assessment plan for the meramec valley r … plan for the meramec valley r-iii ... the assessment...

1

ASSESSMENT PLAN

for the

MERAMEC VALLEY R-III

SCHOOL DISTRICT

Pacific, Missouri

2016-2017

Approved by Board of Education May 2016

2

Assessment Program

Meramec Valley R-III School District

Preface

The assessment program of the Meramec Valley R-III School District was developed to aid in designing

instructional services to make available a free education appropriate to each student’s capacity to learn.

The program is built on the principle that various abilities, aptitude, and skills appear at different ages

for different people and, if students are to have the opportunity to realize their own unique potential,

their strengths and limitations must be identified as early as possible. Within this assessment program

manual there are various forms of assessments listed. Students may be assessed in various areas

including academic performance, motor abilities, vision, speech, hearing, health, and general

intelligence.

The school district assessment program is a continual, cooperative process for obtaining information.

Evaluation provides information (1) to students, parents, and counselors as an aid for self-understanding

as well as for educational and vocational planning; (2) to teachers, as an aid for improvement of

instruction; and (3) to administrators as a basis for planning, decision-making, and as a database for

reporting and evaluating the effectiveness of instructional programs.

Quinn Flexsenhar

District Assessment Coordinator

Terri A. Parks, Ed. D.

Assistant Superintendent

3

MERAMEC VALLEY R-III SCHOOL DISTRICT’S ASSESSMENT PLAN

TABLE OF CONTENTS

Page

Part 1: Introduction 4

Part 2: The District-Wide Assessment Program

What tests are administered

Purpose of each assessment

How Results are used and disseminated

8

Part 3: Testing Calendar 22

Part 4: Guidelines for Including Students with Special

Needs into the District-Wide Assessment

Program

29

Part 5: A Description of How and in What Subjects the

District is Assessing the Show-Me Standards,

Which are not Assessed Through MAP

31

Part 6: Guidelines for Professional Development as

Related to State and District Assessment

36

Part 7: Guidelines for Teaching Test-Taking Strategies 39

Part 8: Test Security Policy 42

Part 9: Guidelines for Strategies for Motivating

Students on MAP

44

Part 10: Written Record of Data Analysis of the Use of

the Results

46

Appendices: 48

District Assessment Portfolios

Kindergarten Assessment Portfolio

1st Grade Assessment Portfolio

2nd Grade Assessment Portfolio

DRA Protocol

EOC Curved Percentages Chart

K-8 Response to Intervention (RtI) Process

K-12 Guidance Program Response to Intervention Process

Policy IL–AP(1) – Reading Assessment

https://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=IL-AP(1)&Sch=157&S=157&RevNo=1.01&C=I&Z=R

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PART 1

INTRODUCTION

5


Local Assessment Plan

Policy IL Assessment Program

The district will use assessments as one indication of the success and quality of the district's education

program. Further, the Board recognizes its obligation to provide for and administer assessments as

required by law. The Board directs the superintendent or designee to create procedures governing

assessments consistent with law and Board policy.

In cooperation with the administrative and instructional staff, the Board will regularly review student

performance data and use this information to evaluate the effectiveness of the district’s instructional

programs, making adjustments as necessary.

The district will comply with all assessment requirements for students with disabilities mandated by

federal and state law, including the Individuals with Disabilities Education Act (IDEA).

In order to achieve the purposes of the student assessment program, the district requires all enrolled

students to participate in all applicable aspects of the assessment program.

District Assessment Plan

The superintendent or designee shall ensure that the district has a written assessment plan that will test

competency in the subject areas of English, reading, language arts, science, mathematics, social studies

and civics, as required by law.

The purposes of the districtwide assessment plan are to facilitate and provide information for the

following:

1. Student Achievement – To produce information about relative student achievement so that

parents/guardians, students and teachers can monitor academic progress.

2. Student Guidance – To serve as a tool for implementing the district's student guidance program.

3. Instructional Change – To provide data that will assist in the preparation of recommendations for

instructional program changes to:

a. Help teachers with instructional decisions, plans and changes regarding classroom

objectives and program implementation.

b. Help the professional staff formulate and recommend instructional policy.

c. Help the Board of Education adopt instructional policies.

4. School and District Evaluation – To provide indicators of the progress of the district and

individual schools toward established goals.

6

5. Accreditation – To ensure the district maintains accreditation.

There shall be broad-based involvement of staff and others with appropriate expertise in the

development of the assessment program and its implementation. Instructional staff will be given training

and responsibilities in coordinating the program. Every effort will be made to ensure that testing

contributes to the learning process rather than detracts from it and that cultural bias does not affect the

accuracy of assessments.

Reading Assessment

The district will administer a reading assessment to students in third, fourth, fifth and sixth grades to

determine whether additional reading instruction and retention are needed, as required by law. The

district will also administer a reading assessment to all students who transfer to the district in grades

four, five or six, and to all students attending summer school due to a reading deficiency, as required by

law.

The reading assessment will be a recognized method, or combination of methods, of assessing a

student’s reading ability. Results of assessments will be expressed as reading at a particular grade level.

The superintendent or designee will determine which methods of reading assessment the district will

utilize.

English Proficiency Assessments

The district will annually assess the English reading, writing and oral language skills of district students

with limited English proficiency.

Statewide Assessments

The district will implement the components of the MAP in order to monitor the progress of all students

in meeting the standards adopted by the Missouri State Board of Education.

End-of-course (EOC) assessments will be administered in accordance with law and the rules of the

Department of Elementary and Secondary Education (DESE). In courses where EOC assessments are

given, the superintendent will determine what percent of the course grade will be decided by

performance on EOC assessments.

If a student is taking a course that requires an EOC assessment and is failing the course or for some

other reason may be required to retake the course, the district may choose to delay administration of the

EOC assessment until the student has completed the course the second time. A team consisting of the

course instructor, the principal and a counselor will determine when delayed administration of an EOC

assessment is appropriate. In the case of a student with an individualized education program (IEP), the

IEP team will make the determination.

The School Board authorizes the superintendent to establish a process designed to encourage the

students of this district to give their best efforts on each portion of any statewide assessment, which may

include, but is not limited to, incentives or supplementary work as a consequence of performance.

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The district’s policy on student participation in statewide assessments shall be provided at the beginning

of the school year to each student and the parent/guardian or other person responsible for every student

under 18 years of age. The policy will also be kept in the district office and be available for viewing by

the public during business hours of the district office.

National Assessment of Educational Progress

If chosen, the district will participate in the National Assessment of Educational Progress (NAEP) as

required by law.

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PART 2

DISTRICT-WIDE

ASSESSMENT PROGRAM

9


Tests Included in the District-Wide Assessment Program

In compliance with the MSIP 5, Process Standards:

Process Standard I-2—Instructional staff use effective assessment practices to monitor student

learning and adjust instruction. 1. Instructional staff use both formative and summative assessments to monitor student learning and

adjust instruction.

2. Instructional staff regularly and systematically uses assessment results and other student work to

make adjustments to curriculum, instruction, and intervention strategies to assist students in meeting

state achievement standards.

3. Classroom assessments include the use of higher order thinking and problem-solving skills, as well as

complex reasoning skills.

4. Timely, descriptive, and constructive feedback from assessments is provided to students and parents.

Process Standard I-4—The district administers state-required tests and other assessments and

uses disaggregated and longitudinal data to inform and adjust systems, curriculum, and

instructional practices.

1. The district has a written assessment plan that includes the required components.

2. The district uses a variety of data (e.g., longitudinal, demographic, diagnostic, and perceptual) to

support and inform district-wide decisions.

3. The local board of education annually reviews performance data disaggregated for any subgroup of

five (5) or more students per assessment in order to effectively monitor student academic achievement

and persistence to graduation rates.

4. The district uses disaggregated data to adjust instruction for subgroups and has criteria for evaluating

the effectiveness of these adjustments.

The local MVR-III Assessment Plan required components consist of:

Name and description of all tests and assessments in the district-wide assessment program

Grade level each test is administered

The purpose of each test

Description of how the results are used and disseminated

Description of the professional development activities directly related to the assessment program

10

LEVEL

ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSE

UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Infant to One Year

6 mos.-one year

Ages and Stages

Questionnaire (ASQ-3)

Noisemakers

Functional Hearing

Functional assessment

including alternate cover

testing

Measurement

Nutritional Assessment

Dental Check

Observation

Parent Questionnaire

Identify potential

problems in the area of

language, fine motor,

gross motor and

personal/social

development.

Screen for possible

deficits in hearing.

Identify potential

problems with vision by

examining pupillary

response, corneal light

reflex, tracking and

reaching.

Compare height and

weight.

Identify possible

nutritional needs or

deficits.

Identify possible

problems with teeth or

gums

Gather information

about behavior,

language, social skills,

cognitive skills,

response to voice,

ability to locate sounds,

general development,

etc.

Gather information

regarding prenatal,

birth, health and

developmental history,

social skills, self-help

skills, responsiveness to

stimuli, immunization,

and adaptive behavior.

Discuss child’s results with

parents. Children screening

low in any area or combination

of areas will be re-screened at a

later date. If children still

appear to be having problems,

they will be referred to

appropriate persons for further

assessment. A child may be

referred to First Steps for

possible services.

Screening will be

conducted in the child’s

home by a Parent

Educator. These

screenings will be offered

throughout the school

year.

Health screenings are

conducted throughout the

school year at home by

Parent Educators

Component of health

screening conducted by

Parent Educators.

Information sent

home in school

newsletter,

newspaper articles.

All families will

receive P.A.T.

information.

P.A.T. initial

training, P.A.T.

staff development,

staff development

within the district.

11

LEVEL

ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSE

UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Two-Year-Olds

Ages and Stages


Noisemakers

Functional Hearing

Functional assessment of

vision including alternate

cover testing

Measurement (Physical)

Observation

Gather information

regarding prenatal,

birth, health, social

skills, appearance of the

eyes, responsiveness to

stimuli, immunizations,

self-help skills, adaptive

behavior, cognition, etc.

Screen for possible

deficits in hearing.

Identify potential


examining pupillary


reflex, blink reflex,

tracking and reaching.

Compare height and

weight to expected

standards.

Gather information

about a child’s

behavior, language,

social skills, response to

voice, ability to locate

sounds, general

physical development.

Children screening low in any

area will be re-screened at a

later date. Children under the

age of 3 may be referred to

First Steps for possible

services. Children over 3 will

be referred through the parents

to appropriate medical

personnel.

The screening will take

place in the child’s home.

The Parent Educator will

administer this instrument.

The screening will be

offered throughout the

school year.

Health screening

(including vision and

hearing) will take place at

home.

Efforts to notify

parents that screening

will occur will

include: local

newspaper, school

district newsletter,

and P.A.T.

newsletter. The local

preschool will

receive information.

All staff

participating in the

screening for the

first time will

participate in

training and guided

practice

concerning

appropriate test

administration and

use the logistics of

the screening

process.

Following

screenings, parent

educators will

offer appropriate

developmental

activities to parents

that can be done in

the home.

12

LEVEL

ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSE

UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Three-Four-or Five-

Year Olds

DIAL-4

Parent Questionnaire

Audiometer

Tympanometry

HOTV or Lighthouse

Random Dot E

Functional Assessment of

Vision, including

Alternate Cover Testing

Observation

Identify potential

problems or advanced

abilities in the areas of

motor concepts.

Language observations

and behaviors during

testing are recorded on

the pupil record sheet.

Identify potential

problems with

expressive language or

articulation.

Gather information abut

the child’s prenatal,

birth, health, and

developmental history,

social skills, vision,

hearing, immunizations,

preschool experience,

language, adaptive

behavior, cognitive

development, etc.

Identify potential

problems with the inner

ear.

Screen for potential

problems with visual

activity.

Screen for Amblyopia

(lazy eye).

Identify potential


examining pupillary


reflex, blink reflex and

tracking.

Gather information

about a child’s

behavior, language,

social skills, response to

voice, ability to locate

sounds, general

physical development.

1. The screening team will

meet to discuss test results

and determine an

appropriate course of action

for each student.

2. Parents will receive results

immediately following the

screening. Parents will

receive recommendations

and suggested activities to

be done at home.

3. For children scoring low on

the assessments or whom

parent reports or

observations indicate

possible problems, the child

will be referred to the Early

Childhood Special Ed/Title

I program for possible

evaluation and possible

placement.

Children who demonstrate

potential problems with vision,

hearing or health will be

referred through the parents to

appropriate medical personnel.

Screening will be done

throughout the school year

by a multi-disciplinary

team that includes Parent

Educators, parent

volunteers, school nurse,

and Speech/Language

Therapists.

Parents will call for an

appointment. This

screening will take place

at school.

The Early Childhood

nurse, school nurse, or

Parent Educator will

review information on the

questionnaire with

parents. The nurse will

complete the health

component.

Hearing and vision

screening will be

conducted by the nurse,

speech/language

therapists, parent

volunteers or Parent

Educator.

Efforts to notify

parents that screening

will occur will

include: local

newspaper, school

district newsletter,

Early Childhood

Center newsletter,

P.A.T. newsletter,

flyers sent to local

preschools, and

posters placed in

local store windows.

All staff involved

in the screening for

the first time will

participate in

training and guided

practice

concerning

appropriate test

administration and

use.

A refresher course

will be held for

team members

who have

participated in

previous

screenings.

13

LEVEL

ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSE

UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Kindergarten

Continuous and periodic

reading assessment in the

classroom including the

following: diagnostic

teaching, daily

observation, formative

testing and summative

testing. Assessments to

include:

DRA (Developmental

Reading Assessment)

AIMSweb or

EasyCBM screenings

Kindergarten Portfolio-

District Developed

Assessment Portfolio of

learning standards that a

child needs to have

mastered by the end of

Kindergarten to succeed in

the school’s first grade

program.

Local Benchmark

Prerequisite Math

Assessment for 1st grade

readiness

Monitor the acquisition of

reading skills to ensure

that each child received

instruction designed to

meet her/her needs.

Determine what skills a

child has attained or is

lacking that might be

needed for success in the

specific first grade

program offered by the

school.

Children experiencing

difficulties will be referred to

the Student Focused

Intervention Team. The team

will recommend interventions

& assessments which will also

be shared with parents.

Assessment results will be used

by teachers to assist in planning

instruction. The classroom

teacher will utilize the

information obtained from

reading assessment to tailor

instruction and to ensure that

every child is attaining the

reading skills taught at this

level. Assessment results will

be used by the teacher to help

in evaluating curriculum and

instruction. Evaluation results

will be used along with data

gathered informally and

parent/teacher referrals to assist

the screening team in making

decisions, identifying

alternative intervention

strategies, and planning

individual evaluation designed

to meet the student’s individual

needs. The screening team will

utilize all available information

to make decisions regarding

students who may have

suspected handicaps who may

be eligible for remedial, gifted,

or multi-cultural education.

The classroom teacher

will be responsible for

providing reading

assessment and for

modifying instruction

based on the results.

(Support in assessment in

the area of reading may be

provided by Title I,

Special Education, if

applicable, by caseload.)

The classroom

teacher will provide

parents with a list of

things that will be

taught during the

year in each subject

area. Parents will be

regularly informed of

their children’s

progress.

Elementary

teachers will

receive staff

development

regarding the

diagnosis and

correction of

reading disorders

through Title I

staff.

In addition,

support will be

provided in

administration of

assessment as well

as the utilizing

results to focus

instruction.

All staff will

participate in staff

development

offered by the

special needs staff

on topics such as

recognizing

children with

special needs,

utilizing

alternative

intervention

strategies with

special needs

children in the

classroom.

14

LEVEL ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSE UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Grade 1-2





teaching, daily




include:

DRA (Developmental

Reading Assessment)

AIMSweb or

EasyCBM screenings

District Developed

Assessment Portfolio of

learning standards that a

child needs to have

mastered by the end of

first and second grade to

succeed in the next grade

level.

A speech screening

instrument will be utilized

to provide a global

measure of children’s

articulation skills in

grades 1 or 2 yearly.





meet her/her needs.





specific second grade


school.

The speech screening

instrument will be used to

establish the presence of a

possible articulation

disorder and identify areas

in need of further in-depth

testing.



the Student Focused






by teachers to assist in planning

instruction. The classroom

teacher will utilize the

information obtained from

























The speech language therapist

will use the results of this

measure to make decisions

regarding appropriate class-

room interventions and to

determine the need for

additional assessment.



providing reading

assessment and for




the area of reading maybe



applicable by caseload.)

The speech/language

pathologist (SLP) will

screen each student

individually. These

screenings are to take

place within the first four

weeks of the new school

year.

The classroom



things that will be

taught during the




their children’s

progress.

The SLP will provide

the classroom teacher

and the Student

Focused Intervention

Team (SFIT) a list of

students that are

considered to have

possible

developmental delays

in the area of

articulation.

The SLP will provide

SFIT with

appropriate

classroom

interventions.

Elementary

teachers will

receive staff

development

regarding the

diagnosis and

correction of

reading disorders

through Title I

staff.

In addition,

support will be

provided in

administration of

assessment as well

as the utilizing

results to focus

instruction.

All staff will

participate in in-

service offered by

the special needs

staff on topics such

as recognizing

children with

special needs,

utilizing

alternative

intervention

strategies with

special needs

children in the

classroom.

All SLPs and

classroom teachers

will participate in

professional

development

activities that focus

on implementing

alternative

intervention

strategies in the

classroom.

15

LEVEL

ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSE

UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Grade 3-6





teaching, daily




include:

DRA (Developmental

Reading Assessment)

AIMSweb or

EasyCBM screenings

District Developed

Checklist of learning

standards that a child

needs to have mastered by

the end of third, fourth,

and fifth grade to succeed

in the school’s next grade

level.

Reading

Checklist is used

in 6th grade also.

Reading Improvement

Plan





meet her/her needs.





specific fourth grade


school.

SB 319 requires that all

students will be proficient

readers by the conclusion

of third grade. If not,

districts must intervene in

compliance with the law.

MVR-III Policy IL-AP(1)



the Student Focused






by the teachers to assist in

planning instruction. The

classroom teacher will utilize

the information obtained from



























providing reading

assessment and for




the area of reading may be



applicable, by caseload.)

The classroom



things that will be

taught during the




their children’s

progress.

Reading

Improvement Plans

will be developed for

students reading 1 or

more years below

grade level in grades

4th – 6th.

Elementary

teachers will

receive staff

development

regarding the

diagnosis and

correction of

reading disorders

as well as coaching

in the area of

literacy instruction

through Title I

staff.

In addition,

support will be

provided in

administration of

assessment as well

as the utilizing

results to focus

instruction.

All staff will

participate in in-

service offered by

the special needs

staff on topics such

as recognizing

children with

special needs,

utilizing

alternative

intervention

strategies with

special needs

children in the

classroom.

16

LEVEL

ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSE

UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Grades 1-6

Puretone Audiometry

Vision Screening:

Distance, Near-optional,

Random Dot E-optional

Observation Evaluation of

Classroom Performance

Formative Testing

Diagnostic Teaching

Parent/Teacher Referral.

Screen for possible

deficits in hearing acuity

(1, 3, 5).

Screen for possible

problems with near-

sightedness and muscle

balance.

Screen for possible health

disorders.

Provide for information

about speech and language

behavior, health, vision,

academic performance,

hearing and cognition that

will aid in screening

students for special

programs.

Children who do not pass any

part of the vision or hearing

screen, or who are observed to

be in poor health will be

referred through their parents to

appropriate medical personnel,

unless the student is suspected

of being handicapped, in which

case the evaluation procedures

become part of the multi-

disciplinary assessment.

The school nurse and an

assistant will conduct

vision and hearing screens

at the beginning of each

school year. One

classroom at a time will be

screened.

All educational staff will

be responsible for

assisting screening teams

by monitoring students’

progress, making referrals,

investigating alternative

intervention strategies and

participating on evaluation

teams as needed.

Parents are contacted

with results.

17

LEVEL ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSE UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Grades 5 & 8

Grades 3, 4, 6, &

7

Grades 8-12

Grades 3-12

(ELA and

mathematics in

grades 3-12 &

Science in grades

5, 8, and 11)

Missouri Assessment

Program (MAP)

Grade Level Assessment

Grade Level Survey

Assessment

End of Course exams

Required:

Algebra I

Biology

English II

Government

Optional (At district

Cost):

Algebra II

English I

American History

Geometry

Physical Science

Missouri Assessment

Program-Alternate (MAP-

A)

Evaluate individual

student performance.

Evaluate curriculum and

instruction at the

classroom, building, and

district levels.

Assist in the guidance and

counseling of students.

Aid in the screening and

selection of students for

special programs.

MAP-A is designed to

promote enhanced

capacities and integrated

life opportunities and is

administered only to

students with the most

significant cognitive

disabilities who meet

grade level and eligibility

criteria.

Each year DESE posts MAP and

MAP-A data online. From this

information, various reports may be queried.

District teachers will review the MAP and MAP-A results to aid in

the evaluation of the district’s

curriculum. Where necessary, modifications will be made in the

curriculum or in instructional

materials or tests, rewriting the curriculum to include or emphasize

certain key skills, creating units to

assist instructing students in skill areas not covered by tests, etc.

Faculty will work across grade

levels and across subject areas to ensure coordination.

Counselors will use the information

obtained from the reports in conjunction with grades, etc., to

help students understand their

academic needs and achievement and make wise personal choices.

MAP and MAP-A results will be

used along with data gathered

informally and from parent/teacher

referrals to assist the screening

team in making decisions, identifying alternative intervention

strategies and planning individual

evaluations designed to meet the students’ needs. The screening

team will utilize all available information to make decisions

regarding students who may be in

need of special education, gifted education, or multi-cultural

education.

DLM

The Missouri Assessment

Program will be given in the

classroom by the child’s teacher. Efforts will be made

to ensure that the testing

environment is comfortable and free of distractions. The

teacher will remain in the

classroom while the test is being administered. The test

will be administered over a

multi-day period.

IEP and LEP students who

require modification in testing will be grouped according to

their testing needs when

possible. Tests for these students will be administered

by the special education and

multi-cultural education resource teachers in their

respective classrooms.

At each building the

counselor will be responsible

for distributing and collecting

tests and ensuring ease in

administration. The

counselor will work with special education and multi-

cultural education teachers to

assist in following appropriate procedures in modifying

administration.

The district designated test

coordinator will be responsible for ordering tests,

distributing them to schools

and coordinating district-wide test administration.

MAP-A is an ongoing test administered throughout the

school year.

At the beginning of each school

year parents will be notified

regarding the skills their child

will be expected to master

during the school year. Parents

will be regularly updated

regarding their child’s progress

toward mastering these skills.

One month prior to the

Missouri Assessment Program,

parents will receive a letter

notifying them of test dates,

explaining the purpose of the

test, and describing what they

can do to help prepare their

child for testing.

Following the return of the test

results, a report will be made to

the school board concerning

changes on subject per-

formance from previous years

and percent of skill mastery.

Similar information will be

released to the press.

Following the return of the test

results, a letter will be sent to

parents explaining results with

a report of student achieve-

ment. Test results will also be

placed in the student’s

permanent record.

The district testing

coordinator will

attend yearly workshops that will

offer current

information to help with test

administration and

logistics. The information

obtained at these

workshops will be shared with the

building counselors

and administrators. The district

counseling staff will

annually have staff development for

teachers regarding

appropriate test administration and

use.

All staff will participate in staff

development by the

special needs staff

on topics such as:

recognizing

children with special needs,

utilizing alternative

intervention strategies, the

referral process and dealing with special

needs children in

the classroom.

18

Grade 8

Grade 9 & 10

(Implementation

will begin in the

2015-2016 school

year)

Grades 5, 7 & 9

Grades 1, 3, 5, 7,

9

Grades 1, 3, 5, 7,

9

Dental Program

Big Smiles for

Participating

Students

Girls Grades 6

and 8

Boys Grade 9

Technology

Proficiency Test

ACT Practice ACT

Physical Education

Fitness Screening

Growth Assessment

Scale

Puretone Audiometry

Vision Tester

Dental/Volunteer

Dentist

Scoliosis

Evaluate technology

proficiency prior to

exiting 8th grade.

Evaluate curriculum

and instruction at the

classroom, building,

and district levels.

Assist in the guidance

and counseling of

students.

Aid in the screening and

selection of students for

special programs.

Aid in screening

students’ aerobic

capacity, strength,

flexibility, and

endurance.

Screen for progress in

height and weight.

Screen for possible

defects in hearing

acuity.

Screen for possible

problems with vision.

Screen for dental health.

Screen for scoliosis.

Various reports are generated

for curriculum evaluation,

counseling purposes,

screening student academic

needs.

Preparation for college

admission, selection of

course work during junior

and senior years of high

school, identification of

study habits, and career

interests.

Reported to DESE yearly in

core data

Students with abnormal

growth patterns are referred

to their parents for medical

attention.

Students who do not pass

any part of the vision or

hearing tests are referred to

parents for appropriate

medical attention.

Students with decay,

prophylaxis or orthodontic

needs are referred to their

parents for dental attention.

Refer to parent for medical

attention.

IEP and LEP students who

require modification in testing

will be grouped according to their testing needs when

possible. Tests for these

students will be administered by the special education and multi-

cultural education resource

teachers in their respective classrooms.

At each building, the counselor


distributing and collecting tests

and insuring ease in

administration. The counselor

will work with special education and multi-cultural education

teachers to assist in following

appropriate procedures in modifying administration.

School nurses will perform all

tests. A quiet place is required for hearing tests.

The district designated test

coordinator will be responsible

for ordering tests, distributing

them to schools and coordinating district-wide test

administration.

Boys and girls are screened

separately. Privacy must be provided.

At the beginning of each

school year, parents will be

notified regarding the skills

their child will be expected

to master during the school

year. Parents will be

regularly updated regarding

their child’s progress toward

mastering these skills.

Prior to testing, each parent

will receive a letter notifying

them of test dates, explaining

the purpose of the test, and

describing what they can do

to help prepare their child for

testing.

Following the return of the

test results, a report will be

made to the school board.

Following the return of the

test results, a letter will be

sent to parents, along with a

report of student

achievement.

Test results will also be

placed in student’s

permanent record.

Test data will be kept in the

student’s file and released as

requested to persons with

access privileges.

PE teachers will stay

updated on DESE

health and PE screening

assessments

Nurses will attend

updates offered by the

Missouri Division of

Health as they are

available.

19

Grades 11 and 12

(offered to all

students)

Grade 11

(for selected

students)

Grade 11

ASVAB (Armed Services

Vocational Aptitude

Battery)

PSAT (Preliminary

Scholastic Aptitude

Battery)

ACT (American College

Test)

SAT (Scholastic Aptitude

Test) For selected

students.

Identify areas of

potential

vocational

aptitude.

All college-bound

students will be

encouraged to take

this test.

All 11th Grade

students will be

required to take the

ACT.

Interest inventories and

aptitude batteries will

be used in conjunction

with other information

to help students plan

their educational

programs and make

wise personal and

career choices.

Preparation for college

admissions and entry

into National Merit

Scholarship Program if

qualifying score

attained.

College admission

(counseling and

admission).

Curriculum analysis

instructional practices

analysis

Military personnel

will administer in

group setting

(counselor will be

present to assist).

Counselor will

administer test to

those students who

register and pay the

appropriate fee.

Efforts will be made

to ensure that the

testing environment

is comfortable and

free of distractions.

The teacher will

remain in the

classroom while the

test is being

administered

All post-secondary

education-bound

students are

encouraged to take

the tests more than

once. May take

unlimited number of

times.

Test information will be distributed and

presented at Fall Parent/Teacher Conferences.

Information on registration procedures,

distribution of student preparation guide, test

date and time will be announced

approximately one month prior to test date.

Students will be made aware of the

assessments through information distributed

and presented in classrooms.

Information for parents will be sent home with

students and included on district publications.

Test times and locations will be announced

one to two weeks in advance.

Test information, fees, date, time, and student

test preparation booklets will be distributed

approximately one month prior to test date.

Students are informed of testing calendar and

test materials are readily accessible.

Results and

interpretations will be

discussed in a small

group setting.

Students are

encouraged to see the

counselor on an

individual basis for

further discussion.

Results and

interpretations will be

discussed with

student in a

classroom group

setting.

Students are


counselor on an

individual basis for

further discussions.

Results and interpre-

tation will be dis-

cussed in small group

setting. Students are


counselor on an in-

dividual basis for

further discussion.

Counselor distributes

and discusses results

(ACT) with

individual student.

PD-Reading Passages

summary; CIA and

ACT alignment;

Literacy across the

curriculum training.

20

LEVEL

ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSES

UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

K-12

K-12

1st-12th

4th Grade &

8th Grade (*yearly

random selection)

W-APT

Screening Assessment (to

be given within the 1st 30

days on enrollment)

ACCESS

Assessing Comprehension

and Communication in

English State- to-State for

English Language

Learners.

Odyssey Program

Assessing intellectual and

academic or creative

capacity to participate in

the gifted program.

Assessments may include:

IQ, Achievement, and

Creativity Assessment.

National Assessment of

Educational Progress

(NAEP)

A screening to assess the

oral language proficiency

of students

English Language

proficiency assessment

Odyssey Program entrance

and gifted service

determination.

NAEP is the largest

nationally representative

assessment of what our

nation’s students know

and can do in key subject

areas at the elementary,

middle and high school

levels.

Screening results give

information as to:

LEP – Limited English

Proficiency

Assesses the academic English

language proficiency of

students in listening, speaking,

reading and writing.

Program entry

NAEP assesses core subjects

such as mathematics, reading,

science, and writing; and the

results are used to assess

progress and develop ways to

improve education in the

nation.

Individual and minimal

distractions. Federal

Programs Director


distractions. Federal

Programs Director


distractions. Odyssey

Coordinator, Odyssey

Teacher(s), Psychological

Examiner

NAEP representatives will

bring all necessary

materials and administer

the assessment.

Information on

results is given to

teachers, parents,

counselor, and

administrators for

proper academic

placement through

ELL Plan.

Suggestions for

acclimating the

student to the English

language and the

areas of weakness

discussed.

Results shared with

parents, teachers,

administers.

Psychological

Examiner will

interpret results

during evaluation

conference.

NAEP process is

designated by NAEP

representative. Local

counselor is

involved.

Familiarity with

test and

procedures.

Suggestions for a

bilingual

administrator but

not required.

ACCESS training

and certification

required.

Follow Odyssey

Program

Handbook

guidelines.

Follow NAEP

guidelines

21

LEVEL

ASSESSMENT

INSTRUMENT

AND/OR PROCEDURE

PURPOSES

UTILIZATION OF

RESULTS

TESTING

CONDITIONS &

PERSONNEL

DISSEMINATION

PROCEDURES

STAFF

DEVELOPMENT

NEEDS

Grades 6, 8, 10,

12

Grade 12

Missouri Student Survey

(To be given every even

number school year)

WorkKeys (for selected

students)

The Missouri Student

Survey (MSS) is

conducted to track risk

behaviors of students in

grades 6-12 attending

public schools in

Missouri. The survey

includes questions on

alcohol, tobacco, and drug

use and other behaviors

that endanger health and

safety.

WorkKeys is a job skills

assessment system that

helps compare student

skills to the skills real jobs

require.

To help design prevention

lessons and guidance needs.

To help design risk reduction

lessons aligned to district

health curriculum objectives.

Used to identify the appropriate

coursework and training

needed for a student.

Counselor administers the

online assessment.

All students that are

identified as Career

Education Concentrators.

Results are shared

with administrators,

counselors, health

teachers, and

curriculum

coordinators for

programming needs

for the upcoming

school year.

Career Education

Concentrators will be

identified by

Guidance Office.

Results and

interpretation will

be discussed in

small groups.

22

PART 3

MERAMEC VALLEY R-III

SCHOOL DISTRICT

TESTING CALENDAR

23

MERAMEC VALLEY R-III SCHOOL DISTRICT

TESTING CALENDAR

Health & Wellness

DATE

ACTIVITY

ADMINISTERED BY

COORDINATOR

September, October,

November, December

September, October,

November, December

December/May

March

April-August

Hearing and Vision

Screening – Grades 1, 3,

5, 7, 9, and new students

Growth Screening –

Grades 1, 3, 5, 7, and 9

Grade 5, 7 & 9 Fitness

Screening

Scoliosis Screening –

Girls Grades 6 and 8

Boys Grade 9

Kindergarten Registration

(immunization review)

School Nurses

School Nurses

PE Teachers

School Nurses

School Nurses

District Health

Coordinator

District Health

Coordinator

Building Principals

District Health

Coordinator

Principal for Each

Building

24


TESTING CALENDAR

Early Childhood

DATE

ACTIVITY

ADMINISTERED BY

COORDINATOR

Ongoing

Ongoing

Ongoing

Ongoing

Ages and Stages


Health Screening

(Vision and Hearing)

DIAL-4 for 3- and 4-year-

olds

Audiometer

Tympanometry

Parent Educators

Parent Educators

Early Childhood Nurse

School Nurse

P.A.T. Supervisor

Parent Educators

Speech/Language

Therapists

P.A.T. Supervisor

P.A.T. Supervisor

P.A.T. Supervisor

Director of Special

Education/ECSE

25


TESTING CALENDAR

Kindergarten

DATE

ACTIVITY

ADMINISTERED BY

COORDINATOR

January

Feb. to Mid-July

Dec./May

April/May

Notice sent to elementary

parents and community

regarding kindergarten

registration

Notices sent to

community regarding

kindergarten registration

District kindergarten

registration yard signs

posted

Notice sent to elementary

parents and community

regarding kindergarten

registration

DIAL-4 screening

DRA

AIMSWeb/Easy CBM

screenings

Local Math Benchmark

Assessment

Building offices at

Elementary Schools

Building offices at

Elementary Schools

Elementary school offices

Elementary school offices

PAT Parent Educators

Classroom Teachers

Classroom Teachers

Building Principal

PAT Coordinator

Building Principal

Building Principal

PAT Coordinator

Building Principal

Assistant Superintendent

26


TESTING CALENDAR

1st -8th Grade

DATE

ACTIVITY

ADMINISTERED BY

COORDINATOR

Sept./Dec./May

January

Spring

March

March

Ongoing

Spring

March/April/May

DRA, AIMSWeb/Easy

CBM, ELA & Math

benchmark assessments

NAEP (4th grade students

& 8th grade students by

random selection in even

numbered years). Letter

home to parents.

Letter home to parents to

announce Missouri

Assessment Program –

Grades 3, 4, 5, 6, 7, 8

Distribute Missouri

Assessment Program

materials and in-service

for Grades 3, 4, 5, 6, 7,

8


for grades 6 and 8 in even

numbered years

Practice assessment items

for Missouri Assessment

Program-Practice open-

ended constructed

response, questions,

writing process, and

performance events for

Missouri Assessment

Program

Administer Missouri

Assessment Program –

Grades 3, 4, 5, 6, 7, 8

End of Course exams

Algebra I for eligible 8th

grade students

MAP makeup testing.

Classroom Teachers

NAEP Representatives

Building Counselor

Building Counselor

Building Counselor

Classroom Teacher

Classroom Teacher

Classroom Teacher and

Building Counselor

Building Principal

Building Counselor

Building Counselor

Building Counselor

Building Counselor

Building Administrator

Building Counselor

Building Counselor

27

May 8th grade Technology

Proficiency Assessment

8th grade Teacher

Technology Director

Instructional Technology

Facilitator


TESTING CALENDAR

High School

DATE

ACTIVITY

ADMINISTERED BY

COORDINATOR

June

September-April

October

October

October

March

April

April 19

April/May

May 3

ACT and SAT

PSAT – Grade 11

ASVAB – Grades 11 and

12

Practice ACT


for grades 10 and 12 in

even numbered years

WorkKeys

ACT (Statewide testing

date for all Juniors)

End of Course Exams

ACT (Statewide make-up

date for all Juniors)

Building Counselor

ACT/SAT Testing

Personnel

ACT Trained School

Staff

Military Personnel

Classroom Teachers

Building Counselor

Building Counselor

Building Counselor

Classroom Teachers

Building Counselor

Building Counselor

Building Counselor

District Assessment

Coordinator

Building Counselor

Building Counselor

Building Counselor

Building Counselor

Building Counselor

District Assessment

Coordinator

Building Counselor

Building Counselor

28


TESTING CALENDAR

K-12

DATE

ACTIVITY

ADMINISTERED BY

COORDINATOR

Ongoing

Ongoing

Ongoing

Odyssey Screening

(*1st grade & above)

Missouri Assessment

Program-Alternate

(MAP-A)

Dynamic Learning Maps

W-APT

ACCESS

Classroom Teachers

Odyssey Teachers

Special Education

Teachers

ELL Teachers

Odyssey Coordinator

Special Education

Coordinator

Federal Program

Coordinator

29

PART 4

GUIDELINES FOR INCLUDING STUDENTS

WITH SPECIAL NEEDS

30


Guidelines for Including Students with Special Needs into the

District Assessment Program

Both the passage of Missouri’s Outstanding Schools Act (OSA) and the Reauthorization of the Individuals with

Disabilities Education Act (IDEA), have called for a greater focus on the accountability of educational services

for students with disabilities. The Missouri School Improvement Program (MSIP), which accredits school

districts in Missouri, uses the performance of all students on the Missouri Assessment Program (MAP) subject

area assessments as one measure of performance. This focus on educational achievement and outcomes for

students with disabilities is intended to direct attention to the accommodations and supports needed by students

with disabilities to access and progress in the general education curriculum. Participation in state and district-

wide assessments goes hand in hand with access to the general education curriculum. This participation,

in addition to being required by state and federal laws/regulations, sets the expectation that students with

disabilities can achieve the standards that have been established for all students. Participation in these

assessments should lead to improved teaching and learning and will also allow local district administrators and

boards of education to consider the needs of all students when instructional decisions are made. It is important

to expect students with disabilities to meet the high standards and expectations that have been set for all

students using the accommodations and supports provided by special education. It is also important to

remember that the majority of students with disabilities identified under IDEA do not have significant cognitive

disabilities which would inhibit their ability to participate and progress in the general education curriculum.

The IEP team will provide a listing of the possible accommodations available to be identified by the IEP team

as part of an individual student’s plan in the area of district and state assessments (MAP-Grade Level and End

of Course Exams). State assessment accommodations are made in the areas of administration, timing, response,

and settings and are governed by DESE guidelines.

31

PART 5

ASSESSING THE SHOW-ME STANDARDS

32

Quality Indicators for Success on Locally Assessed Standards

Upon graduation, the students educated in the Meramec Valley R-III School District will be proficient and

competent in the knowledge, skills, and processes as described the by the Show-Me Standards designated for

local assessment. Below is a listing of the criteria or quality indicators the teachers in this district will use as a

guide to create age appropriate activities and classroom assessments. Even though quality indicators are not

required by DESE or MSIP, the district felt it necessary to create these as a means of effectively monitoring

student achievement in relation to the locally assessed standards.

Show-Me Process Standards:

1.2 Conduct research to answer questions and evaluate information and ideas

The student:

-demonstrates knowledge of basic information-gathering techniques and commands a useful range of

information-gathering techniques using a variety of mediums.

-interprets information gathered to answer guiding questions and synthesizes the information

concisely.

-analyzes information accurately to determine whether information is credible and relevant to the

task.

1.3. Design and conduct field and laboratory investigations to study nature

The student:

-uses accurate and important information to suggest an explanation for something that is being

studied.

-predicts what would happen if the explanation were correct.

-sets up and carries out an experiment (or activity) to find out whether the prediction is accurate.

-evaluates the results of the experiment (or activity) and decides whether the original explanation of

what is being studied is correct.

1.4 Use technological tools and other resources to locate, select, and organize information

The student:

-uses the Internet and a variety of other sources to locate needed information.

-demonstrates the ability to separate relevant from irrelevant information when looking at data.

-uses a variety of computer-based programs to organize and present information.

2.1 Plan and make oral and visual presentations for a variety of purposes and audiences

The student:

-uses appropriate methods to organize the content of a presentation.

-considers audience when planning a presentation and uses appropriate voice for appeal and impact.

2.3 Exchange information and ideas while recognizing the perspective of others

The student:

-actively exchanges ideas, opinions, and ideas with others.

-listens to the perspective of others and appreciates their point of view.

-formulates questions and answers pertinent to discussions.

-is sensitive to group feedback and evaluates actions for both immediate and long-term impact.

-demonstrates insight concerning the feeling and levels of knowledge of others.

2.5 Perform and produce works in the fine and practical arts

33

The student:

-selects and applies combination of visual elements and organizing principles to achieve their

expressive purposes in art making.

-demonstrates a comprehensive understanding and usage of materials and technologies when making

works of art and/or doing a project in practical arts.

-reflects on artworks/projects made in the past to give direction and meaning to upcoming projects.

2.6 Apply communication techniques to the job search and the workplace

The student:

-communicates information and ideas effectively in the interview process.

-demonstrates an ability to adjust tone, style, and content to a wide and highly diverse population of

potential employers.

-answers interview questions appropriately.

2.7 Use technological tools to exchange information and ideas

The student:

-uses the Internet to locate needed information.

-uses electronic mail as a means to exchange ideas with others.

-demonstrates an understanding in using the computer and surfing the web.

3.1 Apply problem solving strategies based on ways others have prevented or solved problems

The student:

-demonstrates insight concerning the way others have solved problems and considers their results

when called upon to solve similar types of problems.

-seeks out different and opposing points of view and considers alternative views impartially and

rationally.

3.3 Apply strategies based on one’s own experiences in preventing or solving problems

The student:

-recognizes all the important limits or barriers based on personal experience that make it difficult to

prevent or solve a problem and works within the confines of these limitations to develop a

strategy.

1.2 Apply the rights and responsibilities of citizenship in Missouri and the United States

The student:

-takes other people’s rights into account when making decisions.

-does not infringe upon other people’s rights.

-takes responsibility for his/her actions or lack of action.

-utilizes the school setting for self-betterment and personal growth.

-appreciates the diverse nature of students and their approaches to learning.

-is aware of different and opposing points of view and considers alternative views impartially and

rationally.

1.3 Practice honesty

The student:

-tells the truth when interacting with peers and staff.

-admits to actions regardless of the consequences.

4.6 Work with others to complete tasks

The student:

-works toward the achievement of group goals.

34

-demonstrates effective interpersonal skills.

-contributes to group maintenance.

-effectively performs a variety of roles within a group.

4.7 Apply practices that preserve and enhance the safety and health of others

The student:

-encourages others to behave in a manner that promotes healthy living.

-acts in ways that do not endanger others.

-models safe and healthy living practices.

4.8 Explore, prepare for, and seek education and job opportunities

The student:

-practices and/or adheres to proper job interviewing techniques.

-consults several sources to seek job or career opportunities.

-prepares appropriate resume, cover letters, and follow-up letters needed for the job search.

-prepares and presents a portfolio at the job interview.

Show Me Content Standards:

CA1 Speak Standard English

The student:

-uses Standard English to communicate both in written form and verbally.

CA5 Comprehend and evaluate the content and artistic aspects of oral and visual presentations

The student:

-demonstrates knowledge of the major elements needed to create a quality oral and/or visual

presentation and uses this knowledge to evaluate presentations.

-understands the content of presentations in order to formulate an opinion and defend it.

CA6 Participate in formal presentations of issues and ideas

The student:

-makes presentations of issues and ideas that provide in-depth coverage of topic.

-provides explanations and reasoning when presenting an issue or idea.

-communicates in a clear, concise manner with or without visual aids.

-considers audience and uses appropriate language for appeal and impact.

CA6 Participate in formal discussions of issues and ideas

The student:

-actively helps promote group interaction and expresses ideas, opinions, and ideas.

-listens to the perspective of others and appreciates their point of view.

-formulates questions and answers pertinent to discussions.

-is sensitive to group feedback and evaluates actions for both immediate and long-term impact.

CA7 Evaluate relationships between language and culture

The student:

-recognizes that different cultures have unique languages and many of the customs associated with

the cultural group are the direct result of the spoken language.

-recognizes that behaviors often associated with cultural groups are reflected in their spoken

language.

-shows the cause and effect relationships of language upon culture and culture upon language.

SS7 Design and conduct field studies to study society

35

The student:

-uses accurate and important information to suggest an explanation for something that is being

studied.

-predicts what would happen if the explanation were correct.

-sets up and carries out a field study (or activity) to find out whether the prediction is accurate.

-evaluates the results of the field study (or activity) and decides whether the original explanation of

what is being studied is correct.

FA1 Use adequate processes and techniques for the production, exhibition, or performance of one or more

of the visual or performed arts

The student:

-creates products that clearly demonstrate an understanding of the processes and techniques used in

visual or performed arts.

-demonstrates a comprehensive understanding and usage of art making/visual performance making

materials and technologies.

H7 Respond to emergency situations

The student:

-demonstrates knowledge of appropriate first aid techniques.

-demonstrates knowledge of appropriate sources to contact in case of emergencies.

-responds appropriately when confronted with emergency situations.

36

PART 6

GUIDELINES FOR

PROFESSIONAL DEVELOPMENT

37


Guidelines for Professional Development Related to Student Assessment

The teachers and administrators in the Meramec Valley 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, and the results of the Professional Development

Committee’s needs assessment. The information contained in this narrative will address professional

development related to student assessment. For a more detailed, comprehensive description of the District’s

Professional Development Plan, consult the District’s documentation as required by the MSIP 5 Process

Standards.

The topics related to state and district-wide assessment that will be addressed in in-service opportunities/

professional development resource materials will 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 and dropout data of subgroups (by race/ethnicity, gender, disability, LEP,

or migrant) 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;

instructional strategies to be used in classrooms that will promote mastery of standards;

how to create performance-based classroom activities/assessments and scoring guides, and how to

monitor performance on standards;

how to motivate students to take MAP, grade level and end of course assessments, seriously and

possible incentives which could be offered to students; and

the legal requirements of reporting data as designated by IDEA (for administrators).

The Professional Development Committee of Meramec Valley R-III School District will work in conjunction

with administrators to provide professional development opportunities for teachers, administrators, and support

staff. The following ways and means will be used as vehicles to bring about the realization of the goals and

objectives contained in the CSIP.

study groups/focus groups/building data teams;

building level and district-wide in-service facilitated by RPDC staff, DESE staff, administrators, and/or

other consultants;

peer coaching through the mentor/mentee program and teacher observations; literacy coaching

supported by district Title I staff;

teacher collaboration by common planning and/or departmental meetings;

a teacher resource library with print and visual resources;

reflecting about teaching strategies and showcasing instructional activities;

attending state and regional workshops related to CSIP goals and areas of needed student improvement;

training for beginning teachers through district mentoring programs and workshops as well as those

offered by RPDCs, teacher organizations, and/or colleges/universities; and

enrolling in college/university classes.

38

The logistics of how and when various groups will meet will be determined by joint decisions made by the PDC

and the administrators. Two days prior to the beginning of school, one full day mid-year, and nine early release

days have been included in the District’s calendar to allow for in-service opportunities. Induction activities for

teachers new to the district will be held in August the week before school begins. To allow for teacher

networking and collaboration, the District Professional Development Committee has allocated funding. To

support staff who attend district level after school professional learning sessions, the District offers CEUs

(continuing education units) or stipends (if applicable) for approved opportunities.

Meramec Valley R-III School District operates from the premise that effective professional development as it

relates to student assessment will increase achievement for all students, facilitate differentiation and data-driven

decision-making, and create learning cultures within each building.

39

PART 7

GUIDELINES FOR TEACHING

TEST-TAKING STRATEGIES

40


Teaching Test-taking Strategies for

MAP Assessments (including grade level and End of Course exams) and Assessments Administered

District-Wide

Introduction

Rationale: In order for students to show what they know and can do, it is imperative that students know

strategies for taking tests. For this reason, Meramec Valley R-III School District has developed guidelines for

teaching test-taking strategies to students.

Background Information: The core subject area MAP Assessments* contain three types of items.

Multiple-choice (MC) items in which students choose the correct answer from four answer choices.

Open-ended Constructed Response (OCR) items in which students construct their own answers. The

question may have more than one acceptable answer and/or have more than one way to arrive at the

answer. It requires that students write a short response and usually takes only a few minutes to answer.

These types of questions can be thought provoking because the answer is not always obvious and the

student may have to make an inference. The constructed response questions tap a variety of reasoning

processes.

The Performance Event (PE) or Writing Prompt (WP) requires students to write an extended response to

apply knowledge. The performance event usually takes 60-90 minutes to complete. In communication

arts, the student is given a writing prompt, must use the writing process of doing a pre-writing activity, a

rough draft, a self-edit, and a final copy. In math, the student is required to formulate a strategy to solve

a multi-step problem. In science, the student may be asked to interpret data to answer a series of

questions or create a plan for a laboratory investigation. In social studies, the student may be asked to

compare and contrast two political periods in history, tell which was the most effective, and give

reasoning to support the claim.

Two Types of Test-Taking Strategies: There are two types of test-taking strategies—short-term strategies

that can be done shortly before the test and long-term strategies that need to occur over time within the

instructional process.

In addition, district teaching staff will encourage higher level thinking by students through incorporating

activities/assessments from all four levels of the Depth of Knowledge throughout their instruction. State

standards will be addressed and tracked.

Online Test Taking Strategies:

All MAP assessments are online assessments beginning with the spring 2015 assessments. Students must

practice and perform other online testing formats throughout the school year in order to be familiar with an

online testing format. Teachers are encouraged to use online formats with their students in the form of

formative quizzes and summative assessments. Some factors that are important to consider may include:

Online testing time limits

Saving and returning to the test at a later point

Sequence of answer questions

Ability to review answers and change answers before submitting or moving on to the next question

Is there a review feature that lets students check their work, or check for unanswered questions?

How do you save and exit so your work is not lost?

Online tools that students will be required to use and demonstrate proficiency

Reading online text that will be presented in a split screen format.

Online options related to Universal tools for all students

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Designated supports, and accommodations (for IEP/504 only).

Meramec Valley R-III School District’s Guidelines for Teaching Test-Taking Strategies

Strategies for answering the multiple-choice, open-ended constructed response (OCR) 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 processes needed for students to be successful in

responding to open-ended constructed response (OCR) items, performance events (PE), and/or writing

prompts (WP).

All teachers in the district will teach students how to formulate quality answers for OCR items by

teaching students to:

Answer, specifically and concisely, all parts of the question

o Utilize major elements of the question/item stem as statements in the answer

Include text evidence:

o specific details from the text in the response

o Make reference to specific characters and titles in the response

o Cite specific examples in text to support a claim or argument

o Explain multiple likenesses and multiple sets of corresponding differences when asked to

compare and contrast, especially text to text comparisons

Execute the major steps in the solution process (math)

Create a title and labels when creating a graphic organizer

All teachers in the district will teach students strategies for being successful on performance events

and writing prompts 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 and use

an effective writing process to do so.

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.

Be able to write a well-developed narrative, informational, and opinion/argumentative product at the

appropriate grade level standard

Meramec Valley R-III School District views teaching students the skills and processes needed to be

successful on the MAP assessments as synonymous with teaching students to be successful in life.

42

PART 8

TEST SECURITY POLICY

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TEST SECURITY POLICY ILA

It is imperative that district-wide test security shall not be compromised. This applies not only to

classroom teacher tests but especially to district-wide standardized tests – achievement tests, screening

tests, etc. Those school personnel responsible for such testing must ensure that all test materials are

secure at all times. When not in use, all test masters and answers, test books with answer sheets, scoring

masks, etc., must be kept in a locked room or cabinet to prevent unauthorized access.

To view the entire policy, click on the link below:

Link: Policy ILA – Test Security Policy

https://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=ILA&Sch=157&S=157&RevNo=1.01&C=I&Z=P

44

PART 9

GUIDELINES FOR

MOTIVATING STUDENTS ON MAP

45


Motivating Students to do Well on State and District-Wide Assessments

Meramec Valley R-III School District has implemented strategies to motivate students to take required tests

seriously and to recognize those who perform well on the MAP assessments.

(MSIP 5 Process Standard)

Since MAP scores are not returned to districts until a later date, teachers in each building will develop a

program for providing incentives to students in the spring, shortly after the MAP testing. Testing behavior,

such as a positive attitude during testing and the appearance of putting forth an effort, are to be used as a

means of determining whether or not a student earns the incentives.

Some incentives to recognize attitude and effort may include:

Learning based incentives such as academic field trips, coupons, tickets, books, etc.;

Certificates or medals for individual students (growth, proficient/advanced);

Class recognition or celebrations;

Recognition of effort

Some interventions and behavioral items to assist with attitude and effort may include:

Required summer school attendance or remedial instructional requirements;

Use of a scoring guide to assign points for appropriate testing behavior that includes a positive

attitude and the appearance of putting forth an effort on the test.

In the fall, when the district receives the final testing results, a special recognition ceremony may be held for

high achieving students at building sites. Each building within the district will decide what strategies to use

to motivate students to do their best on the MAP.

EOC scores will count for 10% of a students’ semester course grade as well as possibly for finals exemption

passes.

Scoring proficient or advanced on the Algebra I, Algebra II, OR on another DESE approved assessment is

an eligibility requirement of the A+ Schools Program.

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PART 10

WRITTEN RECORD OF

DATA ANALYSIS OF TEST RESULTS

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Written Record of Data Analysis of Test Results

District assessment data from standardized achievement tests will be provided to appropriate personnel at all

levels (central office, building administration, classroom teachers, special education teachers, for example)

At the district level, data will be analyzed by building and reported to the board of education to identify

achievement levels over time. This data will also be discussed with building administration as they plan for

improvement at the building level. Student achievement on standardized tests will be addressed in the

district Comprehensive School Improvement Plan (CSIP) and the annual District Report Card.

At the building level, data will be analyzed and discussed by building faculty at staff meetings and grade

level/department meetings not only to recognize achievement gains but also to plan for improvement in any

areas indicated.

At the classroom level, data will be reviewed by district teaching staff to highlight content skills or strands

that need to be addressed. The results of this data analysis will be shared with building administration as

building plans are reviewed and revised.

District and building professional development and support provided in area of data analysis for building

administration will be shared at the building level with classroom teaching staff. Support for continuing

data analysis will be provided by the building administrator as well as through district-level professional

development. Data driven decision protocol will be followed.

Reports regarding individual student test data results will be provided to students in addition to being placed

in student permanent records.

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APPENDIX

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(All appendix resources below are available on the District Website under

District Assessment Plan)

District Assessment Portfolios

Kindergarten Assessment Portfolio

1st Grade Assessment Portfolio

2nd Grade Assessment Portfolio

DRA Protocol

EOC Curved Percentages Chart

K-8 Response to Intervention (RtI) Process

K-12 Guidance Program Response to Intervention Process

Policy IL–AP(1) – Reading Assessment

http://www.mvr3.k12.mo.us/vnews/display.v/SEC/Faculty/Staff%7CDistrict%20Assessment%20Plan

http://www.mvr3.k12.mo.us/vnews/display.v/ART/51d33c16a02e5

https://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=IL-AP(1)&Sch=157&S=157&RevNo=1.01&C=I&Z=R

assessment plan for the meramec valley r … plan for the meramec valley r-iii ... the assessment...

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