SCHOOL DISTRICT OF CLAYTON 2022 - 2023 ASSESSMENT PLAN Respectfully submitted to the Board of Education by Assistant Superintendent of Teaching and Learning, Dr. Milena Garganigo INTRODUCTION The School District of Clayton sees assessment as an integral part of the teaching and learning process. The District curriculum is designed using a backwards design model where teachers first identify learning outcomes, then develop assessments and finally design classroom activities. Assessments are used both to inform instruction and to report progress towards learning outcomes. Formative and summative assessments help to inform instruction on a day-to-day basis, to adjust instruction, to determine interventions and to report achievement towards learning outcomes. Feedback around assessments helps students, teachers and parents to determine progress, set goals and make decisions. The development of a local assessment plan allows for the School District of Clayton to communicate a unified vision of assessment and to communicate the various types of assessments to stakeholders. The School District of Clayton’s plan represents a model of balanced assessment with both formative and summative assessments. The data from these tools help to inform decisions for groups of students, individual students and to inform programming decisions. The following assessment plan will: ● summarize the assessments administered within the School District of Clayton. ● outline what data are used to inform decision making. ● summarize the changes proposed for the 2022-2023 school year. ● emphasize the most frequently used accommodations for special population students. ● inform stakeholders of the policies related to test administration and test security. ● inform stakeholders of the financials related to assessment. 2

The data from these tools help to inform decisions for groups of students, individual students and to inform programming decisions. The following assessment plan will: ● summarize the assessments administered within the School District of Clayton. ● outline what data are used to inform decision making. ● summarize the changes proposed for the 2022-2023 school year. ● emphasize the most frequently used accommodations for special population students. ● inform stakeholders of the policies related to test administration and test security. ● inform stakeholders of the financials related to assessment. 2 PART I: ASSESSMENT MATRICES 3 4 5

5 PART II: ASSESSMENT DESCRIPTIONS The following section provides descriptions of all assessments on the District assessment matrix. State-Required Assessments: ASSESSMENT NAME OVERVIEW/PURPOSE POPULATION HOW DATA ARE USED AND SHARED ESTIMATED STUDENT TIME REQUIRED TESTING WINDOW MAP Grade-Level Assessment (GLA) A part of the State assessment plan. These end-of-grade summative assessments provide information on student achievement related to the Missouri Grade Level Expectations in English/Language Arts (ELA), Mathematics and Science. Students in grades 3, 4, 6, 7 (ELA, Math) Students in grades 5, 8 (ELA, Math and Science) Student-level reports are shared with parents. Data are used at the State level for accountability (MSIP6). At the district level, data are used to monitor student progress and make instructional decisions. Grades 3, 4, 6, 7 (3 - 5 hours) Grades 5, 8 (6 - 9 hours) Spring MAP–A A part of the State assessment plan. These grade assessments are required for students who qualify through an IEP for an alternative to the grade level assessment. This is a portfolio- based assessment reflecting work on IEP goal areas. The assessment may include ELA, Mathematics and/or Science. Students in grades 3-8 and 11 who qualify for MAP-A through their IEP. Grades 3, 4, 6, 7, (ELA, MA); Grades 5, 8, 11 (ELA, MA and Science) Student-level reports are shared with parents. Data are used at the State level for accountability (MSIP6). At the district level, data are used to monitor student progress and make instructional decisions. Varies Winter, Spring MAP End-of-Course Assessments (EOC) A part of the State assessment plan. These end-of-course summative assessments provide information on student achievement related to the Missouri Learning Standards in English/Language Arts (ELA), Mathematics, Social Studies and Science. Students completing the following courses/content: Algebra I, Biology, English II and American Government Student-level reports are shared with parents. Data are used at the State level for accountability (MSIP6). At the district level, data are used to monitor student progress and make instructional determinations. Varies by EOC (1.5 - 3 hours) Fall, Spring and Summer 6

At the district level, data are used to monitor student progress and make instructional determinations. Varies by EOC (1.5 - 3 hours) Fall, Spring and Summer 6 ASSESSMENT NAME OVERVIEW/PURPOSE POPULATION HOW DATA ARE USED AND SHARED ESTIMATED STUDENT TIME REQUIRED TESTING WINDOW Missouri Constitution Test A part of Missouri State graduation requirements. Students in grade 11 or 12 completing American Government course Data shared with students and parents. 45 minutes Fall US Constitution Test A part of Missouri State graduation requirements. Students in grade 11 or 12 completing American Government course Data shared with students and parents. 45 minutes Fall Civics Exam A part of Missouri State graduation requirements. Students in grade 11 or 12 completing American Government course (Starting with class of 2020) Data shared with students and parents. 30 minutes Fall W-APT-K/ WIDA Screener A part of the State assessment plan. Used as a screener and assessment of students’ English language proficiency in listening, speaking, reading and writing. Students in grades K-12 (students who may be eligible for English Language [EL] services) At the district level, data are used to determine placement in the EL program and to make instructional decisions. 70 minutes Upon enrollment ACCESS for ELLs A part of the State assessment plan. Students in grades K-12 (students eligible for EL services) Performance data are returned to the District in the spring. Varies Winter Missouri Personal Finance (EOC) A part of Missouri State graduation requirements for students not taking a stand-alone Personal Finance course. Students in grades 11 or 12 taking AP Economics Data are used at the State level for accountability. 30 minutes Fall Missouri Physical Fitness Gram A part of the State assessment plan. Students in grades 5, 7, 9 Data are used at the State level for accountability. 30 minutes Fall, Winter and Spring 7

Students in grades 11 or 12 taking AP Economics Data are used at the State level for accountability. 30 minutes Fall Missouri Physical Fitness Gram A part of the State assessment plan. Students in grades 5, 7, 9 Data are used at the State level for accountability. 30 minutes Fall, Winter and Spring 7 District-Chosen Assessments: ASSESSMENT NAME OVERVIEW/PURPOSE POPULATION HOW DATA ARE USED AND SHARED ESTIMATED STUDENT TIME REQUIRED TESTING WINDOW FastBridge aReading This is a computer-administered adaptive measure of reading comprehension. Within the District this is used as a screener (including part of dyslexia screening). Students grades 1 - 10 Teachers use data as one data point to plan instruction for reading and as a screener for subsequent testing. 30 minutes Fall (all students in grades 1-10), Spring (students in grades 1-5) FastBridge This is a suite of assessments administered on a computer and is used as a component of the District dyslexia screening practices. Students grades K-3 Teachers use data as a screener. Along with other data, information from this suite of assessments helps teachers and specialists plan instruction around foundational reading skills. 30 minutes Within first thirty days of school (grades 1-3), Winter (K), Spring (based on screener) Teachers College Benchmark Assessment (TCBA) The TCBA features authentic text in both fiction and nonfiction. Teachers are able to complete a running record to evaluate reading behaviors including reading continual text and oral fluency. Additionally, the child is asked to retell, sometimes in writing, the passage and then asked comprehension questions that assess the child's literal and inferential understanding of the text. This assessment is administered individually. Students in grades K-5 Teachers use the information to plan instruction for individual students and to make instructional decisions. 30 minutes Fall (grades 1-5 based on screener), Winter (only Kdg) and Spring (grades K-5 based on screener) 8