assessment plan north kansas city

8/14/2019 Assessment Plan North Kansas City

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Table of Contents

Comprehensive Assessment Program..........................................................................................2The Integral Relationship among Curriculum, Instruction, and Assessment

Assessments and Purposes ........................................................................................................ 3-5

Guidelines for Including Students with Disabilities ...................................................................6

Local Assessment of Show-Me Standards ............................................................................. 6-14

Assessment of English Language Learners (ELL)....................................................................15

Assessment Results and Dissemination of Data ........................................................................16

Staff Development Related to the Assessment Program ..........................................................17

Teaching Test-taking Strategies .................................................................................................18

Confidentiality of Student Assessment Data .............................................................................18

Use of Parallel Items/Practice Tests ...........................................................................................18

Policies to Ensure Test Security............................................................................................ 19-20

Testing Windows K-12 .......................................................................................................... 21-25


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North Kansas City Schools

The Comprehensive Assessment ProgramA clear focus on effective curriculum, instruction and learning demands attention to a

comprehensive assessment program. North Kansas City Schools has demonstrated commitment toquality assessment by appointing a Director of Assessment and Data, the staff member responsible for

coordinating the districts assessment program.

An effective assessment program is grounded in the notion that there is an integral relationshipamong the architecture of district curriculum, the application of curricular content through instructionaldelivery, and effective assessment strategies. In order to assess progress, all students will be included inthe assessment program.

Architecture

Application Assessment

ARCHITECTURE APPLICATION ASSESSMENT The Written Curriculum Designed The Work Plan Curriculum Guides Instructional Materials Supplementary Materials Scope and Sequence MSIP Format

The Taught Curriculum Delivered The Work Instructional Support Staff Development Models of Teaching Lesson Planning School Improvement Plan

The Tested Curriculum Monitored The Work Measure Student Evaluations Report Cards Data Interpretation Data Reporting School Improvement

Needs Assessment


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Assessments and PurposesElementary

LEVEL CONTENT ASSESSMENT PURPOSE

K-5 ReadingMathematics Curriculum-Based Measurement (CBM)

Obtain baseline data Determine strengths and needs Identify children needing early intervention Monitor student progress

K-5 Reading

Scholastic Reading Inventory (SRI) Gr. 2-5OR

*Developmental Reading Assessment (DRA) Gr. K-3OR

*Flynt-Cooter Reading Inventory for the ClassroomGr. 3-5

Mandatory for 5 th grade in the spring *Typically administered to students receiving readingsupport

Determine instructional reading level Determine strengths and needs Identify children needing early intervention

K-5 CommunicationArts

Communication Arts Integrated Theme Tests, WeeklySkills Tests (Houghton-Mifflin) Optional per building

principal

Determine curriculum objective mastery byunit

Determine continued mastery of spiraledobjectives over time

K-5 CommunicationArts

Communication Arts Benchmark Tests Student response to selected response,

constructed response and performance eventsPre/Post Assessments and MARC Tests (Piloting in12 schools- Grades 1-5)

Locally developed, authentic Provide benchmark data for measuring

student progress and instructionalimprovement (School Improvement Data)

K-5 Mathematics Mathematics Unit Tests (Investigations) Determine curriculum objective mastery by

unit

K-5 Mathematics

Mathematics Benchmark Tests Student response to selected response,




3-5 Mathematics STAR Math Determine instructional math level Determine strengths and needs Identify children needing early intervention

K-5 Science

Science Benchmark Tests Student response to selected response,




2,5Verbal

QuantitativeNon-Verbal

Cognitive Abilities Test (CogAT)

Nationally-normed Assess students abilities in reasoning and

problem solving using verbal, quantitative,and spatial (nonverbal) symbols

3-5Comm. Arts

MathMAP (Missouri Assessment Program) Communication Arts Math

State developed, performance-based andstandardized multiple choice

Evaluate student progress related to statestandards

5 Physical FitnessPhysical Fitness Testing (reported to DESE) Locally assessed physical fitness tests

State developed, performance-based

Designed to evaluate student progressrelated to state standards

5 ScienceMAP (Missouri Assessment Program) Science

State developed, performance-based andstandardized multiple choice

Evaluate student progress related to statestandards


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Assessments and PurposesMiddle School


6-8 ReadingMathematics Curriculum-Based Measurement (CBM)

Obtain baseline data Determine strengths and needs Identify students needing intervention Monitor student progress

6-8 Reading Scholastic Reading Inventory (SRI)

Determine instructional reading level Determine strengths and needs Identify children needing early intervention

6-8 CommunicationArts

Communication Arts Benchmark Assessments Student response to selected response,

constructed response and writing performanceevents

Locally developed, authentic Measure student performance in written

language and reading aligned with statestandards

6-8 CommunicationArts

Communication Arts Mini Assessments Student response to brief selected response,

constructed response and writing performanceevents directly aligned with essential masteryobjectives


language and reading aligned with statestandards

6-8 Mathematics STAR Math Determine instructional math level Determine strengths and needs

Identify children needing early intervention

6-8 MathematicsMathematics Benchmark Assessments Student response to selected response,

constructed response and performance events

Locally developed, authentic Measure student performance in

mathematics aligned with districtcurriculum

6-8 ScienceScience Benchmark Tests Student response to selected response,


Locally developed, authentic Designed to measure student performance

in science aligned with district curriculum

6-8 Comm. ArtsMath

MAP (Missouri Assessment Program) Communication Arts Math

State developed, performance-based Evaluate student progress related to state

standards

6-8 Social StudiesSocial Studies Benchmark Assessments Student response to selected response,


Locally developed, authentic Designed to measure student performance

in social studies aligned with district

curriculum

8 ScienceMAP (Missouri Assessment Program) Science


standards

6-9 Careers/Interest Missouri Connections Assess students individual abilities and

interests for education and career planning

8 Technology Census of Technology

Standardized, on-line; federally mandated Used to monitor progress toward meeting

the goals and objectives of the stateeducation technology plan

8Orchestra andBand Students

Only

InstrumentalMusic

Instrumental Music Assessment Group Individual

Locally developed, authentic, performance-based

Evaluate student performance competency Assess student vocabulary regarding

perceptions and evaluations of performances

8Choir Students

OnlyVocal Music Vocal Music Assessment

Locally developed, authentic, performance-based

Evaluate student performance competency Assess student vocabulary regarding

perceptions and evaluations of performances

6-8 AlgebraStudents

Algebra Algebra I End of Course Exam

State-developed, selected response andperformance

Evaluate student progress related to Algebracourse level expectations (CLEs)


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Assessments and PurposesHigh School


9 Physical FitnessPhysical Fitness Testing (reported to DESE) Locally assessed physical fitness tests


standards

9 Careers/Interest Missouri Connections Assess students individual abilities and

interests for education and career planning

9-10 Reading Scholastic Reading Inventory (SRI) Determine instructional reading level Determine strengths and needs Identify children needing early intervention

9-10 Mathematics STAR Math Determine instructional math level Determine strengths and needs Identify children needing early intervention

9-10 CA ICA II

Course-Specific Communication Arts Benchmark Assessments Student response to selected response, constructed

response and writing performance events

Locally developed, authentic Measure student performance in communication

arts aligned with district curriculum and statecourse-level expectations (CLEs)

9-11 Social StudiesSocial Studies Benchmark Assessments Student response to selected response, constructed

response and performance events

Locally developed, authentic Designed to measure student performance in

social studies aligned with district curriculum

9-11

Algebra

GeometryAlgebra II

Course-Specific Math Benchmark Assessments

Student response to selected response, constructedresponse and performance events

Locally developed, authentic Measure student performance in mathematics

aligned with district curriculum and statecourse-level expectations (CLEs)

9-11Physics

ChemistryBiology

Course-Specific Science Benchmark Assessments Student response to selected response, constructed


Locally developed, authentic Measure student performance in science aligned

with district curriculum and state course-levelexpectations (CLEs)

9-11 CA ICA II

CA III Level


constructed response and writing performance eventsdirectly aligned with essential mastery objectives


language and reading aligned with state course-level expectations (CLEs)

9-12 All High SchoolCourses A+ Assessment

Teacher-developed; aligned to courseperformance standards

Student mastery of performance standards foreach high school course

9-12AlgebraStudents

Algebra I Algebra I End of Course Exam


Evaluate student progress related to Algebracourse level expectations (CLEs)

9-12Biology

StudentsBiology Biology End of Course Exam


Evaluate student progress related to Biologycourse level expectations (CLEs)

9-12CA II

Students

CommunicationArts II Communication Arts II End of Course Exam


Evaluate student progress related to CA IIcourse level expectations (CLEs)

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EnglishMathematics

ReadingScience

PLAN

Gain achievement information for studentspertaining to future academic and career successbased upon ACT standards

10 (all)11 (optional)

ReadingWriting

MathPSAT

Gain aptitude information for studentspertaining to future academic and career successbased upon SAT standards

11 Social Studies US/MO Constitution Test Measure student mastery of designated topics

concerning both US and Missouri governmentalsystems (per Missouri law)

11-12 Industry standardsTechnical Skill Assessments (TSAs) 25% of all Vocational Concentrators

Measures Career/Technical program-specificskill proficiency

10, 11, 12

EnglishMathematics

ReadingScience

College Entrance Exams SAT ACT

Nationally-normed Designed to assess skills important to students

success in college Assists students, parents, high schools, post-

secondary institutions, and scholarshipprograms with educational planning


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Guidelines for Including Students with Disabilities

The North Kansas City School District includes all students in the district assessment plan.Students with disabilities are provided with appropriate accommodations to facilitate accurateassessment, and minimize the impact of disability. Students who are not able to participate in theregular state assessment program or district wide assessments of academic achievement due to theimpact of the disability are assessed through alternative assessments.

Decisions regarding student participation and/or accommodations are made by the studentsIndividual Education Plan (IEP) team based upon the learning characteristics and needs of thestudent, accommodations used with the student during regular instruction, the requirements anddemands of the assessment, and the appropriateness of accommodations for the assessment. Thesedecisions are stated in the students written IEP.

Local Assessment of Show-Me Standards

Several Show-Me Standards are not feasible to assess via state MAP testing, and must be

assessed at the district level. The following table (pp. 7-14) indicates strategies for local assessmentof these Show-Me Standards in the North Kansas City School District.


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Local Assessment of Show-Me Standards

Show-Me Standard NCK CurriculumCross-Reference ObjectiveAssessment Method

(Sample questions found in curriculumguides)

Com Arts, K-3,Speaking/Listening

Strand

Students identify similarities anddifferences in ones own ideas and

ideas in oral presentations.

After listening to an oral presentation, identifysimilarities/differences between your own ideas

and the presentation in a written paragraph.

Com Arts, 4-7,Speaking/ListeningStrand

Comprehends and evaluates thecontent and artistic aspect of oral andvisual presentations

Comprehends and evaluates written, visual andoral presentations and words by identifying thekey words and issues discussed in thepresentation or passage (1.5)

Com Arts:Content Standard 5:

Comprehending andvaluating the content andrtistic aspects of oral and

visual presentations (suchs story-telling, debates,ectures, multi-mediaroductions).

Com Arts, 8-12,Speaking/ListeningStrand

Comprehends and evaluates thecontent and artistic aspect of oral andvisual presentations

Uses a scoring guide to evaluate presentations

Com Arts, K-3,

Speaking/Listening

Students participate in formal and

informal discussions, and listen andask appropriate questions indiscussions to understand ideas.

Students develop and deliverpresentations to small/large groups,staying on topic and in sequentialorder

After listening to the (given) selection and

discussion about it, write an appropriatequestion to ask.

Develop a plan of how you could presentinformation on life cycles.

Com Arts, 4-7,Speaking/Listening

Develops and delivers presentationsto small and/or large groups.

Comprehends and evaluates written,visual and oral presentations andwords (1.5)

Finds and identifies key informationthat is spelled out in a passage (e.g.who, what, when, where, why, how)

Compares and contrasts ideas on the same topicfrom two or more presentations

Responds to presentations(summarizes/paraphrases, relate to priorknowledge, recognize similarities and

differences to own opinions)Summarizes presentations and discussions

Com ArtsContent Standard 6:Participating in formalnd informalresentations and

discussions of issues anddeas.

Com Arts, 8-12,Speaking/Listening

Develops and delivers presentationsto small and/or large groups.

Speaks effectively in a variety of realor simulated workplace situations.(II.3.c)

Participate in informal presentationsand discussions by summarizing orparaphrasing the main points of thediscussion. (II.5.d)

PE Develop and deliver research report andvisuals

PE Prepare and deliver persuasive presentations

CR Deliver paraphrase and summary .CR Summarize or paraphrase the main points ofa discussion

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Show-Me Standard NCK CurriculumCross-Reference ObjectiveAssessment Method

(Sample questions found in curriculumguides)

Com Arts, 3 rd Grade,Reading Strand

Reads and comprehends a variety of culturally diverse texts.

CR Use the story elements chart below toexplain the elements of the different stories(fairy tale, folk tale, fable)

Com Arts, 3 rd Grade,Reading Strand

Students identify words and phrases(such as idioms, jargon, localexpressions) that reflect variouscultures and eras. (I.5.e)

CR Explain what phrase A from the textmeans, and describe which clues from thetext helped you to figure out the phrase.

Com Arts, 4-7,Reading


CR Analyzes communications to determinehow they reflect particular cultures or eras



Determine relationships betweenliterature and other communicationsand their historical and/or culturalcontexts. (I.5.b)

CR Compare and contrast communicationsthat reflect differing perspectives on acurrent issue.CR Describe universal themes and humanconditions .

CR Discuss the role of authors cultural

background in literature

Com Arts, K-3,Reading

Explains words and phrases thatreflect various cultures

CR Given a reading selection, explain theunderlined words and or phrase that reflectanother culture.


Explains words and phrases thatreflect various cultures

CR In a given reading selection, identifyworks of phrases that are representative of another culture. Explain the words and orphrase.


Identify, analyze, and evaluateproblems and proposed solutionsfrom multiple cultural or societalperspectives. (III.2.d)

CR Analyze the problem in a selection andexplain the role of the cultural perspectivein the events in the selection


Identifies sayings, expressions, andother forms of usage that reflectregions and cultures

CR Given a reading selection, explain theunderlined words and or phrase that reflectanother culture


Identifies sayings, expressions, andother forms of usage that reflectregions and cultures

CR Given a reading selection, explain theunderlined words and or phrase that reflectanother culture


Determine relationships betweenliterature and other communicationsand their historical and/or culturalcontexts.

CR Explain how a given selection mighthave been different had it been written in adifferent culture.

Com Arts ContentStandard 7:Identifying andevaluatingrelationships betweenlanguage and culture.

Com Arts, 8-12,Response to Lit.

Determine relationships betweenliterature and other communicationsand their historical and/or culturalcontexts.

CR Explain the relationship betweenliterature and other communicationsinvolving a given piece of literature in itscultural context.

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Show-MeStandard

NCK CurriculumCross-Reference Objective

Assessment Method(Sample questions found in curriculum

guides)


Identify, analyze, and evaluateproblems and proposed solutions frommultiple cultural or societalperspectives.

Teacher observation of participation inclassroom discussion.

Com Arts, 8-12,Response to Lit.

Identify, analyze, and evaluateproblems and proposed solutions frommultiple cultural or societalperspectives.

Teacher observation of participation inclassroom discussion.


Describes universal themes/humanconditions that recur in the literatureof all cultures

CR Describe the similarities between the themesin two selected pieces of literature.


Describes universal themes/humanconditions that recur in the literatureof all cultures

CR Identify a universal theme/human conditionand explain how it recurs in literature of morethan one culture, giving examples.


Compares literature of differentcultures, contrasting language use,poetry, characterization, story types,and nonfiction

CR Compare and contrast literature of differentcultures, contrasting language use, poetry,characterization, story types, and nonfiction.


Compares literature of differentcultures, contrasting language use,poetry, characterization, story types,and nonfiction

CR Compare and contrast literature of differentcultures, contrasting language use, poetry,characterization, story types, and nonfiction.

Instrumental Music5th grade strings

Listen and watch performances anddescribe the components.

Describe the components of a performance

Instrumental Music

Middle School Bank

Listen/watch a performance andidentify, analyze and drawconclusions about the a performance

Write a critique of a performance

Instrumental Music

HS band/orchestra

Listen/watch a performance andidentify, analyze and drawconclusions about the a performance

Write a critique of a performance

Art, Gr. Explain the differences amongvarious types of artwork using artvocabulary.

Use a Venn diagram to determine differences.Write a paragraph of findings.

Art, Gr. Analyze the use of the elements of artand principles of design in an artwork.

Written report or oral presentation describinghow a specific elements or principle is used inan artwork.

Fine Arts:ContentStandard 3:

The vocabularyto explainperceptions aboutand evaluationsof works indance, music,theater, andvisual arts.

Art, Gr. Compare the media and processesused in the visual arts to those of other disciplines

Written report or oral presentation describinghow a specific elements or principle is used inan artwork.

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Show-MeStandard



guides)


Students evaluate relevance to need,and ease of use of informationgathered from various resources,including electronic resources

Given two online resource articles, the studentwill evaluate the most relevant to a given topic


Students evaluate and compare theaccuracy, credibility, validity andreliability of information, includingthe Internet and advertisements (I.2.)

CR All students are given copies of magazinearticle about a country. One article is from atourist agency; one is from a governmentagency. They read, evaluate and compareinformation in each. They compare thereliability and accuracy of facts in each.


Students select and use appropriatereference sources

CR For the following passage, select and explainthe reference source you would choose to findadditional information on that topic.


Students evaluate the reliability of information and sources. (III.1.f)

CR Evaluate the reliability of informationpresented on a specific web page.

Com Arts, 8-12,

Reading

Students establish criteria for

analyzing resources by identifyingpurpose and intended audience. (I.3.a)

CR Establish criteria for analyzing resources by

identifying purpose and intended audience bycomparing and contrasting two databases (any 2resources).


Uses key words and ideas to initiateresearch and/or locate information(dictionary, Internet search,encyclopedia)

CR You are doing a research project on simplemachines. What keywords would you use to dothis project?



SR When researching Abraham Lincoln, identifywhich key word would help you locate abiography article.o Lincoln, Abrahamo Presidentso United States of Americao Washington, DC



CR Identify key words to use in researching agiven topic in the media center. Identify keywords that you would use in an internet searchon a given topic.

Goal 1,ProcessStandard 2:Conduct researchto answerquestions andevaluateinformation andideas


Students find information usingencyclopedias, pictures, dictionaries,atlases, and subject specific resources.(I.2.h)

SR If you wanted to find out todays weather,you would use:a. Encyclopediab. Newspaperc. Almanacd. Dictionary

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Show-MeStandard



guides)


Students identify and analyzeorganizational patterns of print andnon-print resources to facilitateresearch (I.2.d).

CR Given an encyclopedia and dictionary,students will identify and analyze theorganization of each. (Both alphabetical, useguidewords, index in encyclopedia,encyclopedia multi-volume, etc.)


Students conduct searches using avariety of technologies and resources .

CR In which database can one conduct a searchfor an author ?

Instrumental Music

Middle School Band

Research a composer or acomposition. Identify analyze anddraw conclusions that relate practiceand performance.

Research paper/presentation incorporating worldevents, historical perspective from sourcesincluding recordings and internet.

Instrumental Music

High School Band

Research a composer or acomposition. Identify analyze anddraw conclusions that relate practiceand performance.

Research paper/presentation incorporating worldevents, historical perspective from sourcesincluding recordings and internet.

Visual Arts ArtHistory

K-5

Differentiate among subject matter inworks of art Using department reproductions, divide a set of reproductions by subject matter.

Visual Arts ArtHistory Grades 6-8

Examine the work of regional artists Read art magazines and view videos to gaininformation on the Regional artists.

Visual Arts ArtHistory

Grades 9-12

Use a variety of techniques forresearching information about art,artists, art events, and art history.

Presentation to the class on an artist or art style.Use at least three different sources forinformation.


Students will identify ways to respectothers ideas and backgrounds andacknowledge their contributions.

Students demonstrate groupparticipation skills (leader/participant,active listening, respectingviewpoints, sharing ideas

CR Use language to try to influence others tovote for your favorite school subject.

CR Demonstrate group participation skills byexplaining how you show respect for theviewpoints of others

Goal 2,

ProcessStandard 3: Exchangeinformation,questions, andideas whilerecognizing theperspectives of others.


Exchange information, questions, andideas while recognizing theperspectives of others.

CR Using PowerPoint as a presentation tool,students will exchange information related toresearch on a selected topic.CR Specify which technology tool: i.e.PowerPoint, inspiration, web page, or Hyper-Studio. You would use to create a graphic for a

research project.

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Show-MeStandard



guides)


Students deliver informational andmultimedia presentations usingvariety of appropriate availabletechnologies for different audiences

and purposes. (II.2.c)

CR What equipment and/or technology wouldbe needed to deliver an informational andmultimedia presentation that included audio,video, photographs. Clip Art, text ?

Visual Arts:Aesthetics Strand,K-5

Discuss why people create art.

Discuss why preferences in art exist.

Classroom discussion.

Visual Arts:Aesthetics Strand, 6-8

Understand that artwork can beinterpreted in more than one way

Students will pick the most and least favoritefrom a grouping of reproductions and write ashort paragraph explaining choices. Classdiscussion on choices and the reasons given.

Visual Arts:Aesthetics Strand, 9-12

Demonstrate how responses to art naybe both positive and negative.

Students will compare the current popularity of Impressionist art to the reviews written at thefirst Impressionism exhibit.

Instrumental Music5th grade strings

Prepare and perform with a group. Teacher observation of student growth.

Instrumental Music

Middle School Band

Perform a solo with accompaniment Each 8 th grade band and orchestra musician isassessed on performing a solo withaccompaniment played on Smart Music.Adjudicators use a scoring guide to assess theperformance. Students are given a writtenevaluation of their performance. Studentsearning a I or a II rating are given a blue or redribbon

Instrumental Music

High School Band,Orchestra

Perform a solo with accompaniment Uses a scoring guide to self-evaluate progress.Teacher observation. Participation and scoringat a district level evaluation festival.

Visual Arts: Productand PerformanceStrand, K-5

Use repeated line, shape and color tocreate a pattern.

Evaluation of student work using a scoringguide.

Visual Arts: Productand PerformanceStrand, 6-8

Use size relationships among shapesto show distance.

Evaluation of student work using a scoringguide.

Goal 2,ProcessStandard 5: Perform orproduce works inthe fine andpractical arts.

Visual Arts: Product

and PerformanceStrand, 9-12

Design and produce pieces of finished

jewelry

Evaluation of student work using a scoring

guide.

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Show-MeStandard



guides)

Counseling/GuidanceK-3

Students will develop the ability towork and play together

Teacher observation of students resolvingconflicts in role playing groups

Counseling/Guidance4-7

Student will understand how toresolve conflict when participating ingroup activities.

Teacher observation of students resolvingconflicts in role playing groups

Counseling/Guidance Student will access information aboutcareer and academic opportunities.Students will explore career paths.

Students develop career paths and select coursesfor future years using the career path as a guide.

Com. Arts Gr. 9 Student conducts interviews, such asmock job interviews and researchinterviews.

P.E. Students develop interview questions andconduct mock job interviews. Follow-up byhaving students evaluate the effectiveness of thequestions for achieving the purpose of theinterview.

Goal 2,ProcessStandard 6: Applycommunicationtechniques to the

job search and tothe workplace.

Com. Arts Gr. 11 Student reads effectively in a varietyof real or simulated workplace

situations.

Read the business memo on page 1186 anddetermine which of the following actions wouldnot be acceptable for company employees wheninteracting with Indonesian staff members.a) Avoid gesturing or handing things with

your left handb) Call co-workers to you by extending your

right hand downward and waving thefingers

c) Never remove your shoes when invited intoan Indonesian home

d) Avoid placing your hands on your hipswhen talking


Students will use a variety of electronic resources to accessinformation.

CR.: Using the eLibrary screen below choosethe best article for your research on the lifecycleof the frog and tell why.


Students exchange information andideas using technology.

PE: Gather information and create aPowerPoint or video presentation with a setnumber of slides and present to a group (5-10slides) to facilitate the exchange of informationand ideas.

Goal 2, ProcessStandard 7: Usetechnologicaltools to exchangeinformation andideas.


Students exchange information andideas using technology.

C.R.: When conducting a Boolean search,which term would be least/most restrictive?

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Show-MeStandard



guides)

Com Arts, K-3,Writing Strand

Students cite sources used in writing. CR Explain why it is important to cite yoursources when you write a report.

Com Arts, 4-7,Study Skills, Strand

Students cite sources in bibliographicform (MLA style)

Each student will be given a sample book title paga) Cite the source of information in the form

below:b) Using another title page sample, cite the

information without the fill-in-the blanksWhat does copyright year mean in a citation?a) Year of publicationb) Date the publishing company was foundedc) Authors birthdayd) Birth year of the subject.CR Why is it important to cite sources whenwriting a report?

Goal 4, ProcessStandard 4: Recognize andpractice honestyand integrity inacademic work and in theworkplace.


Students cite sources correctly withinwritten texts and in lists of references,

using MLA form. (IV.3.g)

CR Cite three examples of plagiarism.


Explains decisions that communityworkers must make as part of their

jobs

CR Explain two decisions that have to be madeby a given community worker.

Com. Arts, 3 rd StudySkills

Students explain that anyone couldhave a career in communication arts(equal opportunity ).

CR You want to be a writer. Explain why youcould have a career as an author and what youcould do to prepare for it.

Com Arts, 3 rd StudySkills

Students identify careers related tocommunication arts (author,illustrator, publisher, storyteller,librarian, researcher or reporter

SR Identify the person who interviews others,finds out the latest news, and writes an article forthe newspaper.a. Authorb. Researcherc. Reporterd. Illustrator


Identifies the knowledge and skillsneeded for a career in publishing,writing, reporting, researching, etc

CR Pick one of the Communication Arts careersand explain to a friend why this career is rightfor him by identifying the skills needed .


Research and evaluate career andacademic options

Students research a career and prepare a PowerPoint presentation to describe facts about thechosen career.

Goal 4, ProcessStandard 8: Explore, preparefor, and seek educational and

job opportunities.


Research and evaluate career andacademic options

Develop a career path plan.

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Assessment of English Language Learners (ELL)

The North Kansas City School District annually assesses the English proficiency of all limitedEnglish proficient students, or English Language Learners (ELLs), who are eligible to participate in theELL program or who are current participants in the ELL program. The following table illustrates thetimeframes and the assessments used for the various grade levels:

Grade LevelRange

AssessmentPurpose

AssessmentInstruments

Timeframe

Placement Idea ProficiencyTest (IPT)

Within 30 days from start of schoolor within two weeks if child entersmid-year

Exit from Program Idea ProficiencyTest (IPT)

MAC II

SRI

Classroomperformance

Ongoing

Elementary (K-5)

Demonstrate annualgrowth in language(group and individual)

Idea ProficiencyTest (IPT)

MAC II

Spring (annually)

Placement Woodcock-MunozLanguage Survey

Within 30 days from start of schoolor within two weeks if child entersmid-year

Exit from Program Woodcock-MunozLanguage Survey

MAC II

SRI

Classroomperformance

Ongoing

Secondary (6-12)

Demonstrate annualgrowth in language(group and individual)

MAC II Spring (annually)

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Assessment Results and Dissemination of Data

Assessment results are used to conduct effective needs assessment at the district and building levelsto guide instructional decision-making and refine teaching practices to best meet the needs of students.The following categories outline the purposes of an assessment program and the uses of assessment data.

School ImprovementThe North Kansas City Schools have adopted a district-wide format for school improvement plans that

assist professionals in developing a plan to increase student achievement. Assessment data is used toanalyze strengths and areas of need at each site. Assessment data is disaggregated by gender, race, andspecial groups of students so that professionals are able to determine students progress effectively. Atthe district level, data is analyzed to determine trends in student achievement. These trends are examinedto determine revisions or refinement of curriculum content, instructional methods, and staff developmentopportunities.

In the fall, building principals receive assessment data in a variety of reporting options. Reportsinclude student scores, item analysis, Title I reports (when applicable), criterion-referenced skillsanalysis, group narrative reports and performance profiles. Principals also receive software and currenttest data to further analyze progress of specific groups of children and adjust instruction and programs tobest meet students needs. Principals participate in workshops to review student achievement scores andgenerate ideas for school improvement efforts.

Student and School Performance ReportingParents also receive assessment information regarding student progress. In the fall, building principals

schedule test interpretation conferences for parents. At these conferences, the building principal or otherschool personnel assists parents in the interpretation of the assessment reports. Test data is eitherdistributed at parent/teacher conferences in the fall, or mailed to the parents.

North Kansas City Schools also publish district assessment data for the community. Committed to thenotion of public accountability, the leadership of the North Kansas City Schools takes every opportunityto celebrate students progress.

Program EvaluationThe districts educational programs are evaluated on a regular cycle in order to determine their

quality and gain direction for improving them. Effective analysis of quantitative information is a standardof the districts program evaluation process. Assessment data is analyzed to illuminate issues, answerquestions, and increase knowledge and understanding of a program. This diagnostic data assistsprofessionals in refining district programs to improve student learning.

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Staff Development Related to the Assessment Program

In the North Kansas City School District, staff development is based upon student assessment results.The following description depicts the structures and processes utilized to ensure that staff developmentactivities are directly related to the assessment program.

Principal TrainingAssessment, curriculum, and instruction are essential topics for principal training conducted

throughout the school year. Each school year all principals receive necessary materials, includingassessment reports, for staff development and instructional decision-making for the school year.Principals, then, are responsible for reviewing district and building data with teachers. The goal is toensure all teachers receive an overview of the assessment program and consistently receive and useassessment data in making instructional decisions in the classrooms.

The following specific topics for principal and/or building leadership team (BLT) in-service have beenidentified below, with the approximate timeframe for each:

District Assessments, Purposes, and Schedules AugustUsing Disaggregated Assessment Data for School Improvement Planning SeptemberUsing Formative Assessment Data (Benchmark) for Mastery Learning NovemberTest-Taking Strategies DecemberStudent Motivation and Recognition Strategies JanuaryDeveloping the Building Assessment Plan (MAP) FebruaryPreparing for the MAP: Details and Logistics MarchAssessment Reflection: Planning for Next Year April

Teacher TrainingTeachers receive training related to the assessment program at both the district and building level. At

the building level , principals, designated Staff Development Coordinators, and Site Councils areresponsible for identifying teacher needs, designing in-service, and providing for delivery of that training.Specific topics for building in-service are identified within the buildings School Improvement Plan.

District staff development is delivered via the districts Grade Level/Content Cadre. This cadre of teachers is trained at the district level in topics such as balanced assessment strategies, data analysis,mastery learning, effective instructional strategies, and other topics identified as district needs based upondata. Cadre members plan staff development activities for their particular teacher group (i.e. high schoolmath; K-12 art, etc.) based upon the district content.

New/Beginning Teacher TrainingTeachers new to the district receive additional in-service designed to address the needs of teachers new

to the North Kansas City Schools. In August, specific workshops are in place to provide every newteacher with an overview of the District Assessment Plan. In addition, Beginning Teacher Cohort

Groups, small groups of teachers led by experienced facilitators, receive quarterly in-service throughoutthe year to address issues relative to assessment, curriculum, and instruction.

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Teaching Test-Taking Strategies

All teachers integrate traditional and performance-based test-taking strategies within theinstructional process. Implementation of effective test-taking strategies in the classrooms is theresponsibility of the building principal. District curriculum specialists are available to teachers andprincipals to model lessons in test-taking strategies in classrooms district-wide. Materials andsuggestions for including traditional and performance-based test-taking strategies in the instructionalprocess are provided for building principals.

Confidentiality of Student Assessment Data

Student assessment data shall be made available to those staff members, and only those staff members, who need such data to make educational decisions. Anyone with access to student assessmentdata is responsible for ensuring that the information is kept confidential. Violations of studentconfidentiality may result in disciplinary action.

Use of Parallel Items/Practice Tests

The use of parallel items (test items constructed to align with the content and format of assessmentssuch as the MAP), and practice tests is recommended instructional practice in North Kansas CitySchools. All district personnel are accountable for ethical practice regarding the use of parallel items.Ethical practice means that district personnel may NOT utilize actual test items from an assessment,including selected response items in which terms identical to terms within an actual test are used.

When teacher-created parallel items or practice tests are acquired from a source outside the NorthKansas City Schools, those items must be reviewed through the Offices of Assessment and Data(Elementary/Secondary) prior to use in the classroom. The Offices of Assessment and Data, in turn,

seek approval through the Missouri Department of Elementary and Secondary Education (DESE)Assessment Division.

District personnel who utilize test items or practice tests that do not meet the aforementionedstandards may be subject to disciplinary action.

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Policies to Ensure Test Security

It is the policy of the North Kansas City School District to employ regular and systematic procedures forassessing the effectiveness of curriculum and instruction. An assessment program that meets therequirements as defined in the Missouri School Improvement Program shall be in place.

The North Kansas City School District will ensure test security in the following manner:

1. All standardized test booklets are to be stored in a secured area.

2. If the standardized tests are sent directly to the district office, the test coordinator will carefullycheck all materials and sort them in preparation for administration, making a written record of thenumber of booklets that will be sent to each administration site.

3. If the standardized tests are sent directly to each building, the principal or principal designee willcarefully check all materials and sort them in preparation for administration, making a written record of the number of booklets received.

4. The district test coordinator will assume the responsibility for contacting the appropriate testingagency if any test order is inaccurate.

5. After the initial count, check, and sorting of the testing materials, test booklets will be stored in asecure area until distributed for administration.

6. Only the test coordinator and other designated individuals will have access to test materials prior todistribution.

7. No teacher shall have access to test booklets or be told the specific contents before test distribution.

8. Teachers will have access to the performance standards for the Missouri Assessment Program tests.Teachers will also have access to the test administration manuals.

9. Answer sheets and test booklets will be collected from test administrators immediately followingtesting, organized according to instructions, and stored in a secure area.

10. Test booklets and answer sheets are re-counted after test administration and checked against pre-administration counts. An inventory of testing materials will be sent to the district test coordinator.

11. Security measures are designed to prevent unfair practices. The following is a list of unfair practiceswhich this district considers inappropriate:

a. Copying any part of a standardized test booklet for any reasonb. Removing a test booklet from a secure storage area except during a test administrationc. Failing to return all test booklets following test administrationd. Directly teaching any test item included on a standardized teste. Changing a students responsef. Referring to incorrect responses or missed items during testing, allowing students to share answers,or altering test administration procedures in any other way so as to give students unfair advantage*g. Applying undue pressure on the part of administrators for teachers to engage in any of theaforementioned inappropriate or unfair practices

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If a district staff person is suspected of engaging in any of the aforementioned unfair practices, animmediate investigation will occur. If allegations are proven, a report will be forwarded to theSuperintendent, or his/her designee, and appropriate disciplinary action will be taken.

* Modification of the standardized testing procedures is allowable only for students identified as eligiblefor specified modifications under federal and/or state guidelines.

The districts Assessment Program will be submitted for board approval on an annual basis.

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Elementary Testing Windows2008-09

LEVEL ASSESSMENT TESTING WINDOWS

K-5

Three times annually:By September 22 [9/2-9/16] By January 16 [1/6-1/15] By May 12 [5/1-5/11]

Curriculum-Based Measurement (Reading and Math)

K-5Mathematics Unit Tests (Investigations) Following each instructional chapter/unit

K-5

Communication Arts Benchmark Progress Test Student response to selected response, constructed


Two times annually: Fall and Spring

Refer to specific grade level pacing guides for dates

Three times annually: Fall, Mid-year, SpringMathematics Benchmark Progress Test

Refer to specific grade level assessment plan for dates Student response to selected response, constructed

response and performance events K-5

Science Benchmark Progress Test Student response to selected response, constructed


Three times annually: Fall, Mid-year, Spring

Refer to specific grade level pacing guides for datesK-5

2

MBSP(Monitoring Basic Skills Progress)

Three times annually:By September 22By January 16By May 12

2,5

CogAT (Cognitive Abilities Test ) All sections

Testing Week: October 6-10 Make-Up: October 14-16 Building Review of Test Documents: October 17,

20 Due to Doolin: End of Day Oct. 22

3-5

STAR Math Three times annually:By September 22By January 16By May 12

MAP is scheduled for April 6th-17 th MAP (Missouri Assessment Program ) Communication Arts Testing Week: April 6- 10 Math Make Up: April 13-153-5

Building Review: April 16-17, 20 Return to LL Doolin: April 21st

Three times annually: by September 21*Scholastic Reading Inventory (SRI)By January 17

3-5 By May 12

*MUST be given to every 5th

grader in the Spring

5

Physical Fitness Testing (reported to DESE) Testing Window: Spring 2009Results due to Building Principal to be included in the

School Accreditation Profile by: May 15

MAP is scheduled for April 6th-17 th Testing Week: April 6- 10 Make Up: April 13-15 Building Review: April 16-17, 20 Return to LL Doolin: April 21st

MAP (Missouri Assessment Program) Science

5

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Elementary Testing Windows-*Pilot2008-09


K-5

Three times annually:Curriculum-Based Measurement (Reading and Math)By September 22 [9/2-9/16]

By January 16 [1/6-1/15] By May 12 [5/1-5/11]

K-5Mathematics Unit Tests (Investigations) Following each instructional chapter/unit

Grade Level AssessmentPre/Post

By SemesterBy August 22/By Dec. 121-5 By January 16/ByMay 22

1-5MARC I and MARC II MARC I-By November 21

MARC II-By March 6

Three times annually:MBSP(Monitoring Basic Skills Progress) By September 22

By January 162By May 12

2,5

CogAT (Cognitive Abilities Test ) All sections

Testing Week: October 6-10 Make-: October Up 14-16 Building Review of Test Documents: October 17,

20 Due to Doolin: End of Day Oct. 22

3-5

STAR Math Three times annually:By September 22By January 16By May 12

3-5

MAP (Missouri Assessment Program ) Communication Arts Math

MAP is scheduled for April 6th-17 th Testing Week: April 6- 10 Make Up: April 13-15 Building Review: April 16-17, 20 Return to LL Doolin: April 21st

3-5

*Scholastic Reading Inventory (SRI) Three times annually:By September 21By January 17By May 12*MUST be given to every 5 th grader in the Spring

5

Physical Fitness Testing (reported to DESE) Testing Window: Spring 2009Results due to Building Principal to be included in the

School Accreditation Profile by: May 15

5

MAP (Missouri Assessment Program) Science

MAP is scheduled for April 6th-17 th Testing Week: April 6- 10 Make Up: April 13-15 Building Review: April 16-17, 20 Return to LL Doolin: April 21 st

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Middle School Testing Windows2008-09


6-8 Curriculum-Based Measurement (CBM)

Three times annually:September 15-26

January 12-23May 11-22

6-8

Three times annually:September 8-19January 12-23Scholastic Reading Inventory (SRI)

May 11-22

6-8Communication Arts Benchmark Assessments Student response to selected response, constructed


Two times annually:October 27-November 7January 26-February 6

6-8



Three times annually:September 29-October 3December 8-12March 2-6

6-8 STAR Math

Three times annually:September 15-26January 12-23May 11-22Three times annually:

6-8Mathematics Benchmark Assessments Student response to selected response, constructed


Grade 6: November 10-21; February 9-20; March 23-April 3Grade 7: Sept 29-Oct 10; Nov 10-21; Feb16-27Grade 8: Sept 29-Oct 10; Dec 8-19; March 23-Apr 3

Science Benchmark Tests Student response to selected response, constructed


Three times annually:November 3-146-8 January 19-30March 2-13

6-8MAP (Missouri Assessment Program) Communication Arts Math

Testing Week: April 6-10 Make-Up: April 13-15 Building Review of Test Documents: April 16-17 Due to Doolin: End of Day April 21

6-8Social Studies Benchmark Assessments Student response to selected response, constructed


Three times annually:Grade 6: Nov 3-14; Feb 23-March 6; May 4-15Grade 7: Nov 17-28; Feb 16-27; April 13-24Grade 8: Nov 17-28; Feb 16-27; April 13-24

6-8AlgebraStudents

Algebra I End of Course Exam Specific window TBA: December and May

6-9 Missouri Connections Complete by October 1

8MAP (Missouri Assessment Program) Science

Testing Week: April 6-10 Make-Up: April 13-15 Building Review of Test Documents: April 16-17 Due to Doolin: End of Day April 21

8 Census of Technology TBA

8 Instrumental Music Assessment Group Individual

Individual Band: October 27-November 7Individual Orchestra: November 3-14Orchestra

and BandStudents Only

8th Grade Strings: February 23 (evening)8th Grade Band: February 24 (evening)

8Choir

Students OnlyVocal Music Assessment 8 th Grade Choir: February 25

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High School Testing Windows2008-09


9

Physical Fitness Testing (reported to DESE) Locally assessed physical fitness tests Aerobic Capacity Abdominal Strength/Endurance Upper Body Strength/Endurance Flexibility

Fall 2008 (Semester 1 students); Spring 2009 (Semester2 students)

Results due to Core Data by May 21

9Missouri Connections Interest inventory for career pathway planning

Dates set by building: prior to October 1

9AlgebraStudents

Algebra I End of Course Exam Specific window TBA: December and May

9 Field Test:Communication Arts I End of Course Exam Specific window TBA: Spring 2009 CA I

Students9

Amer Citiz Students

Field Test:Government End of Course Exam Specific window TBA: Spring 2009

9-10 Scholastic Reading Inventory (SRI) Three times annually -September 8-19; January 12-23; May 11-22

9-10 Three times annually -STAR Math September 15-26; January 12-23; May 11-22Course-Specific Communication Arts Benchmark Assessments9-10 Student response to selected response, constructed


Two times annually (Comm Arts I and II):Oct 27-Nov 7; Jan 26-Feb 6

9-11Course-Specific Math Benchmark Assessments Student response to selected response, constructed


Three times annually -Algebra I: Sept 29-Oct 17; Jan 5-16; March 2-13Geometry: Nov 3-14; Feb 9-27; April 6-17Algebra II: Nov 3-14; Jan 5-16; March 23-April 3

9-11

Course-Specific Science Benchmark Assessments Student response to selected response, constructed


Three times annually (Physics, Chemistry, Biology):

November 3-14; January 19-30; March 2-13

9-11



Comm Arts I and II: Sept 29-Oct 3; Dec 8-12; March 2-6Comm Arts III: Oct 27-31; Jan 26-30

Course-Specific Social Studies Benchmark Assessments Student response to selected response items

Three times annually -World History: Nov 17-28; Feb 16-27; April 4-17US History: Nov 17-28; Feb 2-13; April 4-179-11

American Citizen: Nov 17-28; April 13-24

9-11 End of Course Field Tests: Algebra II, Geometry, Comm

9-12

A+ Assessment

Student mastery of performance standards for eachhigh school course

Ongoing throughout the year

Student performance results recorded at each site

10Specific window TBA: December and May Communication Arts II End of Course ExamCA II

Students10 Field Test: Specific window TBA: Spring 2009 Geometry

StudentsGeometry End of Course Exam

10 Field Test: Specific window TBA: Spring 2009 US HistoryStudents

American History End of Course Exam

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High School Testing Windows2008-09

LEVEL ASSESSMENT TESTING WINDOWSTesting dates per site plans:

10 PLAN NKCHS: September 23 Staley: September 17

Oak Park: September 17 Winnetonka: September 2510 (all) PSAT October 15

11 (optional) October 14 October 28

11 US/MO Constitution Test Retakes for mastery as needed

11Specific window TBA: December and May Biology End of Course ExamBiology

Students11 Field Test: Specific window TBA: Spring 2009 Algebra II

StudentsAlgebra II End of Course Exam

TBD, when students have completed an approved CTEprogram

Technical Skill Assessments (TSAs)11-12

25% of all Vocational Concentrators

College Entrance Exams Individual student registration at building sites10, 11, 12 SAT ACT