assessment plan 2019-2020 pendingupdated · as part of the state assessment plan, the assessment...

Revised 4/23/19 Pending BOE Approval

ASSESSMENT PLAN 2019‐2020

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


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


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.


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


programs.

Varies by

EOC (1.5 –

3 hours)

Fall and/or

Spring


Assessment Name



Required


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


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


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


Assessment Name



Required


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


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.


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


Assessment Name



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


Assessment Name



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


Assessment Name



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


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


Character / Climate Assessments

Assessment Name


Shared


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


Assessment Name


Shared


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


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.


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


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.


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


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:


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;


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.


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


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


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.


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).


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.