Assessment Plan 22 23.pdf

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.
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PART I: ASSESSMENT MATRICES
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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

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
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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

ASSESSMENT
NAME
OVERVIEW/PURPOSE
POPULATION
HOW DATA ARE USED AND
SHARED
ESTIMATED STUDENT
TIME REQUIRED
TESTING
WINDOW
Basic Reading
Inventory
(BRI)
The BRI is an individually
administered informal reading
assessment that helps teachers
determine the instructional
level of a student in reading.
Students in grades 9 -
12 who score basic
or below basic on
SRI
Teachers use the BRI
information to plan
instruction for particular
students.
30 minutes
Fall,Spring
Developmental
Spelling
Assessment
A spelling assessment that
provides data on spelling and a
variety of spelling features
(e.g. short vowels, blends,
consonants).
Students in grades 1 -
5
Teachers use data to plan
instruction for groups of
students and individual
students. Teachers also
use data for
programming decisions.
20 minutes
Fall, Spring
Common
Writing
Assessment
The District writing prompt
establishes an instructional
level for writing for students in
relation to a benchmark level.
Students in grades K
- 8
Teachers use the
information to plan
instruction for
individuals and groups of
students and to make
instructional decisions.
60 minutes
K - 5 - Fall,
Spring
6 - 8 – Winter
PSAT 8/9
PSAT 8/9 includes a Reading
Test, a Writing and Language
Test and a Math Test.
Students in grade 9
Teachers use the
information to plan
instruction for
individuals and groups of
students and to make
instructional decisions
(including placement).
2.5 hours
Spring
9

ASSESSMENT
NAME
OVERVIEW/PURPOSE
POPULATION
HOW DATA ARE USED AND
SHARED
ESTIMATED STUDENT
TIME REQUIRED
TESTING
WINDOW
PSAT 10
The PSAT 10 includes a
Reading Test, a Writing and
Language Test and a Math
Test.
Students in grade 10
Teachers use the
information to plan
instruction for
individuals and groups of
students and to make
instructional decisions
(including placement).
2.5 hours
Spring
PSAT/NMSQT
The PSAT National Merit
Scholarship Qualifying Test
includes a Writing and
Language Test and a Math Test
Students in grades 11
Teachers use the
information to plan
instruction for
individuals and groups of
students and to make
instructional decisions
(including placement).
Students who score high
enough could qualify for
the National Merit
Scholarship Competition.
2.5 hours
Fall
SAT
The SAT includes a Reading
Test, a Writing and Language
Test, Math Test and essay.
Students in grade 11
Student level reports are
shared with parents.
Students can use results as
a part of the college
entrance process. Data are
used at the State level for
accountability (MSIP5).
At the district level, data
are used to monitor
student progress and make
instructional decisions.
3.5 hours
Spring
10

ASSESSMENT
NAME
OVERVIEW/PURPOSE
POPULATION
HOW DATA ARE USED AND
SHARED
ESTIMATED STUDENT
TIME REQUIRED
TESTING
WINDOW
Naglieri
Nonverbal
Ability Test -
Version 3
(NNAT-3)
The NNAT test is a nonverbal
measure of general ability that
yields a norm-based score,
helpful in identifying students
with the potential for advanced
scholastic achievement. NNAT
provides a nonverbal,
culturally neutral assessment
of general ability that is ideal
for use with a diverse student
population.
Students in grades 1,
3 & 5 (or new to
District and
previously in a gifted
program)
Teachers use the
information to plan
instruction for
individuals and groups of
students. Additionally,
this assessment is used as
a universal screener to
determine students
needing additional
testing to determine
placement in the gifted
program.
30 minutes
Winter
The Cognitive
Abilities Test
(CogAT)
An assessment that measures
reasoning skills with different
types of verbal, quantitative
and nonverbal questions.
Students identified
through universal
screener as needing
follow up assessment
for consideration for
entry into the gifted
program.
Teachers use the data (in
conjunction with other
data points) to determine
placement in the gifted
program.
2 hours
Fall, Spring
HOPE Teacher
Rating Scale
The HOPE is designed to help
guide teachers in identifying
gifted students for
programming. It measures
academic and social/affective
components of giftedness.
Students identified
through universal
screener as needing
follow up assessment
for consideration for
entry into the gifted
program.
Teachers use the data (in
conjunction with other
data points) to determine
placement in the gifted
program.
N/A
Fall, Spring
11

ASSESSMENT
NAME
OVERVIEW/PURPOSE
POPULATION
HOW DATA ARE USED AND
SHARED
ESTIMATED STUDENT
TIME REQUIRED
TESTING
WINDOW
Torrance Tests
of Creative
Thinking
A test of creativity involving
simple tests of divergent
thinking and other
problem-solving skills.
Students identified
through universal
screener as needing
follow up assessment
for consideration for
entry into the gifted
program.
Teachers use the data (in
conjunction with other
data points) to determine
placement in the gifted
program.
40 minutes
Spring
NWEA-MAP-
Math
A computer adaptive growth
assessment in mathematics.
Students in grades
K-8; 9-12 based on
enrollment
Teachers use data to plan
instruction for groups of
students and individual
students.
35-90 minutes
Fall, Winter,
Spring
ACTFL
Assessment of
Performance
toward
Proficiency in
Languages
(AAPPL) /
ALIRA (Latin)
The AAPPL is an assessment
of standards-based world
language learning across the
three modes of communication
(Interpersonal, Presentational,
and Interpretive).
Students in grades 5
and 8; 9-12 based on
enrollment
Teachers use data to plan
instruction for groups of
students and individual
students. Data can be
used for qualification for
the Seal of Biliteracy.
120 minutes
5 and 8 -
Winter
9-12 - Spring
Panorama
Feedback survey focused on
social emotional learning.
All students grades
3-12
Schools use data to
determine perceptions
and to plan instruction
and improve school
culture for groups of
students and individual
students.
15 minutes
Fall, Spring
12

ASSESSMENT
NAME
OVERVIEW/PURPOSE
POPULATION
HOW DATA ARE USED AND
SHARED
ESTIMATED STUDENT
TIME REQUIRED
TESTING
WINDOW
Kindergarten
Observation
Form (KOF)
A part of the State Assessment
Plan. The KOF is designed as
an assessment that describes
the range of child, family and
community experiences that
shape children’s preparedness
to transition to kindergarten;
the items are leveled at desired
proficiencies for children as
they enter kindergarten.
Kindergarten
Teachers use data to plan
instruction for groups of
students and individual
students. The District
reports these data to the
state in meeting the
requirement for a
kindergarten readiness
assessment.
30 minutes
Fall
WIDA
MODEL
(Measure of
Developing
English
Language
This flexible, on-demand
language proficiency
assessment is a suite of
English language proficiency
assessments for Grades K-12
to be used with EL students.
K-12
Teachers use data to plan
instruction for groups of
students and individual
students.
140-160 minutes
Fall, Spring
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PART III: CHANGES FROM 2021-2022 SCHOOL YEAR TO 2022-2023 SCHOOL YEAR
State Required Assessments:
Kindergarten Observation Form (KOF) - The state is requiring a new assessment for incoming kindergarten students. This assessment
must be administered after school has started but close to the beginning of the year. The state recommended assessment for kindergarten
readiness is the KOF. The District will train all kindergarten teachers in the administration of this assessment. The KOF parallels practices
already in place within the District to gather baseline data on incoming students. The timing requirements are different from previous
District practices.
End of Course (EOC) Exams- The state has changed requirements for the administration of EOCs. While previously districts had freedom
to determine the best time to administer the assessments (generally after all standards for the course were covered), now, districts must
administer the assessment during the school year that the credit was awarded. This change would only affect the School District of Clayton
in the area of mathematics. Prior to the 2022-2023 school year, District administrators had viewed EOCs as high school assessments and as
such, even though most students take a course called algebra in eighth grade, administered the Algebra I EOC after the first semester of
Algebra 2. Beginning in the 2022-2023 school year, the District will be required to administer the Algebra I EOC to all students in eighth
grade registered in Algebra 8 and Challenge Algebra. As referenced in the mathematics review, this will, most likely, affect student scores as
not all Algebra I standards are taught within the Algebra 8 course. Additionally, all students taking an EOC in eighth grade will be required
to take a second math EOC in high school (Algebra 2).
District Assessments:
NWEA-MAP- Science- After the administration of the NWEA science assessment during the 2021-2022 school year, the elementary
science specialists met with a consultant from NWEA to better understand the data and its potential uses moving forward. While the
specialists noted that this type of assessment is beneficial for gaining an understanding of students’ content knowledge, they feel an
assessment like NWEA is better fit for curriculum areas where content repeats and builds upon previous skills at a quicker pace than science
curriculum. The science curriculum progression happens at a slower pace than math for example. In science, students in fifth grade focus on
astronomy. They won’t study astronomy topics again until middle school. This pace does not warrant the same type of instructional
intervention that other content areas may benefit from NWEA data. The science committee is recommending not moving forward with a full
adoption of the NWEA assessment in science and instead to focus energy on the development and use of formative assessments that can
more directly impact students' day-to-day learning in a timely manner.
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PART V: ACCOMMODATIONS FOR SPECIAL POPULATIONS STUDENTS
The School District of Clayton is committed to ensuring that all students have the opportunity to learn at the highest levels. As part of this
learning process, it is important that all students are assessed in a fair and thorough manner to ensure that all assessment tools that are
utilized accurately measure the learning and progress of all students. The District is accountable for the growth of all students and it is
incumbent upon the District to accurately and comprehensively assess all students regardless of any type or level of disability. In order to
assess all students in a fair and accurate way, it may be necessary to afford some students with assessment accommodations that ensure that
these students are able to access methods of assessment on a level playing field with non-disabled students. Such accommodations must be
included in an IEP or 504 Plan of a student and all accommodations must be carried out by the District in compliance with these support
plans. All students will be expected to participate in either the MAP assessments in the various content areas or be assessed with the MAP
Alternate Assessment (MAP-A). These accommodations will also be afforded to students on all forms of standardized testing administered
by the District. Classroom assessments will be modified as needed as outlined in an IEP or 504 Plan. All DESE guidelines will be followed
when providing accommodations on standardized assessments required by the state. These guidelines are shared as part of the annual
training for all Building Test Coordinators and all Building Test Proctors working with special populations groups.
The assessment program for the School District of Clayton complies with the guidelines of the following state and federal laws:
●
Individuals with Disabilities in Education Act (IDEA: Public Law 105-17)
●
Section 504 of the Rehabilitation Act of 1973
●
Goals 2000: Educate America Act (Public Law 103-227)
●
Improving America’s Schools Act (IASA: Public Law 103-382)
In order to comply with federal and state laws, the School District of Clayton has developed the following guidelines for including students
with special needs in the state and district-wide assessment programs:
1. All decisions regarding participation in state, national and local assessment programs are made annually for individual students and
take into account the current level of functioning, skill level and learning characteristics of the student. The instructional and
curricular goals will also be taken into account when determining the need for testing accommodations. It may be determined that
students with disabilities may:
a.
if appropriate, engage in the assessments without accommodations and under the same conditions of other students.
b. if appropriate, be provided accommodations and/or modifications to ensure that a disability does not limit the student’s access to
the assessment and to ensure the District is assessing the student fairly in light of a diagnosed disability. For a small percentage of
students, the severity of a disability may require that the student be assessed utilizing the MAP Alternate Assessment (MAP-A),
a portfolio assessment of student work samples. MAP-A eligibility is determined annually by the student’s IEP team, using
15

DESE guidelines to determine eligibility. In order to meet MAP-A criteria, a student must be significantly delayed in cognitive
ability and possess limited adaptive skills that may also be impacted by other physical and behavioral limitations. The student
must also have been evaluated and found to be eligible for services through IDEA.
c.
be exempt from testing due to significant disabilities. This exemption must be determined by an IEP team and documented in the
student’s IEP.
2. Students with disabilities should be given every opportunity to participate in all subject area assessments for which they are
receiving instruction. A student should be included in any part of the MAP and MAP/EOC assessments for which they receive
instruction.
3. The Department of Elementary and Secondary Education (DESE) has authorized a set of accommodations that may be implemented
in an IEP or 504 Plan. DESE also may approve additional accommodations on a case-by-case basis. Any accommodations not on the
approved list must receive approval from DESE. Any accommodations must be clearly stated in a student’s IEP or 504 Plan. These
accommodations typically fall into these general categories:
a.
Timing or scheduling of the assessment where the student is afforded additional time and/or allowed to take breaks during
testing. The amount of additional time allotted is identified in the IEP or 504 Plan.
b. Test setting utilized including allowing testing in an alternate location to reduce distractions or allow the use of special lighting or
furniture.
c.
Test directions related to allowing the use of sign language, reading directions several times and/or underlining key words in the
directions.
d. How the test questions are prepared, including the use of large-print tests, increasing the spacing between questions, using
magnification or hearing devices, using markers to help students keep their place or placing a few test questions on one page.
Accommodations must be discussed and agreed upon by an IEP or 504 team and must be expressed in writing in the IEP or 504
Plan. If the determination is made that a student will not participate in a required assessment, a statement to this effect must be
included in the IEP or 504 Plan. The statement must include why the student is not being assessed and how the student will be
assessed using alternative methods. Accommodations are designed to level the playing field for students with disabilities but are not
designed to give the student an unfair advantage in assessment situations.
Accommodations may be implemented using teachers, teacher aides, student teachers or volunteers. All persons who will be
implementing accommodations will receive training in test administration and confidentiality procedures. It will be the responsibility
of the District Test Coordinator and Building Test Coordinator to ensure that all test proctors are properly trained, with this training
taking place on a yearly basis. The District is ultimately responsible for ensuring that all assessment programs are carried out in an
equitable and ethical manner. Accommodations are directly related to the students’ diagnosed disability and are intended to
compensate for a specific disability to allow full access and benefit from the curricular goals that are being assessed.
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4. The District will report assessment results to the public on a yearly basis, including disaggregating assessment results by various
categories including providing specific assessment results of students with disabilities. The reporting of these results will ensure that
the names of students are kept confidential in any report.
5. Teachers in the various schools will study the achievement levels and assessment results of all students when planning and
programming for the academic needs of all students.
The implementation of the School District of Clayton Assessment Plan is the responsibility of the Assessment Department in
conjunction with the various building administrators, test coordinators and staff members empowered to implement and proctor
the assessment program.
17

PART VI: STATEWIDE ASSESSMENT POLICY
18

PART VII: TEST SECURITY POLICY
22

PART VIII: FINANCIALS
26

Document

Assessment Plan 22 23.pdf