Confluence Network of Schools

Confluence Network of Schools

Assessment Plan

2016-2017

Goal of assessments: to provide data in order to monitor the effectiveness of instruction, the implementation of curriculum, and monitor student achievement.

Teachers and administrators are expected to use data to adapt teaching practices, re-teach for mastery and attainment of skills and concepts, and extend student learning.

Types of Assessments:

State Assessments

National Standardized Assessments

External Achievement Assessments

Local Common Assessments

Local formative and summative assessments

Table of Contents

Introduction

Philosophy of Assessment2

Part 1: Assessment Descriptions

Statewide Assessments3

Missouri Assessment Programs3

Local Assessments7

Part 2: Provisions for Testing

Accessibility for Special Populations11

Test Security Policy and Regulations

Policy 6420 Test Security13

Policy 6440 Statewide Assessments13

Introduction

Philosophy of Assessment

Assessment is a critical component of Confluence’s philosophy of education and is essential to ensure quality classroom instruction and learning for all students. The ongoing use of assessments-formative, summative, interim-help educators monitor student growth, provide specific data, adjust instruction, provide necessary interventions, and improve curriculum and instruction.

Assessment may take many forms. Summative assessments: tests, quizzes, standardized tests provide clear, actionable data. Formative or qualitative assessments may be in the form of exit slips, white-boarding, surveys, and more. The use of both formative and summative assessments help educators diagnose learning issues, modify their approach and provide a guide to changes in programming. In addition, the data gained through assessment may be used to help educator extend and challenge students who have already mastered the curriculum.

This assessment plan attempt to:

Summarize Confluence’s balanced assessment program
Outline what data is available and how data is used to drive decision-making with regards to curriculum, instruction, and programs
Outline the LEAs approach to testing students with disabilities
Provide the Board policies on state testing

Part 1: Assessment Descriptions

The following section provides a summary of both state-wide and local assessments

State-wide Assessments

The Missouri State Board of Education and the Department of Elementary and Secondary Education (DESE) define the Missouri Assessment Plan (MAP) for all public school systems in the state of Missouri. The Missouri Assessment Plan consists of the following required components.

Missouri Assessment Program

Assessment Name / Overview/Purpose / Population / How Data are Used and Shared / Estimated Student Time Required / Testing Window
MAP: Grade Level Assessments (GLA) / As part of the state assessment plan, these end-of-grade summative assessments provide information regarding student attainment of Missouri Learning Standards in English Language Arts, Mathematics and Science / Grades 3-8: ELA & Math
Grades 5 & 8: Science / Student level reports are provided to families.
Data is used at the state level as part of the MSIP 5 process and to determine accreditation.
Locally data is used at the District/School/Classroom level to monitor and improve instructional programs and curriculum. / Grades 3, 4, 6, 7:
4 hours
Grades 5 & 8:
6 hours / Spring
Assessment Name / Overview/Purpose / Population / How Data are Used and Shared / Estimated Student Time Required / Testing Window
MAP: End of Course Assessments (EOC) / As part of the state assessment plan, these end-of-course summative assessments provide information regarding student attainment of Missouri Learning Standards in English Language Arts, Mathematics and Science / Students completing courses aligned with Algebra I, Biology, English II, and US Government.
Algebra II must be taken for those students who took the Algebra I EOC prior to 9th grade. / Student level reports are provided to families.
Data is used at the state level as part of the MSIP 5 process and to determine accreditation.
Locally data is used at the District/School/Classroom level to monitor and improve instructional programs and curriculum. / Varies by EOC—between 2-4 hours. / At the conclusion of each EOC-related course
MAP-Alternative (MAP-A) / The MAP-Alternate Assessment (MAP-A) is administered as an online, computer-based system top students with the most significant cognitive disabilities who meet DESE’s established eligibility criteria as determined by the student’s Individualized Education Program IIEP) team. The MAP-A is administered in three content areas: English Language Arts (3-8, 11), Mathematics (3-8, 11) and science (5, 8, 11). / A student who is eligible for the MAP-A Assessment does not participate in any other statewide standardized assessments, including the Grade-Level, End-of-Course, or the ACT assessments. / Student level reports are provided to families.
Data is used at the state level as part of the MSIP 5 process and to determine accreditation.
Locally data is used at the District/School/Classroom level to monitor and improve instructional programs and curriculum. / Varies / Ongoing
Assessment Name / Overview/Purpose / Population / How Data are Used and Shared / Estimated Student Time Required / Testing Window
W-APT Screen/ACCESS for ELLs / As part of the state assessment plan, the screener and assessment evaluate student English language proficiency in listening, speaking, reading, and writing for English Language Learner (ELL) students. / Grades k-12
Students eligible for ELL services / Performance data are returned to districts in the spring of the school year. Student-level reports are provided to families. Data are used at the state level for accountability and at the District/school/classroom level to monitor and improve instructional programs. / 2 hours / Fall/Winter
Missouri Personal Finance Assessment (MOPFA) / As part of the state assessment plan, this exam measures attainment of personal finance proficiencies and fulfills a graduation requirement. / Students choosing to opt-out of their school’s Personal Finance class.
Stand-alone personal finance classes may also opt to take this assessment. / Performance data are available to students immediately upon completion of the assessment. / 1 hour / Fall or Spring
Assessment Name / Overview/Purpose / Population / How Data are Used and Shared / Estimated Student Time Required / Testing Window
Missouri Constitution/U.S. constitution Proficiency Assessment / As part of Missouri state graduation requirements, students must demonstrate proficiency on the provision and principles of the Missouri and U.S. constitutions. / Students completing US Government Class / Performance data are generally available to students upon completion of the assessment. Data are used at the school/classroom level to monitor and improve instructional practice / 30 min-1 hour / Fall or spring
ACT / As part of the state assessment plan, this college readiness assessment I administered to al Missouri students in grade 11 each year. In addition to an overall composite score, students receive sub-test scores in the areas of English, Mathematics, Reading, Science reasoning and Writing. / Grade 11 / Student-level reports are provided to families. District wide performance data are returned to districts in the fall of the school year following testing. Data are used at the state level for accountability and at the district/school/classroom level to monitor and improve instructional programs. / 4 hours / spring

Local Assessments

In addition to required state tests, a variety of nationally normed assessments and locally created assessments are used. The nationally normed assessment is chosen by a committee of educators from across the Confluence Network of Schools. Building principals, coaches, teachers and Resource office staff are involved in the determination of which program is selected and when they are given.

All new curriculum for the Confluence schools have required common unit summatives for each unit. These are created by the writing team (teachers and coaches) and then reviewed and revised by grade level teams throughout the year. Confluence uses an online assessment tool (mastery manager) to allow for data reporting at the student and standard level. Grand Center Arts Academy does not yet have common unit summatives.

The results of diagnostic assessments can be used to determine various readiness levels and to assist the teacher in planning for instruction differentiated to individual student needs. The data from both formal and informal formative assessments can be used to determine whether to extend, intervene, reteach and/or reassess essential learning objectives. The summative assessment is utilized at the end of instruction for a particular unit to assess the comprehensive level of proficiencyof each student related to the major learning objectives within the unit of instruction. With the data from these unit assessment, teachers can develop a plan to support students who are not proficient, while moving on to the nextunit.

Assessment Name / Overview/Purpose / Population / How Data are Used and Shared / Estimated Student Time Required / Testing Window
Galileo (Reading/Math) / All students in grades 3-8 are assessed three or more times annually to measure student learning. Assessments are nationally-normed and provide valuable information to teachers and students regarding growth and progress toward skill attainment. / Grades 3-8
GCAA plus Algebra 1, English 1, English 2 / Performance data are available almost immediately and are used to adjust daily instruction. Data is also used to create WIN groups and other intervention strategies. Results of these assessments help drive continuous improvement efforts within the classroom, school, and district. / 2 hours / Fall, Winter, Spring
USA Test Prep / All students in English 1, English 2, Biology and Algebra 1 take quarterly assessments. Assessments may be pre-created, or teacher created and are aligned to the learning standards students are expected to master. / CPA: English I, English 2, Biology, Government
Elite: 7th & 8th grade Math and English / Performance data are available almost immediately and are used to adjust daily instruction. Data is also used to create other intervention strategies. Results of these assessments help drive continuous improvement efforts within the classroom, school, and district. / 1 hour / Quarterly
Assessment Name / Overview/Purpose / Population / How Data are Used and Shared / Estimated Student Time Required / Testing Window
Dibels / All students in grades K-2 are assessed 3 or more times annually. It is designed to measure early literacy skills. / Grades K-2 / Performance data are available almost immediately and are used to adjust daily instruction. Data is also used to create WIN groups and other intervention strategies. Results of these assessments help drive continuous improvement efforts within the classroom, school, and district. / 4-5 minutes per student / Fall, Winter, Spring
Aims Web / All students in grades K-1 are assessed 3 or more times annually. It is designed to measure early math skills. / Grades K-1 / Performance data are available almost immediately and are used to adjust daily instruction. Data is also used to create WIN groups and other intervention strategies. Results of these assessments help drive continuous improvement efforts within the classroom, school, and district. / 4-5 minutes per student / Fall, Winter, Spring
Mastery Manager / Common unit summatives created to provide information on student acquisition of knowledge both by unit and longitudinally. / Confluence:
K-8 Math and ELA
4th-8th Science
7th-8th grade Social Studies
CPA: Alg. 1, US History, World History, Biology, Physical Science, English 1-4 / Data is used by grade level teams to determine standards that need to be retaught, standards that are attained, and adjust teaching and re-teaching. They are also used by PLCs to create WIN groups. / 30min-1hour / End of each unit
ACT Aspire / A longitidunal college and career readiness assessment system. This test is linked to the ACT and assesses students in five areas: English, math , reading, science, and writing. / 10th Grade / Student-level reports are provided to families. District wide performance data are returned to districts in the fall of the school year following testing. Data are used at the state level for accountability and at the district/school/classroom level to monitor and improve instructional programs. / 4 hours / Fall

Part 2: Provisions

Accessibility for Special Populations

The Board, administration and teachers of the Confluence Charter Schools believe all students can learn, and should have the opportunity to be fairly and thoroughly assessed to measure the depth and degree of their learning. The Confluence network of schools is accountable for the assessment of all students enrolled, including those receiving special services (IEP, 504, ELL, etc.). It is the expectation that all students participate to the fullest extent they are capable. Testing will be implemented in accordance to their IEP, 504, EL learning plan and all accommodations will be specified in their documentation and carried out in accordance with the needs of the student. All students will participate in either the MAP or MAP-A assessments. Any modifications or adjustments to achievement testing or classroom assessments will be based upon the needs of the students as outlined in their IEP or 504. DESE guidelines for accommodations for students taking the MAP will be followed and applied to students taking District-wide standardized achievement or other standardized ability tests.

The Confluence network of schools assessment plan is designed to account for the progress of all students in accordance with state and federal laws. The following guidelines have been created to ensure inclusion of students with special needs in the state assessment program as well as district-wide assessment program.

Decisions regarding participation state-wide and district-wide testing and accommodations will be made annually as part of the IEP/504 process. Students with special needs will participate in testing in one of three ways:

Subject area assessments without accommodations: Students with disabilities for whom this option is appropriate would participate in all testing (MAP, EOC, Access, Galileo, etc.) under the same conditions as other students. There would be no accommodations or modifications to the testing environment.

Subject area assessments with accommodations: Students with disabilities for whom this option is appropriate would participate in all testing (MAP, EOC, Access, Galileo, etc.) but accommodations or modifications in testing procedures or conditions will be made to ensure that their disabilities do not prohibit obtaining an accurate assessment of their performance. Accommodations are as allowed by their IEP/504, etc. and is based on the student’s need, not benefit. Accommodations should not change the nature of what is being tested.
A very small number of students with most cognitive significant disabilities who are unable to participate in the MAP/EOC testing even with accommodations will participate in the MAP-A (Map Alternate) Assessment. MAP-A eligibility is determined by the student’s IEP using the Department of Elementary and Secondary Education established eligibility criteria.

Exempt from testing: A very small number of students with most significant disabilities will not be able to participate in the standardized test subject area assessments even with accommodations. If their IEP states, these student may be exempted from participating in specific District-wide standardized

Students with disabilities should participate in all assessments in subject areas in which they are receiving instruction. Decisions about participation should never be based on program setting, category of disability, or percentage of time in the regular classroom. A student should be included in any part of the MAP/EOC for which that student receives instruction, regardless of where that instruction occurs.
The Department of Elementary and Secondary Education (DESE) has authorized a set of accommodations that may be implemented in a child’s IEP. Any accommodation not on the approved list must receive approval from DESE. Any accommodations used on an assessment must be those accommodations that are routinely made in the student’s instructional and assessment programs. The student’s IEP should verify the use of the accommodations for instruction and other assessments.

Accommodations fall into the following general categories:

Timing or scheduling of the assessment—additional time to take a test or to allow breaks
Test directions—use of sign language, read directions multiple times, or underline key words in the directions
How test questions are prepared—large print tests, increase space between test questions, use of visual magnification or hearing devices, use of marker to keep their place, of reduce the number of questions per page
How the child responds to the questions—use a calculator, a word processing program, or mark answers on the test or test booklet rather than on an answer sheet
Test setting—take the test in a different location to reduce distractions, use headphones or other noise canceling device to create an isolated setting, use special lighting or furniture.

Accommodations must be discussed by the IEP team and described in the child’s IEP. Accommodations are allowed if they are based on the student’s need, not benefit. Accommodations do not change the nature of the test and are not designed to give students with disabilities an advantage, rather they are designed to even the playing field.

Accommodations in testing are in accordance and consistent with those given during daily instruction. Accommodations are directly related to the students’ diagnosed disability are only intended to compensate for that specific disability.

It is a basic tenet of the Confluence Charter Schools that assumes that every student, unless specifically exempted by an IEP or special conditions will participate in standardized testing.
The LEA will report to the public on the progress students with disabilities with the same frequency and in the same detail as they report on the assessment of non-disabled students. The district will comply with IDEA guidelines in the reporting of state and district-wide test results.
Teachers in each building will study the achievement levels of subgroups of students, including those with a disability. Based on this study, actions will be taken to improve the performance of any subgroup that lags behind.

Test Security Policy and Regulations

Policy 6420

Test Security