Assessment Plan -...

Assessment Plan

June 6, 2013

FHSD Assessment Plan 2013 - 2014 1

Francis Howell School District

Assessment Plan

Acknowledgments 2 Introduction 3-4

Assessments Birth to Kindergarten 5-6

District-wide K-12 7-11 Advanced Screening & Identification of Giftedness 12 Health Screening 13 Compliance Requirement

Guidelines for Including Students with Disabilities 14 Provisions for Teaching Test-Taking Skills 14 Test Security 14 Storage and Access before Test Administration 14 Instructions for Administration 15 Test Administration 15 Collection and Storage of Test Materials Following Testing 15 Sanctions against Unfair Practice 15-16 District Assessments of Standards Not Assessed at State Level 17-20 Appendix A: Testing by grade level 21-26 Appendix B: District approved assessment instruments for building use 27-28 Appendix C: FHSD Assessment Instruments 29-37


Acknowledgments

Committee members for the 2012 – 2013 school year:

Name Role Name Role

Kasey Brzycki FHM SPED Teacher Eric Chilcoat Saeger MS Teacher

Nancy Wade FHN Asst. Principal Heather Box FHN Teacher

Stacey King Elementary Principal Dionne Smith Saeger MS - Counselor

Annette Sieve FHM Teacher Dr. Kim Turner Special Education Administrator

Stacy Bright Community Rep/Parent Angeline O’Neal Saeger MS Teacher

Jeannette St. Aubin Parent Dr. Bryan Williams Committee Chair

The following FHSD staff provided support in review of the Assessment Plan:

Janet Stiglich, RN, District Nurse Coordinator Dr. Marty Rosso, District Diagnostician Shelley Willott, Literacy Coordinator


Francis Howell School District Assessment Plan

The Francis Howell School District Comprehensive Assessment Plan is a document that details the instruments and strategies used to monitor the quality of the district’s instructional program and screening for participation in special programs. The plan establishes guidelines for individual as well as group assessment. In general, individual assessment data is gathered as a means for providing parents, teachers, administrators, and counselors with information to monitor a given child’s capabilities, learning, and progress. This individual data is used for planning educational programming specific to a given student’s identified needs. Group assessment data is used to identify strengths and weaknesses within a given curriculum and/or within classroom instruction. The Assessment Plan is based on guidelines developed by the Missouri Department of Elementary and Secondary Education. A committee consisting of the Director of Assessment, building level administrators, guidance counselors, parents, and teachers all contributed to the plan’s development. Upon approval by the Board of Education, this document will provide guidance to district personnel regarding all aspects of the Francis Howell Assessment Plan. The Board of Education and the district’s Academic Strategic Planning Committee examine building, grade level, and content area testing data annually together as well as disaggregated assessment data of various subgroups to determine the effectiveness of Francis Howell education programs. The Francis Howell School District uses formal assessment data to monitor student progress and program effectiveness through early childhood screening, health screening, state-required achievement assessments, assessments for program planning, and assessments to determine student eligibility for special programs. The district also administers standardized tests to monitor progress in general academic achievement and to measure the effectiveness of district programs. Additionally, the district has developed local assessments to provide practice for the Missouri Assessment Program (MAP), for the Grade Level Assessments (GLA), and the End-Of-Course (EOC) exams.


The use of technology should be considered in preparation for the changes in the state-wide assessment. When planning any assessment online, administration should address any issues that may arise due to the nature of the assessment, such as the number of computers needed for the online assessments. The Assessment Committee encourages utilizing the tools and resources to develop movement towards online assessments. The Francis Howell School District is committed to the Professional Learning Communities Model, and therefore is also committed to the development of common assessments. All Professional Learning Communities continue to develop these assessments. These are given at various grade levels in various subject areas. This data is then used to improve instruction. The Francis Howell School District Comprehensive Assessment Plan contains:

• Francis Howell School District Statement of Purpose for Assessment • Descriptions of the assessment instruments, use of results, and dissemination of the results • Testing schedule • Overview of assessments used at specific grade levels and the purposes for each • Guidelines for including students with disabilities • Provisions for teaching test-taking skills • Test security procedures


Assessments: Birth to Kindergarten Test Target Age or

Grade Level Typical Date Purpose Dissemination of Results

Ages and Stages

Questionnaire Birth to 3 years old Continuous

Used to assess current level of development and to identify potential problems in the areas of language, fine

motor, gross-motor, social, and cognitive skills.

Appropriate staff will confer with parents to discuss results and share suggested activities which may further the child’s development. If children appear to be having difficulty, they will be referred

directly to appropriate persons such as special education personnel or through the parents to appropriate medical personnel. Re-screens will be conducted as needed. Screening results conducted immediately

prior to kindergarten enrollment will be shared with the child’s teacher for

instructional purposes and placed in the child’s permanent record files.

P.A.T. Observation Birth to K-entry Continuous

Used to gather information about behavior, language, social skills, cognitive skills,

response to voice, ability to locate sounds, general development, etc.

Parent Questionnaires Birth to K-entry Continuous

Used to gather information regarding prenatal care, health and developmental

history, social skills, language, vision, hearing, immunizations, adaptive behavior,

etc. Functional

Vision Screening

6 months – K-entry Continuous Used to identify potential problems with near/far-sightedness and muscle balance.

Functional Hearing Testing

6 months – K-entry Continuous Used to identify potential hearing problems.

Observation during and

before testing 3 – K-entry Continuous

Used to gather information on behavior, speech and language, social skills, gross motor ability, attention span, general

physical development, etc. Lighthouse

Vision 2 – K-entry Continuous Used to identify potential problems with near/far-sightedness.

Audiometer (Hearing) 3 – 5 years old Continuous Used to identify potential hearing

problems.


Test Target Age or Grade Level Typical Date Purpose Dissemination of Results

DIAL 3 3 – 5 years old Continuous

Used to assess current level of

development in the areas of language, motor, cognitive and social behavior; to

identify potential problems in the area of development.

Appropriate staff will confer with parents to discuss results and share suggested activities which may further the child’s development. If children appear to be having difficulty, they will be referred

directly to appropriate persons such as special education personnel or through the parents to appropriate medical personnel. Re-screens will be conducted as needed. Screening results conducted immediately

prior to kindergarten enrollment will be shared with the child’s teacher for

instructional purposes and placed in the child’s permanent record files.

PLS 3 2 - 5 years old Continuous

Used to assess current level of development in the area of speech; to

identify potential problems in the area of speech development.

Work Sampling System 3 – K-entry Continuous

Used to assess developmental progress in 7 areas; used as an ongoing system of assessment with all preschoolers.


Assessments: District-wide K-12

Test Grade Level Typical Date Purpose Dissemination of Results

AIMSweb - Reading Elementary (K-5)

September as screener and

throughout year as progress monitor

Used as a universal screener to determine

students needing additional reading assistance. AIMSweb provides a diagnostic

report used to assist student areas of deficiencies.

Shared with building literacy specialists, administration, parents, teachers, and future

teachers.

CogAT Screening for Gifted Elementary (1)

November – throughout school year as necessary

Used as a universal screener with all 1st grade students, to determine those who qualify for

Gifted.

Shared with building Gifted teachers, administration, and parents.

Math Quarterly Assessment

Elementary & Middle (K-8)

Pre-test, 1st, 2nd, 3rd & 4th Quarter

Used to determine Mathematics achievement on grade level expectations.

Reviewed by classroom teachers and Professional Learning Communities.

Communication Arts Grade Level

Assessments

Elementary (K-3)

With each Unit of Study – throughout

school year

Used to determine Communication Arts achievement on grade level expectation and

to Common Core Standards.


Communication Arts Quarterly Assessments

Elementary & Middle (4-8)

Pre-test (4-5), 1st, 2nd, 3rd & 4th Quarter (4-8)

Used to determine Communication Arts achievement on grade level expectations.


Math Placement Elementary (5) November Used as a component in the middle school math placement process.

Shared with classroom teacher, math content leader, middle school counselor, and parents.

Orleans – Hanna Middle (6) January Used as a component in the middle school math placement process.

Shared with classroom teacher, math content leader, middle school counselor, and parents.



MAP – Grade Level Assessments (GLA)

Communication Arts & Math – Grades 3-8

Science - 5, 8 April - May

Used as a means to evaluate school district programs and overall student achievement. MAP

assessments are required by law.

Reviewed by the Board annually for performance data both in aggregated

and disaggregated form in order to effectively monitor student

achievement. The results are also analyzed by teachers and

administrators. Students and parents are provided with student reports.

MAP-A

Math – Grades 3-8 and 10

Communication Arts – Grades 3-8 and 11

Science – Grades 5, 8 and 11

January – March

Used as an assessment for students identified through their IEP. MAP-A assesses accuracy,

independence and connection of students to the Alternate Performance Indicators (APIs) instead of GLEs and CLEs. This assessment replaces the

Grade Level Assessment and End of Course.

MAP –End of Course (EOC)

Algebra I (MS & HS) Geometry (MS & HS)

Biology I English II

Government American History

English I (Voluntary)

Fall: Oct. – January Spring: Feb. – May Summer: June –

August

Used as a means to evaluate school district programs and overall student achievement. EOC

assessments in the core areas are required by law.

W-APT K-12 (English Language Learners)

First 30 days of school and then as students enter the

district

Used to determine if a student will receive ELL

services. Districts are required to screen all possible ELL students using the W-APT screening

assessment. Current ELL students DO NOT have to be re-screened.

ACCESS K-12

(English Language Learners)

January - February Used as an English language proficiency

assessment mandated through NCLB for students eligible for ESOL services.



Iowa Algebra Aptitude Test Middle (7) January Used as a component in the middle school math

placement process.

Shared with classroom teacher, math content leader, middle school

counselor, and parents.

Presidential Fitness 5th & 9th October - April Required fitness test for grades 5 & 9. Report results to the Department of

Elementary and Secondary Education for core data.

Gates Elementary (3-5) Middle (6-8) March - May

Used to assist in determining a student’s reading level, to determine Senate Bill 319 eligibility and for Middle School Communication Arts Challenge Up

placement.

Results will be shared with administrators, teachers, and with parents during placement/retention

conferences.

EXPLORE Middle (8) September Used to measure individual and group achievement and used in 4-year planning at high school level and

for Honors Placement in high school.

Counselors discuss with students and parents. Results also used in district to

assist with class placement.

Technology Literacy Middle (8) April – May Required technology literacy level DESE reporting request.

Results are reported to the Department of Elementary and Secondary

Education for core data.

MO & US Constitution Exam High (11) October - April Required state mandated exams. Results are reported on transcripts and

students receive individual results.



PLAN High (10) September

Used to provide students the information they will need to plan and prepare for future academic and

career success. This test also helps students prepare for the ACT. Used for consideration to Missouri

Scholars and for class placement.

Analyzed by teachers, counselors, and administrators. Students and parents

are provided with student reports.

COMPASS High (11) Throughout year as needed

Used to assist students who are considering a junior college enrollment after high school. Results provide

students with knowledge of possible remediation courses allowing time to improve those academic areas prior to enrollment in the 2 year university.

Distributed to students and parents.

ACT High (11) March

Used as a college admissions examination. The district will apply to be a District Choice testing site

allowing for the ACT to be administered at our school sites during the school day, allowing all Juniors to

test.

Sent by ACT to the college(s) of the students’ choice as well as results

shared with the student and parents.

Mock Com Arts MAP Grade Level

Assessments (GLA) Middle (6-8) December

Inform teachers of student academic progress in Communication Arts in relation to state standards

prior to the state assessment so that their needs can be addressed.

Shared with students, as well as with Department Chairs who use the data to plan instruction based on results.

Mock English I & II EOC

English I (Gd. 9) English II (Grade 10) January - February

Inform teachers of student academic progress in Communication Arts in relation to state standards

prior to the state assessment so that their needs can be addressed.

Shared with students, as well as with Department Chairs who use the data to plan instruction based on results.



Marketing TSA (Technical Skills

Attainment) High (10-12) April – May Required by DESE for use in the Missouri School

Improvement Program.

Distributed to students and parents, as well as submitted to DESE for MSIP-5

accreditation purposes.

Information Technology TSA (Technical Skills

Attainment)

High (10-12) April – May Required by DESE for use in the Missouri School Improvement Program.



Project Lead the Way (PLTW) TSA (Technical Skills

Attainment)

High (9-12) April – May Required by DESE for MSIP-5 accreditation and by PLTW National for student ability to claim college

credit.




Advanced Screening and Identification of Giftedness


Cognitive Abilities Test (CogAT) K-12 Continuous Used for advanced screening and identification

of giftedness.

Parents are notified of results in writing within ten (10) business days.

WASI-Wechsler Abbreviated Scale of

Intelligence Age 6-grade 12 Continuous Used for advanced screening and identification

of giftedness.

Test of Divergent Thinking Age 6-grade 12 Continuous Used for advanced screening and identification

of giftedness.

WIAT III-Wechsler Individual

Achievement Test

Grades 2-8 SEGA Fall Used for advanced screening and identification

of giftedness.


Assessments: Health Screening


Snellen Distance

Near Vision Cards

K, 1, 3, 6, 9 and all referred students September-October

Used to screen for problems with near/ far-sightedness;

state required at grades 1 and 3.

Results for all health screenings will be maintained in individual student medical files. *Students are rescreened two (2)

weeks after initial screening if concerns are noted. Parents are notified and

referrals to appropriate medical personnel will be sent to parents of all students who fail a health screening.

Results of screenings will be shared with district staff and special education personnel on a need-to-know basis.

Hearing Pure Tone

Audiometry Screening

K, 1, 3, 6, 9 and all referred students September-October Used to screen for deficits in hearing

acuity.

Blood Pressure 9 September-October Used to screen for health concerns in blood pressure.

Urinalysis

9-12 Random students who

participate in or intend to participate

in extracurricular activities, possess on-campus parking permit or volunteer

School year Used to identify students at risk for drug abuse.


Compliance Requirements Guidelines for Including Students with Disabilities Individual students with IEPs or 504 plans will participate in assessments administered by the district as indicated by the student’s IEP or 504 plan. Accommodations, if applicable, will be designed to provide all students with an equal opportunity to demonstrate what they have learned and typically reflect those used in the student’s daily instructional program. Accommodation procedures include adjustments in the assessment setting, item presentation, student response methods, as well as timing of the assessment. Decisions regarding accommodations or non-participation in specific types of assessments will be made on an annual basis by the IEP team and will not be based on program settings, category or disability, or percentage of time in a particular placement or classroom. The school staff should expect that all students, including those with disabilities and on 504 plans, will participate in the Grade Level Assessments or End of Course assessments and other district-wide assessments. Consideration for MAP-A and alternative district-wide assessments will be determined by IEP teams.

Provisions for Teaching Test-Taking Skills Classroom teachers will provide students with regular instruction in test-taking skills and provide students with opportunities to practice responding to multiple choice and constructed response questions, as well as performance events through traditional and electronic methods. Classroom teachers will also provide feedback regarding student performance following practice opportunities. Preparing students to participate in state and national assessments will be the responsibility of all classroom teachers. School faculties will develop strategies for improving student performance on state and national assessments on an annual basis.

Test Security – Storage and Access Before Test Administration All Missouri assessment documents and other standardized test booklets are to be stored, immediately upon receipt, in a secured area. When the test documents arrive at the district, the district test coordinator or designee will check to make sure all cartons/boxes have been received and sort them by building. They will also maintain a record of books pulled from the district overage and sent to alternative sites. The test coordinator or his/her designee will assume responsibility for contacting the appropriate assessment vendor assigned if the order is inaccurate, and for providing secured storage of any materials received as a result of this contact. Beyond the initial checking and sorting, test booklets will remain untouched until they are prepared for distribution for administration. Only the district test coordinator and other designated individuals will have access to test materials. No teacher should have access to test books or their content prior to distribution except as provided under state guidelines for IEP test accommodations. Teachers will have access to the appropriate documents, including the Test Administration Manual.


Test Security – Instructions for Administration Prior to the first day of any standardized testing, all staff involved in test administration will be required to participate in Staff Development, led by the building test coordinators, regarding testing procedures. Building test coordinators are trained in administration of all standardized tests at least annually. The Staff Development will stress the importance of test security during test administration. Security issues addressed will include handling materials in a secure manner, providing directions to students, responding to students’ questions, and monitoring the test setting. All standardized tests will be administered in an appropriate manner in compliance with testing guidelines. Test booklets will be delivered to each building before the day of the test and distributed by building staff immediately prior to testing. Students will not receive test booklets until it is time for the testing to begin. Students will be encouraged to use restroom facilities, get drinks, etc., before starting to take the test. If students must leave the room during testing, they will be instructed to place their answer sheets in their test booklets and close booklets before leaving their seats. All individuals administering tests will strictly follow the procedures outlined in the test administration manual. Test administrators will not leave the testing room while the test is being given. While the test is being given, building administrators and other designated individuals may transition between classrooms to help monitor administration and to provide assistance as needed. If a test is to be administered over a series of days, test booklets and answer sheets will be collected each day immediately following testing, counted, and stored in a locked facility. Security for online test administration will be addressed prior to the first day of testing. Online protocols will be followed at all times.

Test Security – Collection and Storage of Test Materials Following Testing Answer sheets and test booklets will be collected from test administrators immediately following testing, organized according to instructions, and stored in a secure area. Test booklets and answer sheets will be re-counted by the school test coordinator and these counts will be documented and checked against pre-administration counts. As expediently as possible, answer sheets and test booklets will be sorted and packaged by the school test coordinator, or designee, according to directions and sent for final check to the district coordinator who will arrange shipping for scoring. All test make-ups will be scheduled by the school test coordinator. Students in each building will be grouped together for testing when possible. A designated individual will administer the test according to specified administration procedures, taking all precautions to ensure test security.

Test Security – Sanctions against Unfair Practices The test security measures outlined in this document should help prevent unfair practices; however, should they occur, the sanctions specified in this section will be put into motion. The following is a list of unfair practices which this district considers inappropriate: a. Copying any part of a standardized test booklet for any reason. b. Removal of a test booklet from the secure storage area except during test administration. c. Failure to return all test booklets following test administration.


d. Directly teaching any test item included on a standardized test. e. Altering a student’s responses to items on an answer sheet. f. Indications to students during testing that they have answered items incorrectly and need to change them, giving students clues or answers to questions, allowing students to give each other answers to questions or to copy each other’s work, or altering test administration procedures in any way to give students an advantage. g. Undue pressure or encouragement on the part of administrators for teachers to engage in any of the aforementioned inappropriate or unfair practices. If a district staff person is suspected of engaging in any of the aforementioned unfair practices, then an immediate investigation will occur. If allegations are proven, a report will be forwarded to the Superintendent and appropriate disciplinary action will be taken.


District Assessments of Standards Not Assessed at State Level Content Standards

Performance Area Show-Me Standard Grade Level Measure

Communication Arts

CA5. Comprehending and evaluating the content and artistic aspects of oral and

visual presentations (such as story-telling, debates, lectures,

multi-media productions).

Grades 3, 4, 5 Communication Arts: Grade 7

English I Speech: Grades 9 – 12

English III

Scoring guides

CA6. Participating in formal and informal presentations and

discussions of issues and ideas.

Grades 1 & 2 Communication Arts: Grade 6

Speech: Grades 9 – 12

Teacher Observation checklist

Scoring guides (9-12)

CA7. Identifying and evaluating relationships between language

and culture.

Communication Arts: Grade 7 Spanish: Grades 6, 7, 8

English III

Benchmark data scoring guides

Fine Arts FA3. The vocabulary to explain

perceptions about and evaluations of works in dance, music, theater and visual arts.

Music: Grades 1,3,5 Art: Grade 5 Art: Grade 6

Choir: Grades 7 & 8 Vocal Music: Grades 9-12

Art: Grades 9-12

Scoring guides (all)

Teacher-made assessments


Process Standards Performance Goal Show-Me Standard Grade Level Measure

Goal 1 1.2. Conduct research to answer

questions and evaluate information and ideas.

Grade 3 Grade 4

Social Studies: Grade 6 Science: Grades 6-8

Communication Arts: Grade 8 English I

American History: Grade 10 English III

Scoring guides (for research projects)

Goal 2

2.3. Exchange information, questions, and ideas while

recognizing the perspectives of others.

Grade 2 Communication Arts: Grades 6-8

World History: Grade 9

Project scoring guides

Performance checklists (9)

2.5. Perform or produce works in the fine and practical arts.

Art: Grades K-5 Music: Grade 5

Visual Arts: Grades 6-8 Family & Consumer Sciences:

Grades 6-8 Industrial Tech: Grades 6-8 Keyboarding: Grades 9-12

Vocal and instrumental music: Grades 9-12

Rubric


Process Standards cont’d Performance Goal Show-Me Standard Grade Level Measure

Goal 2 (cont’d)

2.6. Apply communication techniques to the job search and to the workplace.

Grade 2 Math: Grade 8

Writing: Grade 6 Industrial Tech: Grades 6-8

Business Education: Grades 9-12 Workplace Readiness: Grades 9-12 Explorations in Tech: Grades 9-12

Speech: Grades 9-12

Scoring Guides

2.7. Use technological tools to exchange information and ideas.

Grades 3, 4, 5 Social Studies: Grade 6

Science: Grade 7 Workplace Readiness: Grades 9-12 Explorations in Tech: Grades 9-12

Communications Tech: Grades 9-12 Business Tech: Grades 11 & 12

• Checklists

• Student technology assessment

• Rubrics


Process Standards cont’d Performance Goal Show-Me Standard Grade Level Measure

Goal 4

4.4. Recognize and practice honesty and integrity in academic

work and in the workplace.

Grades 2 & 5 Social Studies: Grade 6

Communication Arts: Grade 8 Science: Grades 6 & 8

English I & II English III

Building data on cheating and optional character education

survey.

Build discipline data.

4.8. Explore, prepare for, and seek educational and job

opportunities.

Grade 8 Speech: Grades 9-12

Practical Economics: Grades 9-12 Workplace Readiness: Grades 9-

12 Explorations in Tech: Grades 9-12 Communications Tech: Grades 9-

12

Scoring guides

Rubrics


Grade Level Test Purpose

K

Units of Study Formative & Summative Assessments

Used to determine Communication Arts achievement by individual students and grade levels on Common Core Standards and established achievement goals

Math Quarterly Used to determine Math achievement on grade level expectations.

AIMSweb Used as a universal screener to identify students needing additional reading

assistance. Also functions as a progress monitoring tool to determine growth during the school year of students needing additional reading assistance.

Snellen Distance/Near Vision Cards Used to screen for problems with near-sightedness/far-sightedness. Hearing Pure Tone

Audiometry Screening Used to screen for deficits in hearing acuity.

ACCESS Required state assessment for English Language Learners.

1st


Used to determine Communication Arts achievement by individual students and grade levels on Common Core Standards and established achievement goals

Math Quarterly To determine Math achievement on grade level expectations.



Snellen Distance/Near Vision Cards To screen for problems with near-sightedness/far-sightedness. Hearing Pure Tone

Audiometry Screening To screen for deficits in hearing acuity.


CogAT Gifted Screener To screen all 1st grade students for Gifted and all other students referred for Gifted identification.

2nd


Used to determine Communication Arts achievement by individual students and grade levels on Common Core Standards and established achievement goals.

Math Quarterly Used to determine Math achievement on grade level expectations.




Appendix A: Assessments by grade level



3rd


Used to determine Communication Arts achievement by individual students and grade levels on Common Core Standards and established achievement goals.

Math Quarterly To determine Math achievement on grade level expectations.



MAP Grade Level Assessments (CA & MA)

Required by law. Results are used as a means to evaluate school district programs and overall student achievement.

Gates Used to assist with determining a student’s reading level and reading tutoring as required by Senate Bill 319.

Snellen Distance/Near Vision Cards To screen for problems with near-sightedness/far-sightedness.

Hearing Pure Tone Audiometry Screening To screen for deficits in hearing acuity.


4th

Math and Communication Arts Quarterly

To determine Math and Communication Arts achievement on grade level expectations.



MAP Grade Level Assessments (CA & MA)


Gates Used to assist with determining a student’s reading level and reading tutoring as required by Senate Bill 319.





5th

Math Placement To determine middle school math placement. Math and Communication Arts

Quarterly To determine math and communication arts achievement on grade level expectations.

AIMSweb Used as a universal screener to identify students needing additional reading assistance.

Also functions as a progress monitoring tool to determine growth during the school year of students needing additional reading assistance.

MAP Grade Level Assessments (CA, MA, & SC)


Snellen Distance/Near Vision Cards To screen for problems with near-sightedness/far-sightedness. Presidential Fitness DESE required fitness test.

Gates Used to assist with determining a student’s reading level. ACCESS Required state assessment for English Language Learners.

6th

Math and Communication Arts Quarterly To determine math and communication arts achievement on grade level expectations.

Orleans-Hanna To determine math placement. MAP Grade Level Assessments

(CA & MA) Required by law. Results are used as a means to evaluate school district programs and

overall student achievement. Gates Used to assist with determining a student’s reading level.

Mock MAP (CA) Informs teachers of where students are in relation to state standards prior to the state assessment so needs can be addressed.

Hearing Pure Tone Audiometry Screening To screen for deficits in hearing acuity.





7th

Math and Communication Arts Quarterly To determine Math and Communication Arts achievement on grade level expectations.

MAP Grade Level Assessments (CA, MA)



Iowa Algebra Aptitude Test (Pt A) To determine math placement. Snellen Distance/Near Vision Cards To screen for problems with near-sightedness/far-sightedness.

Gates Used to assist with determining a student’s reading level as required by Senate Bill 319. ACCESS Required state assessment for English Language Learners.

8th

Math and Communication Arts Quarterly To determine Math and Communication Arts achievement on grade level expectations.

MAP Grade Level Assessments (CA, MA & SC)

Algebra I EOC



Gates Used to assist with determining a student’s reading level.

EXPLORE Required by the district. ACT’s college readiness test for 8th graders. Measures

individual and group achievement, used for 4-year planning, and Honors Placement at the high school level.





9th

Algebra I EOC American Government EOC

Geometry EOC English I EOC (district option)

Required by law. Results are used as a means to evaluate school district programs and overall student achievement. Optional EOCs can be taken at the district’s decision. EOC

assessment taken when student is enrolled in the course.

English I Mock EOC Inform teachers of student academic progress in Communication Arts in relation to state standards prior to the state assessment so that their needs can be addressed.

Urinalysis Used to identify students at risk for drug abuse. Blood Pressure Used to screen for health concerns in blood pressure.

Snellen Distance/Near Vision Cards Used to screen for problems with near-sightedness/far-sightedness. Presidential Fitness DESE required fitness test.

ACCESS Required state assessment for English Language Learners. Hearing Pure Tone

Audiometry Screening Used to screen for deficits in hearing acuity.

10th

Urinalysis Used to identify students at risk for drug abuse. Geometry EOC Biology I EOC English II EOC

Required by law. Results are used as a means to evaluate school district programs and overall student achievement. EOC assessment taken when student is enrolled in the

course.

English II Mock EOC Inform teachers of student academic progress in Communication Arts in relation to state standards prior to the state assessment so that their needs can be addressed.

PLAN Required by the district and is used to provide students with information they will use to plan and prepare for future academic and career success. Experience taking this test also

helps students prepare for the ACT. Also used for consideration to Missouri scholars.





11th

Constitution Exam State mandated. Urinalysis To identify students at risk for drug abuse.

Government EOC EOC assessments are required by law. Results are used as a means to evaluate school

district programs and overall student achievement. EOC assessment taken when student is enrolled in the course.


COMPASS District provided assessment for various juniors considering attending a Junior College. Provides information on possible remediation courses required upon enrollment into a

Missouri junior college if current test score is not improved upon.

ACT – District Choice District provided ACT for juniors. Results are sent to the college(s) of choice, as selected by student.

12th Urinalysis Used to identify students at risk for drug abuse. ACCESS Required state assessment for English Language Learners.



APPENDIX B:

DISTRICT APPROVED ASSESSMENT INSTRUMENTS FOR BUILDING USE

Updated April 2013

Below are the tests that are District Approved and appropriate for building usage to diagnose a student with a disability. Please limit testing in the schools to the tests listed below. If, through formal evaluation, a student meets criteria for a special education diagnosis, the decision to diagnose

must be supported by examples of classroom performance and teacher input. The student must show adverse educational impact and require special education services.

The special education department will be supplying tests and protocols for these instruments only. Each building will be provided with at least one (1) achievement test, ABAS-II, BASC-II, at least two (2) language tests, and the Goldman-Fristoe-2 along with the necessary

protocols.

COGNITIVE: All cognitive testing for initial and re-evals will be completed by the K-12 diagnostic team. ACHIEVEMENT (choose one): WIAT-III Woodcock Johnson Achievement-3 K-TEA-2 ADAPTIVE: ABAS-II with manual & computer assist scorer provided to each school BEHAVIOR: BASC-II with manual & computer assist scorer provided to each school LANGUAGE: (choose two (2) and include a language sample) (Secondary schools will be provided appropriate instruments as needed) CELF-4 OWLS TOLD-P:3 or TOLD-I:3 CASL


SPEECH-Sound System Disorder: (All listed below must be completed) Goldman-Fristoe-2 Speech sample Oral peripheral exam *If you have an unusual situation and the tests listed above are not appropriate for a specific student, please consult with your Diagnostic Team representatives for guidance.


APPENDIX C:

FHSD ASSESSMENT INSTRUMENTS 04/04/2013

The following list of assessments is available to district testing personnel for use as deemed appropriate.

TEST TYPE Cog AT-7 Ability DTKR-II Development Test of Kindergarten Readiness Achievement GORT-5 Gray Oral Reading Test Achievement HELP Hawaii Early Learning Profiles Achievement KeyMath-R NU Achievement K-Seals Kaufman Survey of Early Academic and Language Skills Achievement K-TEA-2 Kaufman Test of Educational Achievement Achievement Test of Kindergarten/First Grade Readiness Skills Achievement TOWL-3 Test of Written Language Achievement WJ-III Woodcock-Johnson Achievement Test-III Achievement Woodcock-Diagnostic Reading Battery Achievement Wechsler Individual Achievement Test III Achievement YCAT Young Children’s Achievement Test Achievement BSSI Bayley Scales of Infant Development Achievement DATA Dynamic Assessment of Test Accommodations Achievement PAL Process Assessment of the Learner Achievement PAT Phonological Abilities Test Achievement NEAT Norris Achievement Test Achievement PIAT-R Peabody Individual Achievement Test Achievement TEWL Test of Early Written Language-2 Achievement Test of Word Reading Efficiency Achievement


TORC Test of Reading Comprehension-3 Achievement Brigance Achievement Formal Reading Test Achievement Reading Fluency Test Achievement ABAS II Adaptive PEDI Pediatric Evaluation of Disability Inventory Adaptive SFA School Function Assessment Adaptive SIB-R Scales of Independent Behavior Adaptive Vineland Adaptive Behavior Scales Adaptive AAA Assessment of Adaptive Areas Adaptive ABS Adaptive Behavior Scales Adaptive DAYC Development Assessment of Young Children Adaptive Children’s Spondee Word List Audiology Completing Sentences Audiology PBK-50 Audiology Phonemic Synthesis Audiology Staggered Spondiac Word Test Audiology Willeford Audiology TOAD Test of Auditory Discrimination Auditory Discrimination TAPS Test of Auditory Perception Auditory Discrimination Wepman Test of Auditory Discrimination Auditory Discrimination ABBLES Autism ASDS Asperger Syndrome Diagnostic Scale Autism CARS Childhood Autism Rating Scale Autism ASIEP-2 Autism Screening Instrument for Educational Planning Autism GARS Gilliam Autism Rating Scale Autism Psychoeducational Profile Autism PEP-3 Autism ADDES Attention Deficit Disorders Evaluation Scale Behavior BASC-2 Behavior Assessment System for Children Behavior


PKBS-2 Preschool and Kindergarten Behavior Scales Behavior Play Based Assessment Developmental CELF-3 Spanish Version ESOL TVIP Test de Vobabulario en Imagenes Peabody ESOL Woodcock-Munoz Language Survey-R ESOL SAFE Swallowing Ability and Function Evaluation Feeding/Swallowing ETCH Evaluation Tool of Children’s Handwriting Handwriting Print Tool Handwriting THS Test of Handwriting Skills Handwriting Meadow-Kendall Social-Emotional Assessment for Deaf/HI HI SIFTER HI Battell Developmental Inventory-2 IQ DTLA-Detroit Test of Learning Aptitudes-4 IQ Differential Abilities Scales IQ ELAP Early Learning Accomplishment Profiles IQ K-ABC-2 Kaufman Assessment Battery for Children IQ LAP Learning Accomplishments Profile IQ Leiter International Scale-R IQ NNAT Naglieri Nonverbal Ability Test IQ PTI-2 Pictorial Test of Intelligence IQ SB-5 Stanford Binet 5 IQ TONI-3 Test of Nonverbal Intelligence IQ UNIT Universal Nonverbal Intelligence Test IQ WAIS-III Wechsler Adult Intelligence Scale-III IQ WAIS-IV Wechsler Adult Intelligence Scale-IV IQ Wechsler Nonverbal Intelligence Scale IQ Wechsler Abbreviated Intelligence Scale-II IQ Williams Test of Divergent Thinking IQ Wechsler Intelligence Scale for Children-IV IQ WISC-IV Integrated IQ


Woodcock-Johnson Test of Cognitive Abilities-III IQ WPPSI-III and WPPSI-IV IQ Cattell-Binet IQ Hiskey-Nebraska IQ Matrix Analogies Test IQ RIAS Reynolds Intelligence Assessment Scales IQ KLST Kindergarten Language Screening Language Adapted Sequence Language Apraxia Profile Language Assessment of Literacy and Language Language Bracken Test of Basic Concepts Language CASL Comprehensive Assessment of Spoken Language Language CAVAT Language CELF-3 Spanish Edition Language CELF-4 Clinical Evaluation of Language Fundamentals Language CID-Phonetic Language Classroom Communications Language Complete Clinical DYS Language CPVT Carolina Picture Vocabulary Test Language CSBC Language CTOPP Comprehensive Test of Phonological Processing Language EASIC Evaluating Acquired Skills in Communicating Language EVT-2 Expressive Vocabulary Test-2 Language Expressive One Word Picture Vocabulary Test-4 Language Functional Communication Profile (FCP) – Revised Language Goldman-Fristoe Auditory Language HELP Hawaii Early Learning Profiles Language KLPA-II Kahn-Lewis Phonological Analysis Language Listening Test Language LPT-R Language Processing Test-R Language


Nonspeech Test for Expressive and Receptive Language Language OWLS II- Oral and Written Language Scale Language Patterned Elicitation Syntax Test Language PLS-4 Preschool Language Scale (English and Spanish) Language PPVT-4 Peabody Picture Vocabulary Test Language Rhode Island Language Rosetti Infant Toddler Language Scale Language ROWPVT Receptive One Word Picture Vocabulary Test – 4 Language Sequenced Inventory Language Social Language Development Test (Elementary – 3; Secondary – 1) Language SPELT-II Structured Phonetic Expressive Language Test Language SPICE Speech Perception Instructional Curriculum and Evaluation Language TACL-3 Test of Auditory Comprehension of Language Language TASL-R Teacher Assessment of Spoken Language Language Teacher Assessment Language TEEM Test for Expressive Morphology Language TELD-3 Test of Early Language Development Language TERA-D/HH Test of Early Reading Ability-Deaf/Hard of Hearing Language Test of Adolescent Word Finding Language Test of Problem Solving-2 Language Test of Word Knowledge Language TEEM Test of Examining Morphology Language The Word Test-Adolescent Language TLC Test of Language Comprehension Language TLC-Expanded Language TOAL-3 Language TOLD-I Test of Language Development and TOLD I- 4 Language TOLD-P Test of Language Development and TOLD-P-4 Language Token Test for Children-2 Language TORC Language


TMPAC Verbal Motor Production Assessment for children Language Voice Assessment Language WLA Language Word Adolescent-2 Language Word Revised-2 Elementary Language Boston Aphasia Language RIPA Ross Information Processing Assessment Language CREVT Comprehensive Receptive and Expressive Voc. Test Language LPT Language Processing Test Language Mini Mental Status Language REEL-3 Receptive Expressive Emergent Language Test Language HELP Language Test of Word Finding Language Test of Narrative Language Language TOAL-2 Test of Adolescent and Adult Language Language TOLD-4 Language Weis Articulation Language Patterned Elicitation Syntax Test Language Swassing-Burbie Modality Learning Styles Benbow Learning Styles BOT-2 Bruininks Oserestsky Motor Motor COMPS Motor EDPA Erhardt Developmental Prehension Assessment Motor Movement ABC Motor TGMD Test of Gross Motor Development Motor Halstead – Reitan Neuropsychological Battery Neuropsychological OSMSE-3 Oral Speech Mechanism Screening Examination Oral Motor CAT Children’s Apperception Test Personality Children’s Depression Inventory Personality Conners’ Behavior Rating Scale-Revised Personality


Devereux Personality EAT Personality ESPQ Early School Personality Questionnaire Personality HSPQ High School Personality Questionnaire Personality IPAT Anxiety Scale Personality ISB Incomplete Sentence Blank Personality MMPI-A Minnesota Multiphasic Personality Inventory Personality Multidimensional Self Concept Personality Personality Assessment Inventory – Adolescent Personality BRIEF Personality SAED Scale for Assessing Emotional Disturbance Personality SASSI Substance Abuse Subtle Screening Inventory Personality TAT Thematic Apperception Test Personality TIES Personality ASEBA Achenbach System of Empirically Based Assessment Personality TOPL Test of Pragmatic Language – 2 Pragmatics Bender-Gestalt Processing Boston Naming Test Processing Children’s Memory Scale Processing MVTP-R Motor Free Visual Perception Test Processing NEPSY Processing Token Test-Revised Processing WRAML-2 Processing Dellis Kaplan Executive Function System Processing PAL Process Assessment of the Learner Reading Adolescent/Adult Sensory Profile Sensory Degangi-Berk Test of Sensory Integration Sensory Sensory Profile Sensory SI Inventory Sensory SPM – Sensory Processing Measure Sensory


Carolina Picture Test for Assessing Sign Language Pro. Sign Language Exercise in Divergent Thinking SPECTRA SAGES Screening Assessment for Gifted Elementary SPECTRA Torrance Tests of Creative Thinking SPECTRA Williams Test of Divergent Thinking SPECTRA SB-LM SPECTRA-IQ APP-R Assessment of Phonological Processes Speech Goldman Fristoe Articulation Speech CTOPP Speech HAPP-III Hodson Assessment of Phonological Processes Speech Kaufman Praxis Speech Photo Articulation Test Speech STDAS Screening Test of Developmental Apraxia of Speech Speech Test of Articulation Speech TOPA Test of Phonological Awareness Speech Assessment of Stuttering Behaviors Speech SPI Stuttering Prediction Instrument for Young Children Speech SSI-III Stuttering Severity Instrument III Speech Arizona Articulation Speech Holland SDS Transition Transition Scale Transition Becker Reading Free Interest Survey Transition Diagnostic Assessment Procedure Vision FHSD Functional Vision Assessment Vision ISAVE Individual Systematic Assessment of Visual Efficiency Vision Jordon Left-right Reversal Test Vision Learning Media Assessment Vision Oregon Project Vision Visual Efficiency Scale Vision Beery VMI Visual Motor Integration Visual-Motor


DTVP-2 Developmental Test of Visual Perception Visual-Motor PVMIA Preschool Visual Motor Integration Assessment Visual-Motor S-VMPT Slosson Visual Motor Performance Test Visual-Motor TVMS-R Test of Visual Motor Skills Visual-Motor See it Right Visual-Motor VAP Voice Assessment Protocol Voice

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