KSD Comprehensive Assessment Plan

Kimberly School District Comprehensive Assessment Plan 2019-2023

A) PHILOSOPHY STATEMENT 

a. Background & Rationale 

Kimberly School District will continue to prioritize meeting student needs.  We will work to create safe, comfortable, and secure testing environments that enable students to perform their best. 

  1.   All school staff will support the students through the process through encouragement. 
  2.  Testing coordinator, proctors, will maintain the testing environment. 
  3.  KSD will provide well-functioning, up-to-date technology. 
  4. KSD Policy 2120- Curriculum Development and Assessment
  5. KSD Policy 2130R- Program Evaluation and Diagnostic Tests

b. Assessment Vision:  Provide dependable, actionable data that empowers staff and students to build knowledge and skills that lead to success both today and tomorrow. 

  1. Assessment Mission The district will use assessment to inform instruction and make decisions that lead to student growth and success for ALL students

  2. The district will use a well-rounded approach to assessment, utilizing multiple modes of assessment 

  3. The district will provide assessment methods that are unbiased and accessible to all students. 

  4. Through all assessment, the district will support a growth mindset (Dweck) and promote the value feedback 

B) Purpose of District-Wide Assessment 

  1. Inform decisions about curriculum, instruction, and assessment 
  2. Ensure alignment of curriculum with state learning standards 
  3. Assist in the class/course placement of students 
  4. Assist in identifying students with varied needs 
  5. Evaluate district programs 
  6. Inform decisions regarding district resources and professional development 
  7. Improve student learning 
  8. Measure student growth and proficiency 
  9. Provide accountability for the district’s stakeholders 

C) Defining Assessment 

a. Assessment Terms 

  1. Achievement Assessment:  Measures developed skill or knowledge 

  1. Cognitive Assessment:  Measures cognitive capabilities 

  1. Diagnostic:  A type of pre-assessment that determines individual strengths, weaknesses, skills, and knowledge 

  1. Formative Assessment:  A process that elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted standards during regular class instruction. 

  1. Healthy Assessment Culture:  Attitudes, values, and beliefs surrounding assessment focus on believing in the best of students and supporting ethical assessment practices 

  1. Interim Assessment:  Like summative assessments, interim assessments evaluate how much a student has learned and measures student readiness for the summative assessments. 

  1. Screener:  Administered to identify students at risk for not meeting proficiency. 

  1. Self-Assessment:  Formative in nature, students reflect and assess their own learning and/or effort. 

  1. Summative Assessment:  An assessment that elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted standards at an end-point in time.  Results are used to evaluate student achievement and are used to meet accountability requirements. 

D) District Assessment Map 

Assessment Instrument 

Grade Level 

Purpose 

Type 

Time Frame 

Staff Development  

Formal State and District Assessments 

 

STAR Testing 

1-11 

*12 as needed 

Reading comprehension 

Diagnostic 

Fall and Spring 

Staff Meetings 

ISAT- Summative 

3-10 

Standards mastery 

Summative 

Spring 

Staff Meetings 

Early Release 

ISAT Interim 

3-10 

Standards mastery 

Interim 

Dec.-March 

Grade level/Department PLC 

IRI 

k-3 

Reading fluency 

Screener/ 

Summative 

Fall, Winter (optional), Spring 

Staff meetings 

Grade Level PLC 

Literacy Training 

WIDA 

k-12 

English Proficiency 

Diagnostic 

Spring 

Staff meetings 

Grade Level PLC 

ELP meetings 

Science ISAT/ EOC 

5, 7, 10 

Science content 

Summative 

Spring 

Department/ Grade Level PLC 

Civics 

Starts in 8th, May be taken multiple times through 12th grade 

Civic Responsibility 

Summative 

Spring of 8th grade year, Ongoing at High School 

Department Level PLC 

PSAT 

10 

Achievement and SAT readiness 

Formative, Summative  

Fall 

Department Level PLCs 

SAT 

11 

Achievement and college readiness 

Summative 

Spring 

Department Level PLCs 

School/Program Specific Assessments 

Easy CBM 

k-12 

Fluency 

Progress Monitoring 

Ongoing 

Instructional Coaching 

CORE Assessments 

k-12 

Components of reading 

Screening/Progress Monitoring 

Ongoing 

Instructional Coaching 

Literacy Training 

Grade Level PLCs 

Curriculum-embedded Assessment 

k-12 

Standards mastery 

Formative 

Ongoing 

Core Program 

Literacy Training 

Department/ Grade Level PLCs 

Wisc 

k-12 

Identify Programing Needs 

Cognitive 

As needed 

IEP/ILP meetings 

Woodcock Johnson 

k-12 

Identify programing needs 

Academic 

As Needed 

IEP/ILP meetings 

Teacher/ Peer Feedback 

Teachers 

Identify programming needs 

Formative 

As Needed 

Core Program 

 

District Testing Calendar will be posted on the website each August. 

School Testing Schedules will be posted on the website by March 1st of the school year. 

E) Testing Procedures 

  1. State Assessments 

Assessment 

Establishing test schedules 

Ordering materials or uploading pre-identification file(s) 

Identifies and trains proctors 

Handling printed materials, including ordering, storing and returning. 

Civics 

 Social Studies Teachers 

Testing Coordinator 

 Testing Coordinator 

Social Studies Teachers 

College Entrance Exam (PSAT) 

 HS Counselor 

 HS Counselor 

 

HS Counselor 

  

 HS Counselor 

 

College Entrance Exam (SAT) 

 HS Counselor 

 

 HS Counselor 

 

HS Counselor 

  

HS Counselor 

  

End-of-Course Science (Biology & Chemistry) 

School Principal  

Testing Coordinator  

Testing Coordinator 

Testing Coordinator   

Idaho Alternate Assessment 

Sped Teachers  

 Testing Coordinator 

Testing Coordinator 

Testing Coordinator 

Idaho English Language Assessment (WIDA’s ACCESS 2.0) 

 Fed Programs 

 Fed Programs 

 Fed Programs 

 Fed Programs 

Idaho Reading Indicator (IRI) 

School Principals  

Testing Coordinator 

School Data Coach 

Testing Coordinator 

Idaho Standards Achievement Test (ISAT) 

 School Principals 

Testing Coordinator 

Testing Coordinator 

Testing Coordinator 

Interim Assessment 

 School Principals 

Testing Coordinator 

Testing Coordinator 

Testing Coordinator 

The National Assessment of Educational Progress (NAEP) 

 School Principals 

 School Principals 

School Principals  

School Principals 

  1.  LEA Assessments 

Assessment 

Establishing test schedules 

Ordering materials or uploading pre-identification file(s) 

Identifies and trains proctors 

Handling printed materials, including ordering, storing and returning. 

 

 

 

 

 

 STAR Reading 

School Principals and Librarians 

Testing Coordinator 

Testing Coordinator 

School Librarians 

 Istation Progress Monitoring 

 School Principals 

Testing Coordinator 

Testing Coordinator 

Testing Coordinator 

  1. Special Education, Gifted and Talented, and WIDA testing will be scheduled and monitored by the Director of Federal Programs and GT coordinator. 

F) Testing Security:  The district ensures secure testing environments by following state/vendor provided instructions before, during, and after testing.  All staff members participating in standardized testing sign a confidentiality agreement and the SDE issued Assessment Integrity Guide are posted on our district web-site.  The testing coordinator also presents as staff meetings at least annually.  In addition to this global approach, the following specific actions will be taken: 

  1. School principals will ensure that testing rooms are prepared:  walls are free from instructional materials (unless approved as accommodations), testing coordinator will complete periodic walk throughs to ensure this has been done. 
  2. School principals will provide a system to teach students they may not have: calculators, alphabet strips, recordings, or books while testing (unless approved as accommodations) 
  3. Testing coordinator will oversee testing sessions and proctor trainings to ensure students are appropriately monitored during testing. 
  4. Testing coordinator will oversee and monitor all testing materials:  Proctor binders, class rosters, testing tickets 

G) Roles and Responsibilities 

 

Role 

Responsibility 

Testing Coordinator 

  • Oversee all aspects of formal assessment 

  • Develop and implement Assessment Literacy professional development 

  • Develop and implement proctor training 

  • Develop and implement a Community Assessment Awareness Night  

Building Principals 

  • Set Building Test Session Calendar 

  • Build and nurture a healthy Assessment Culture 

  • Maintain and communicate testing needs as indicated on 504s 

Federal Program Director 

  • Oversee all testing accommodations 

  • Manage and monitor programing assessments 

Testing Coordinator Assistant 

  • Load all teachers and students into TIDE 

  • Load supports in TIDE 

  • Create and maintain rosters within TIDE 

  • Prepare/Organize Testing Materials (DWA, IRI, ISAT) 

  • Compile and Distribute Data 

  • Proctor tests as needed 

Special Education/Federal Program Director Assistant 

  • Maintain and communicate testing needs as indicated on IEPs and ELPs 

  • Assist Testing Coordinator Assistant in loading supports in TIDE 

  • Prepare/Organize Testing materials (WIDA) 

  • Request voice-pack installation for specific computers 

  • Compile/Organize Data (WIDA) 

  • Proctor tests as needed 

Technology Staff 

  • Oversee data entry into ISEE & PowerSchool 

  • Prepare and maintain functioning computer labs and carts 

  • Download WIDA software 

  • Download the AIR secure browser 

  • Download Voice-packs on requested computers 

  • Be available during test sessions to troubleshoot hardware issues 

Test Administrators 

  • Complete proctor training 

  • Become TA Certified 

  • Proctor tests as scheduled, maintaining safe, comfortable, and secure testing environment 

  • Reporting any testing irregularities to Testing Coordinator 

Test Scorers 

  • Participate in training and calibration process 

  • Use the district approved scoring materials and protocols 

Teachers 

  • Use assessment data to inform instruction 

  • Contribute to a healthy assessment culture 

  • Communicate assessment procedures and results with parents 

Intervention Specialist (Elementary School) 

  • Organize and monitor literacy instruction and student achievement 

  • Communicate with staff and parents about the assessment process 

  • Develop and implement assessment literacy professional development 

  • Use assessment data to plan and lead intervention programing 

  • Use assessment data to inform decisions for intervention curriculum 

Students 

  • Approach learning with a growth mindset and perseverance 

  • Participate in assessments with integrity and honesty 

Assessment Advisory Committee 

  • Create and monitor the Comprehensive Assessment Plan 

Superintendent and School Board 

  • Monitor and assist in the implementation of assessments across the district 

 

H) Technology Support & Data Quality 

  1. Technology staff will maintain up-to-date equipment and services to ensure the ease of test administration and provide quick help with troubleshooting during testing times. 

  1. Accurate, up-to-date records will be entered and pulled from ISEE. 

  1. Accurate, up-to-date records will be entered and pulled from PowerSchool and TIDE (Test Information Distribution Engine). 

I) Assessment Literacy & Professional Development  

  1. Community Assessment Awareness Night will take place annually, in March 
  2. Formal and Informal training to build Assessment Literacy 
  • Building/grade-level/department PLCs 
  • Kimberly Core Program, Differentiation Program, and Literacy training 

J) Resources 

  1. State Department of Education Assessment Web-page 

  1. Idaho Testing Portal 

  1. Kimberly School District Assessment Web-page 

  1. Growth Mindset, Carol Dweck 

  1. EQuIP Rubric 

Appendix A:  Glossary 

  • Assessment – The process of quantifying, describing, or gathering information about skills, knowledge or performance. 

  • Benchmarks – Benchmarks describe the knowledge and skills that all students should know and be able to do, in selected content areas, by the time they reach certain grade levels. Benchmarks are yardsticks or targets, because they specify the knowledge and skills within a content area’s continuum that a student must possess to demonstrate a level of progress toward mastery or proficiency of a standard. States may refer to benchmarks as competencies, anchors, etc. 

  • Curriculum-Embedded Assessment – Curriculum-embedded assessments are those that have been deliberately incorporated in the instructional material being used by learners or in the instructional activities routinely taking place. Examples include: Quizzes, End of Chapter Tests, and Common Assessments. 

  • Decode – To analyze spoken or graphic symbols of a familiar language to ascertain their intended meaning and to change communication signals into messages, as to decode body language. 

  • Diagnostic Assessment – Pre-assessment that allows a teacher to determine students’ individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum.  

  • Formative Assessment – Refers to a process that includes the following attributes: Clarify Intended Learning, Elicit Evidence, Interpret Evidence, and Act on Evidence.  The formative assessment process helps teachers identify where students are in their learning so that adjustments can be made to curriculum, instructional methods, and academic support.  Formative assessment activities are not graded. These activities are integrated into daily instruction and are not quite teaching, but not traditionally what we call assessment. This evidence helps both learner and teacher decide what to do next. 

  • Growth Targets – A state or district level target, which is set to define progress and track change in individual student achievement scores over multiple years. Used for accountability purposes. 

  • Interim Assessment – Assessment that educators use to (1) periodically evaluate where students are in their learning progress and (2) determine whether they are on track to master standards within a given time period.  Interim assessments are usually administered strategically during a course or school year (for example, every three to six weeks) and separately from the process of instructing students. They are not graded and not used for accountability purposes. 

  • Norm-Reference Assessment – Comparing a student’s performance or test result to performance of other similar groups of students; (e.g., he typed better than eighty percent (80%) of his classmates. 

  • On-Demand Assessment – Assessment that takes place at a predetermined time and place. Quizzes, state tests, SATs, and most final exams are examples of on-demand assessment. 

  • Performance Assessment – Direct observation of student performance or student work and professional judgment of the quality of that performance. Good quality performance assessment has pre-established performance criteria. 

  • Portfolio-Based Assessment – Collections of academic work that are compiled by students and assessed by teachers in a consistent way. For example: assignments, lab results, writing samples, speeches, student-created films, or art projects. 

  • Proficiency – Having or demonstrating a high degree of knowledge or skill in a particular area to the extent that standards are met. 

  • Progress Monitoring – Progress monitoring probes are administered weekly or biweekly to gauge student growth toward mastery of a targeted skill.  

  • Screening – Assessment used to determine whether students may need specialized assistance or service, or whether they are ready to begin a course, grade level, or academic program. Screening assessments may take a wide variety of forms, they may be developmental, physical, cognitive or academic. 

  • Summative Assessment – Summative assessments provide information regarding the level of student, program, or school success at an endpoint in time. Results are used to evaluate student achievement toward grade level standards, determine program effectiveness, and meet accountability requirements. Examples include: End of Course Assessments, ISAT Assessment. 

  • Universal Screening – Universal Screeners are administered one to two times per year to identify learners who may be at risk of not meeting grade level standards. Examples include Idaho Reading Indicator, CORE MAZE, CORE Vocabulary.