended constructed
response items by teaching students to:
Address all parts of the question;
Include specific examples from the text in the response;
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Make reference to specific characters and titles in the response;
Give specific examples to support a claim;
Show the major steps in the solution process (math);
Give multiple likenesses and multiple sets of corresponding differences when asked to compare
and contrast;
Include a title and labels when creating a graphic organizer;
Ensure that various possible answers are considered instead of settling on only the first
considered answer;
Make sure pronouns are preceded by antecedents in the response;
Use major elements of the question/item stem as statements in the answer.
Where appropriate, teachers in the district will share strategies with students for being successful on
performance events by teaching students to:
Formulate a strategy to solve complex problems and be able to implement their strategy by following a focused solution process;
Consider all possibilities when solving a problem, choose the best answer, and justify the reasoning for their choice;
Consider multiple criteria when solving problems or answering questions (or creating answers/solutions that meet required specifications);
Interpret data (i.e. a picture, graph, data, etc.) to make an inference needed to answer a question;
Organize data in different forms to show meaning (construct a graphic organizer that shows…, make a chart to show…, draw a series of pictures to show…, design a poster that shows…, etc.);
Describe the process used for finding the solutions or tell why the proposed solution is the best.
Test Security Policy and Regulation Policy 6420
The Superintendent will designate a District Testing Coordinator who will direct the storage,
distribution, administration, collection and security of the standardized testing materials. The
procedures for this are outlined in Regulation 6420.
Regulation 6420 – Testing Security Designation of Testing Coordinators
The Superintendent will designate the District Testing Coordinator.
The Director of Research, Evaluation and Assessment will direct the storage, distribution,
administration, collection and security of the standardized testing materials. The procedures for
this are outlined in herein.
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The principal of each building shall designate in writing a Building Testing Coordinator for
his/her school for each academic year. Any re‐designation of this person shall also be in writing
to the Director of Research, Evaluation and Assessment.
Storage and Access Before Test Administration
Herein, secure items are defined as any material, in both print and electronic versions, that has
actual test questions that have not been released to the public by the publisher for viewing.
Examiner’s manuals, instruction manuals and student practice test booklets are NON‐secure
items.
1. Immediately upon receipt of purchased test booklets, the Director of Research,
Evaluation and Assessment will count and record the number of booklets received for
each level and form.
2. All standardized test booklets used by the district will be kept in a locked storage facility
when not in use. Student test booklets will remain in this facility except during those
time periods necessary for processing, for scoring, or delivery to and from locations as
part of the testing process (i.e., counting and packing in the schools for shipment for
scoring, and delivery from the assessment storeroom to the schools and back again).
3. Only the Superintendent, the Director of Research, Evaluation and Assessment, and
their designees will have access to stored test booklets.
4. The Director of Research, Evaluation and Assessment will make sure the achievement
and ability test materials are counted and inventory sheets documenting the sent
supplies will arrive at schools prior to testing. Due to the massive volume of MAP
materials, the district does not have a suitable, secure location to open all the MAP
boxes and count the enclosed materials. This initial MAP inventory counting will be the
responsibility of the Building Testing Coordinator. (The Director of Research, Evaluation
and Assessment will confirm the MAP testing inventory when the packing crew visits
every school after MAP testing is completed. At this time, the packing crew will recount
the materials for shipment to the company for scoring.)
5. Testing materials will be delivered to each building as scheduled in the district's annual
testing calendar. Building Testing Coordinators will be responsible for recording the
number of test materials per grade level received in that building. Test materials will
then be kept in locked storage until distributed to teachers.
6. Teachers should not have access to student test booklets prior to the testing period
designated in the District Testing Calendar, unless it is necessary to comply with a
student’s IEP, or the teacher needs additional time to complete required identifying
information on student test booklets that is not contained on the pre‐coded student
answer sheets or student information sheets.
7. On occasion, the district may administer tests with secure materials that are on loan to
the district. Common examples are secure forms of the NAEP, SAT, CogAT, ACT or other
tests needing to be standardized. In addition to the security measures above, when such
testing materials arrive, the appropriate Testing Coordinator will carefully check and
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sort them in preparation for administration, making a written record of the number of
booklets that will be sent to each administration site. The appropriate Testing
Coordinator will also assume responsibility for providing for the secure storage of these
materials and will contact the proper authorities if the number received is inaccurate.
In‐Service
At least one week prior to testing, the Building Testing Coordinator will provide an in‐service
describing the exact process for:
1. Completing all forms, i.e., student information sheets, inventory sheets, validity forms,
completed testing envelopes, etc.;
2. The test administration and completed student test booklet collection procedures.;
3. Test security.;
4. Special procedures for IEP students, make‐ups for absentees, required time schedules,
etc.;
The in‐service will stress the importance of test security during test administration and close
adherence to the standardized procedures as stated in the examiner’s manual. Other security
issues that will be addressed will include: the handling and storage of the test booklets,
providing directions to students, responding to questions, and monitoring the test setting.
Teachers/examiners will also be asked to make sure the items that give clues to correct answers
be removed from the walls of the room in which tests are to be administered. Some examples
include: maps, multiplication tables, periodic tables, etc. Anything that may give specific clues to
correct answers would be removed.
Test Administration
1. Test materials will be distributed by the Building Testing Coordinator immediately prior
to testing except in the following instances:
a. When providing primary teachers the opportunity to complete identifying
information on student answer documents.
b. When providing administrative manuals to teachers for the purpose of
preparing to administer the test(s).
2. Standardized tests will normally be administered in classrooms by regular, certificated
staff members.
3. For each major standardized test, Building Testing Coordinators shall prepare a testing
schedule for their buildings. When necessary, end‐of‐period bells will be altered to
accommodate the testing schedule or eliminated altogether to reduce distraction.
4. The Building Testing Coordinators shall conduct an in‐service training session with all
building personnel who will administer each major test. Any staff member unable to
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attend this meeting must contact the Building Testing Coordinator and obtain a
summary of the guidelines and instructions for the administration of the test.
5. Students will not receive test booklets until the time for testing has begun.
6. Test administrators will actively monitor students at all times during the test
administration.
7. Building administrators and Testing Coordinators will discretely move between
classrooms during the test administration to assist in monitoring and to provide
assistance as needed.
8. Storage of testing materials:
a. For MAP GLE and EOC testing, all secure materials must be returned to a secure
central location within the school building until the beginning of the next day’s
testing session.
b. When a standardized test, other than MAP GLE or EOC is to be administered
over a series of days, teachers will immediately store test materials in a locked
cabinet on completion of the day's testing. If secure local storage is not available
in the classroom, materials will be stored in a secure central location until the
beginning of the next day's testing session.
c. A secure location is one in which public access to student test booklets/secured
materials is limited by a locked door or cabinet. Storage in a box under a desk or
storage in a conference room or administrator’s office that is open to anyone
does not constitute a secure location.
9. Make‐up tests will be given as set forth in the District Testing Calendar. A designated
individual or individuals in each building will administer the test according to the
specified administration procedures, taking all aforesaid precautions to ensure test
security. Make‐up tests are given to students that were absent or for one reason or
another unable to take an entire subject area of the test. Make‐ups are never given to
students to finish sections started and not completed on the previous day. Once a test
section is started, it must be completed that day, in the time allotted according to the
examiner’s manual. As a result, Testing Coordinators should try to avoid scheduling un‐
timed MAP testing periods to begin near the end of the school day.
10. The regular within‐district mail system should not be used for the transportation of test
booklets.
11. Except for cases of specified acceptable accommodations according to a student’s IEP,
all individuals administering any standardized test will follow exactly the procedures
outlined in the test administration manual. Any exceptions to this rule can be made only
with the written permission of the test publisher. The responsibility for obtaining such
permissions will be that of the party or parties requesting the exception. A copy of any
such notification from the test publisher should be on file with the Assessment Office.
12. No achievement test is to be administered on an off grade level basis without the
written permission of the Director of Research, Evaluation and Assessment.
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Collection and Storage of Test Materials Following Testing
1. The Building Testing Coordinator will collect all answer documents and test booklets
from test administrators as soon as possible following the last testing session.
2. The Building Testing Coordinator will be responsible for counting test materials,
organizing them according to instructions, and storing them in a secure area.
3. The Building Testing Coordinator will prepare all student test booklets, answer sheets,
examiner manuals, etc. for pick‐up and delivery to the Director of Research, Evaluation
and Assessment. Pick‐ups and deliveries will follow the time schedule set forth in the
annual testing calendar. Building Testing Coordinators will have to plan accordingly.
4. Director of Research, Evaluation and Assessment will make arrangements with the
warehouse delivery staff people to pick‐up from the schools all the testing materials and
deliver them to the warehouse or assessment storeroom accordingly. Pick‐ups and
deliveries will follow the time schedule set forth in the annual testing calendar.
Upon return of the achievement test materials to the assessment storeroom, the
Director of Research, Evaluation and Assessment will have the appropriate test
booklets, answer sheets and, other materials counted and re‐shelved for future use.
Sanctions Against Unfair Practices
The security measures outlined in this document should help prevent unfair practices; however,
should they occur, the sanctions specified in this section will be put into motion. Following is a
list of unfair practices which the district considers inappropriate:
1. Copying, in any way, any part of a standardized test for any reason.
2. Removing a test booklet from a building's secure storage area without the permission of
the Building Testing Coordinator.
3. Failing to return all test booklets (used and unused) following test administration.
4. Directly teaching any test item included on a standardized test (teaching practice test
items and approved materials from published teachers guide books for assistance and
guidance in teaching testing taking strategies are excluded).
5. Using any test preparation materials not approved by the Director of Research,
Evaluation and Assessment. The Director of Research, Evaluation and Assessment
should update the Coordinator of Testing on approved test preparation materials.
6. Indicating to students during testing they have answered one or more items correctly or
incorrectly.
7. Giving students clues or answers to questions, allowing students to give each other
answers to questions or to copy each other's work.
8. Altering student’s answers on standardized test booklets, answer sheets, etc., beyond
erasing stray marks or copying answers into undamaged or appropriate test booklets
(the latter is usually required for large print and Braille administrations).
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9. Altering test administration procedures in any way that violates agreements with the
test publisher or sponsor.
10. Unduly pressuring or encouraging teachers to engage in any of the aforementioned
inappropriate or unfair practices.
11. If a district staff person is suspected of engaging in any of the aforementioned unfair
practices, an immediate investigation will occur under the direction of the Director of
Research, Evaluation and Assessment and a representative of the Human Resources
Department. If allegations are proven, the appropriate authorities will be notified, and
the individuals involved may be fined or have their teaching certificates revoked by the
State Board of Education, depending on the final determination of the gravity of the
breach of ethics.
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