KSD Comprehensive Assessment Plan | Kimberly School District

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.

All school staff will support the students through the process through encouragement.
Testing coordinator, proctors, will maintain the testing environment.
KSD will provide well-functioning, up-to-date technology.
KSD Policy 2120- Curriculum Development and Assessment
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.

Assessment Mission The district will use assessment to inform instruction and make decisions that lead to student growth and success for ALL students
The district will use a well-rounded approach to assessment, utilizing multiple modes of assessment
The district will provide assessment methods that are unbiased and accessible to all students.
Through all assessment, the district will support a growth mindset (Dweck) and promote the value feedback

B) Purpose of District-Wide Assessment

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

C) Defining Assessment

a. Assessment Terms

Achievement Assessment: Measures developed skill or knowledge

Cognitive Assessment: Measures cognitive capabilities

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

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.

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

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

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

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

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

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

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

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:

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.
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)
Testing coordinator will oversee testing sessions and proctor trainings to ensure students are appropriately monitored during testing.
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

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.

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

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

I) Assessment Literacy & Professional Development

Community Assessment Awareness Night will take place annually, in March
Formal and Informal training to build Assessment Literacy

Building/grade-level/department PLCs
Kimberly Core Program, Differentiation Program, and Literacy training

J) Resources

State Department of Education Assessment Web-page

Idaho Testing Portal

Kimberly School District Assessment Web-page

Growth Mindset, Carol Dweck

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.