EDU590+Group+Assessment+Plan

EDU 590 Group Assessment Plan

Kelly Reiter EDU 590 Assessment Plan
 * Warren County R-III School Assessment Plan 2009-2012 **

The teachers and administrators in Warren County R-III School District will participate in professional development opportunities as related to the goals and objectives of the CSIP, areas of needed student improvement based on data analysis, MSIP requirements, the results of the Professional Development Committee’s needs assessment and the result of other needs assessments.
 * __Tests given: __**
 * Tests mandated by state and federal programs
 * Tests mandated by state and federal law
 * Tests mandated district-wide for a particular group of students
 * __Purpose for tests and how assessment results will be used and disseminated: __**
 * Student Achievement: to produce information about relative student achievement so that parents/guardians, students, and teachers can monitor academic progress of the general population as well as subpopulations.
 * Student counseling: to provide data as a tool in the counseling and guidance of students for further direction and for specific academic placement and remediation.
 * Instructional and Curriculum Change: To provide data which will assist in the preparation of recommendations for instructional and curriculum changes to:
 * Help teachers with instructional decisions, plans, and changes in classroom objectives and programs
 * Help the district make needed changes in the curriculum
 * Help the professional staff formulate and recommend instructional policy
 * Help the Board of Education adopt instructional policies
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">School and District Evaluation: To provide indicators of progress of the district towards the goals and objectives of the CSIP and Goals for Graduation.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Guidelines for including students with disabilities in district testing programs: __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">MAP testing participation will be based on the student’s instructional goals, curriculum, current level of functioning, skills, and learning characteristics. Students will be participating in the MAP one of three ways.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">MAP Subject Area Assessments without Accommodations
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">MAP Subject Area Assessments with Accommodations
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">MAP Alternate Assessment
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Determining participation in state and district-wide assessment programs, the IEP team will ask three questions.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Is the student working toward the same instructional goals as other students?
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Is the student working toward modified instructional goals?
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Is the student working toward different instructional goals than other students?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">The IEP team will use the following points as a premise when making state and local assessment participation decisions:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Decision-makers should start from the premise that all students, including those with disabilities, will participate to the greatest extent possible in the state assessment (MAP) and the district-wide assessment program:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Any decisions regarding participation in the state assessment program and the district-wide assessment program must be made by a student’s IEP team and documented in the IEP along with the reasons for those decision;
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Decisions about how a student should participate in the MAP and the district-wide assessment program should be based on the goals and content of that student’s instruction;
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">A student with disabilities should participate in all parts of the two MAP subject area assessments and all parts of the assessments included in the district-wide assessment program that are instructionally relevant for that student;
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Decisions about participation should never be based on program setting, category, of disability, or percent of time in the regular classroom.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">The district will comply with IDEA guidelines in the reporting of state and district-wide test results.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Strategies for assessing the Show-Me Standards which are not assessed on the MAP __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Warren County has developed a local assessment plan to assess standards not assessed on the MAP. These are assessed across the grade levels through a variety of projects, labs, and presentations that students will be creating. Students will have to:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Conducting, exchaning information, performing, aplying, using technology, having integrity, exploring, and evaluating
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Provisions of staff development activities directly related to the assessment program __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Provisions for test-taking skills to students __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Shortly before the MAP test and district-wide assessments, strategies for answering multiple choice items will be taught to students. Strategies for answering the open-ended constructed response items and the performance events need to occur over time within the instructional process. Teachers throughout the district, in all subject areas will teach the skills and process needed for students to be successful in the responding to open-ended constructed response items and performance events.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Test security policy __**
 * Warren County has a security policy for all standardized tests. They follow state guidelines for the storage and access before the test administration. They allow for tests to be stored in a secure location as well as being locked and only test coordinators and designated individuals will be allowed to prepare and distribute and handle the materials. The staff and all involved in administering the tests will be trained in the procedures and guidelines for testing. Students will be encouraged to follow guidelines as well; such as using the restroom prior to test distribution.
 * Warren County also states that their district security measures outlined in the document should help prevent unfair practices.

Jen Conner and Stephanie Buck EDU 590 Comprehensive Assessment Analysis
 * Lincoln County R-III School District**

The Lincoln County R-III School District uses tests throughout the year to measure content knowledge and/or ability to apply that knowledge on standardized/norm-referenced tests. These assessments are also used as indicators of quality of the total educational program in the school district by providing information on the following: The specific assessments and intended purposes utilized in the Lincoln County R-III School District include the following:
 * I. Assessments utilized and their purpose**
 * Student Achievement - provide information so parents/guardians, students, and teachers have a baseline against which to monitor academic progress; serve as a validation device for other measures of student progress
 * Guidance and Counseling - understanding of achievement and academic needs; planning a school program of studies (4-year plan); making vocational and career decisions; planning for college or advanced training; making wise personal decisions
 * Instructional Change - provide data which will assist in the preparation of recommendations for instructional program changes
 * Administrative - make sound educational decisions and provide indicators of progress toward established goals
 * Professional Development Planning - determine focus of building Professional Learning Communities
 * Standard-Referenced (MAP) - measure mastery of basic skills and a student’s ability to demonstrate how information can be used specific to state and local standards
 * Norm-Referenced (MAP, ACT, SAT) - assess core areas in comparison to a reference group
 * Criterion-Referenced - assess core areas without reference to others’ performance, but relative to an established standard or criterion
 * Authentic Assessment - assess core areas through student achievement beyond basic recall and demonstrate knowledge and understanding through a product, performance, or exhibition; interwoven and ongoing as part of the whole teaching and learning process
 * Aptitude Testing (ACT, PSAT, SAT) - assess core areas (verbal, math, and writing skills) for students planning to attend college
 * Multiple Criterion Measures (Stanford-Binet Intelligence Scale, MAP A, WPPSI-R, WISC-IV, WAIS-III, Leiter International Performance Scale, TONI-2, NEAT, WIAT-II, DAB-3, DATA-2, WRMT-R, Key Math, TOWL-2, OWLS, Brigance Inventories of Basic Skills) - provide a deeper, more specific picture of an individual student’s performance for placement in Special Services, Title I, and continuation in ELL
 * DIBELS - assess phonological awareness, alphabetic principle, and fluency with connected text
 * W-APT, ACCESS for ELLs - English language proficiency screener to assist educators with programmatic placement decisions of students
 * Writing Prompt - inform writing instruction
 * Common Assessment - inform instruction in content area
 * Vision, Auditory and Health Screenings - determine any health related issues that may affect the educational or health needs of students; verification of immunizations
 * DP-2, Bayley Scale of Infant Development, ECBS, TEMA-2, YCAT, TERA-3, TEWL-2, PKBS-2, BBCS-R, McCarthy Scales of Children’s Abilities - Assessment of Student Development Progress for Preschool Children

Special needs students will be assessed according to federal and state law Assessments will be monitored, written, and approved by the educational staff and parents. Students in special programs are tested throughout the year. Site Based coordinators, site based examiners, and the director of special education programs maintains testing logs.
 * II. Guidelines for including students with disabilities in district testing programs**

There is nothing that states “Show Me Standards” in this document that addresses this statement. However, the common assessment, teacher made assessments, and other forms of assessment may be considered to hit this area.
 * III. Specific strategies for assessing the Show-Me Standards which are not assessed through the Missouri Assessment Program (MAP)**

At each grade level, the assessment type, purpose, and dissemination method is listed. Uses and dissemination methods vary at each grade level and assessment type. Generally the results will be utilized to: Dependent upon assessment type, data will be disseminated appropriately to building administrators, teachers, parents, counselors, literacy coaches, and then placed in student file.
 * IV. How assessment results will be used and disseminated**
 * inform instruction - teachers should utilize this data to adjust instructional methods/pacing, incorporate interventions/review
 * determine areas of curricular strengths or weaknesses/specific needs, health concerns
 * measure progress of student learning
 * determine areas of concerns/placement in special services
 * compare to state scores (MAP)

Once results are available to district officials they are disseminated to building administrators and PD committees. These results are used to determine the focus of building professional learning communities (PLC). Data is also used to direct individual professional development choices, building level professional activities, intervention focus, and district level professional learning opportunities.
 * V. Provisions for staff development activities directly related to the assessment program**

There are no provisions listed in this plan for instruction of test-taking skills.
 * VI. Provisions for teaching test-taking skills to students**

This section of the Lincoln County R-III Comprehensive Assessment Plan is by far the most in depth. In this section the following policies are discussed:
 * VII. Test security policy**
 * Storage and Access Before Test Administration - clarification of how booklets are to be securely stored, checked, prepared, accessed, and always kept from the eyes of test administrators and students prior to testing
 * Instructions for Test Administrators - in-service training, including step-by-step outline of procedures to follow, for all staff involved with test administration will occur prior to testing
 * Test Administration - administered by classroom teacher or counselor; delivered immediately prior to testing; procedures for facilities use before/during testing; procedures for building administrators during testing; procedures for the collection of booklets in between testing days; make-up testing procedures
 * Online Testing - procedures for: training of classroom teachers/counselor; facilities use by students, administering tests, building administrators during testing, make-up testing
 * Collection and Storage of Test Materials Following Testing - collection, sorting and organization, counting and recounting, documentation, and secure storage of testing booklets
 * Sanctions Against Unfair Practices - The security measures outlined in this plan are intended to help prevent unfair practices. Should they occur, this section outlines unfair practices the district considers inappropriate and actions taken against staff members suspected of engaging in unfair practices.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EDU 590

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Group Assessment Plan

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Ruby Basso <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">EDU 590 Assessment Plan
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Wentzville R-IV School Assessment Plan 2011-2012 **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Tests given and Purpose for tests: __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Pre-Kindergarten screenings
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Health Screenings
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Benchmark Assessments
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">MAP Assessments
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">US & MO constitution tests
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Various assessments for predicting and planning

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Students with disabilities will be participate in assessments administered by the district as by the students 504 plan or IEP with appropriate accommodations. If the IEP team determines the student should not participate in the MAP then the student will participate in the MAP-A.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Guidelines for including students with disabilities in district testing programs: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">There is nothing in this plan to address the Show-Me Standards not assessed on the MAP.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Strategies for assessing the Show-Me Standards which are not assessed on the MAP __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Description of how assessment results will be used and disseminated __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Screenings prior to kindergarten enrollment will be shared with the child’s teacher for instructional purposes and placed in child’s permanent record
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Health screenings will be maintained in individual student medical files
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Results of MAP and DRA2 are sent home to parents with a letter of explanation, used to facilitate the identification of students for enrollment in intervention programs and retention/promotion
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">US & MO tests results will be utilized in determining course grades
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Various assessments for predicting and planning will be used to determine appropriate placement and identify levels of aptitude or strengths


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Provisions of staff development activities directly related to the assessment program __**

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">All faculty will participate in on-going professional development on the design and content of MAP assessments. Training will include administration and interpretation of results.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Provisions for test-taking skills to students __**

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Teachers will provide students with regular instruction in test-taking skills and provide them with opportunities to practice responding to multiple choice and constructed response questions. Teachers will also provide feedback regarding their performance after practice opportunities.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Test security policy __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">stored in secure area immediately upon receipt
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">checked by A.S. or designee will check all materials, sort them and maintain written record of booklets sent to each administration site
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">locked safe storage until distribution
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">administered in appropriate manner in compliance with testing guidelines
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">administrators will not leave the testing room the entire time a test is being given
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">booklets and answer sheets collected each day immediately following testing and locked away
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">school level test coordinator schedules all make-ups
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">tests booklets and answer sheets recounted by coordinator and checked against pre-administration counts
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">district administrator will make final check and arrange shipping for scoring