Assessment Plan North Kansas City

Comprehensive Assessment Plan Including Local Assessment of Show-Me Standards

2008-2009

A Northland Tradition 2000 NE 46th St. Kansas City, MO 64116 816.413.5000 fax 816.413.5005 w w w . n k c s d . k 1 2 . m o . us

Table of Contents

Comprehensive Assessment Program ..........................................................................................2 The Integral Relationship among Curriculum, Instruction, and Assessment Assessments and Purposes ........................................................................................................ 3-5 Guidelines for Including Students with Disabilities ...................................................................6 Local Assessment of Show-Me Standards ............................................................................. 6-14 Assessment of English Language Learners (ELL)....................................................................15 Assessment Results and Dissemination of Data ........................................................................16 Staff Development Related to the Assessment Program ..........................................................17 Teaching Test-taking Strategies .................................................................................................18 Confidentiality of Student Assessment Data .............................................................................18 Use of Parallel Items/Practice Tests ...........................................................................................18 Policies to Ensure Test Security............................................................................................ 19-20 Testing Windows K-12 .......................................................................................................... 21-25

1

North Kansas City Schools The Comprehensive Assessment Program A clear focus on effective curriculum, instruction and learning demands attention to a comprehensive assessment program. North Kansas City Schools has demonstrated commitment to quality assessment by appointing a Director of Assessment and Data, the staff member responsible for coordinating the district’s assessment program. An effective assessment program is grounded in the notion that there is an integral relationship among the architecture of district curriculum, the application of curricular content through instructional delivery, and effective assessment strategies. In order to assess progress, all students will be included in the assessment program.

Architecture

Application

• • • • • • • •

ARCHITECTURE The Written Curriculum Designed The Work Plan Curriculum Guides Instructional Materials Supplementary Materials Scope and Sequence MSIP Format

Assessment

• • • • • • • •

APPLICATION The Taught Curriculum Delivered The Work Instructional Support Staff Development Models of Teaching Lesson Planning School Improvement Plan

• • • • • • • •

ASSESSMENT The Tested Curriculum Monitored The Work Measure Student Evaluations Report Cards Data Interpretation Data Reporting School Improvement Needs Assessment

2

Assessments and Purposes—Elementary LEVEL K-5

K-5

CONTENT Reading Mathematics

Reading

ASSESSMENT Curriculum-Based Measurement (CBM) †Scholastic Reading Inventory (SRI) Gr. 2-5 OR *Developmental Reading Assessment (DRA) Gr. K-3 OR *Flynt-Cooter Reading Inventory for the Classroom Gr. 3-5

PURPOSE • • • • • • •

Obtain baseline data Determine strengths and needs Identify children needing early intervention Monitor student progress Determine instructional reading level Determine strengths and needs Identify children needing early intervention

•

Determine curriculum objective mastery by unit Determine continued mastery of spiraled objectives over time Locally developed, authentic Provide benchmark data for measuring student progress and instructional improvement (School Improvement Data)

†Mandatory for 5th grade in the spring *Typically administered to students receiving reading support Communication Arts

Communication Arts Integrated Theme Tests, Weekly Skills Tests (Houghton-Mifflin) Optional per building principal

K-5

Communication Arts

Communication Arts Benchmark Tests • Student response to selected response, constructed response and performance events Pre/Post Assessments and MARC Tests (Piloting in 12 schools- Grades 1-5)

K-5

Mathematics

Mathematics Unit Tests (Investigations)

K-5

Mathematics

Mathematics Benchmark Tests • Student response to selected response, constructed response and performance events Pre/Post Assessments and MARC Tests (Piloting in 12 schools- Grades 1-5)

3-5

Mathematics

STAR Math

K-5

K-5

Science

2,5

Verbal Quantitative Non-Verbal

3-5

Comm. Arts Math

5

Physical Fitness

5

Science

Science Benchmark Tests • Student response to selected response, constructed response and performance events Pre/Post Assessments and MARC Tests (Piloting in 12 schools- Grades 1-5) Cognitive Abilities Test (CogAT)

MAP (Missouri Assessment Program) • Communication Arts • Math Physical Fitness Testing (reported to DESE) • Locally assessed physical fitness tests MAP (Missouri Assessment Program) • Science

• • •

• • •

Determine curriculum objective mastery by unit Locally developed, authentic Provide benchmark data for measuring student progress and instructional improvement (School Improvement Data)

• • • • •

Determine instructional math level Determine strengths and needs Identify children needing early intervention Locally developed, authentic Provide benchmark data for measuring student progress and instructional improvement (School Improvement Data)

• •

Nationally-normed Assess students’ abilities in reasoning and problem solving using verbal, quantitative, and spatial (nonverbal) symbols State developed, performance-based and standardized multiple choice Evaluate student progress related to state standards State developed, performance-based Designed to evaluate student progress related to state standards State developed, performance-based and standardized multiple choice Evaluate student progress related to state standards

• • • • • •

3

Assessments and Purposes—Middle School LEVEL

CONTENT

6-8

Reading Mathematics

6-8

Reading

6-8

Communication Arts

6-8

Communication Arts

6-8

Mathematics

STAR Math

6-8

Mathematics

Mathematics Benchmark Assessments • Student response to selected response, constructed response and performance events

6-8

Science

6-8

Comm. Arts Math

6-8

Social Studies

8

Science

6-9

Careers/Interest

8

ASSESSMENT Curriculum-Based Measurement (CBM)

Scholastic Reading Inventory (SRI) Communication Arts Benchmark Assessments • Student response to selected response, constructed response and writing performance events Communication Arts Mini Assessments • Student response to brief selected response, constructed response and writing performance events directly aligned with essential mastery objectives

Science Benchmark Tests • Student response to selected response, constructed response and performance events MAP (Missouri Assessment Program) • Communication Arts • Math Social Studies Benchmark Assessments • Student response to selected response, constructed response and performance events MAP (Missouri Assessment Program) • Science Missouri Connections

Technology

Census of Technology

Instrumental Music

Instrumental Music Assessment • Group • Individual

PURPOSE • • • • • • • • •

Obtain baseline data Determine strengths and needs Identify students needing intervention Monitor student progress Determine instructional reading level Determine strengths and needs Identify children needing early intervention Locally developed, authentic Measure student performance in written language and reading aligned with state standards

• •

Locally developed, authentic Measure student performance in written language and reading aligned with state standards

• • • • •

Determine instructional math level Determine strengths and needs Identify children needing early intervention Locally developed, authentic Measure student performance in mathematics aligned with district curriculum Locally developed, authentic Designed to measure student performance in science aligned with district curriculum State developed, performance-based Evaluate student progress related to state standards Locally developed, authentic Designed to measure student performance in social studies aligned with district curriculum State developed, performance-based Evaluate student progress related to state standards Assess students’ individual abilities and interests for education and career planning Standardized, on-line; federally mandated Used to monitor progress toward meeting the goals and objectives of the state education technology plan Locally developed, authentic, performancebased Evaluate student performance competency Assess student vocabulary regarding perceptions and evaluations of performances Locally developed, authentic, performancebased Evaluate student performance competency Assess student vocabulary regarding perceptions and evaluations of performances State-developed, selected response and performance Evaluate student progress related to Algebra course level expectations (CLEs)

• • • • • • • • • • • •

8 Orchestra and Band Students Only

• • •

8 Choir Students Only

Vocal Music

Vocal Music Assessment

• • •

6-8 Algebra Students

Algebra

Algebra I End of Course Exam

•

4

Assessments and Purposes—High School LEVEL

CONTENT

ASSESSMENT

9

Physical Fitness

Physical Fitness Testing (reported to DESE) • Locally assessed physical fitness tests

9

Careers/Interest

Missouri Connections

9-10

Reading

9-10

Mathematics

9-10

CA I CA II

9-11

Social Studies

9-11

Algebra Geometry Algebra II

Course-Specific Math Benchmark Assessments • Student response to selected response, constructed response and performance events

9-11

Physics Chemistry Biology

Course-Specific Science Benchmark Assessments • Student response to selected response, constructed response and performance events

9-11

CA I CA II CA III Level

9-12

All High School Courses

Scholastic Reading Inventory (SRI)

STAR Math Course-Specific Communication Arts Benchmark Assessments • Student response to selected response, constructed response and writing performance events Social Studies Benchmark Assessments • Student response to selected response, constructed response and performance events

Communication Arts Mini Assessments • Student response to brief selected response, constructed response and writing performance events directly aligned with essential mastery objectives

PURPOSE • • • • • • • • • • • • • • • • • • • •

9-12 Algebra Students

Algebra I

Algebra I End of Course Exam

• •

Biology

9-12 CA II Students

Communication Arts II

Biology End of Course Exam

• •

11 (optional)

English Mathematics Reading Science Reading Writing Math

11

Social Studies

11-12

Industry standards

10, 11, 12

English Mathematics Reading Science

10 (all)

• •

9-12 Biology Students

10

A+ Assessment

Communication Arts II End of Course Exam

• •

PLAN • PSAT • US/MO Constitution Test Technical Skill Assessments (TSAs) • 25% of all Vocational Concentrators College Entrance Exams • SAT • ACT

• • • •

State developed, performance-based Evaluate student progress related to state standards Assess students’ individual abilities and interests for education and career planning Determine instructional reading level Determine strengths and needs Identify children needing early intervention Determine instructional math level Determine strengths and needs Identify children needing early intervention Locally developed, authentic Measure student performance in communication arts aligned with district curriculum and state course-level expectations (CLEs) Locally developed, authentic Designed to measure student performance in social studies aligned with district curriculum Locally developed, authentic Measure student performance in mathematics aligned with district curriculum and state course-level expectations (CLEs) Locally developed, authentic Measure student performance in science aligned with district curriculum and state course-level expectations (CLEs) Locally developed, authentic Measure student performance in written language and reading aligned with state courselevel expectations (CLEs) Teacher-developed; aligned to course performance standards Student mastery of performance standards for each high school course State-developed, selected response and performance Evaluate student progress related to Algebra course level expectations (CLEs) State-developed, selected response and performance Evaluate student progress related to Biology course level expectations (CLEs) State-developed, selected response and performance Evaluate student progress related to CA II course level expectations (CLEs) Gain achievement information for students pertaining to future academic and career success based upon ACT standards Gain aptitude information for students pertaining to future academic and career success based upon SAT standards Measure student mastery of designated topics concerning both US and Missouri governmental systems (per Missouri law) Measures Career/Technical program-specific skill proficiency Nationally-normed Designed to assess skills important to students’ success in college Assists students, parents, high schools, postsecondary institutions, and scholarship programs with educational planning

5

Guidelines for Including Students with Disabilities The North Kansas City School District includes all students in the district assessment plan. Students with disabilities are provided with appropriate accommodations to facilitate accurate assessment, and minimize the impact of disability. Students who are not able to participate in the regular state assessment program or district wide assessments of academic achievement due to the impact of the disability are assessed through alternative assessments. Decisions regarding student participation and/or accommodations are made by the student’s Individual Education Plan (IEP) team based upon the learning characteristics and needs of the student, accommodations used with the student during regular instruction, the requirements and demands of the assessment, and the appropriateness of accommodations for the assessment. These decisions are stated in the student’s written IEP.

Local Assessment of Show-Me Standards Several Show-Me Standards are not feasible to assess via state MAP testing, and must be assessed at the district level. The following table (pp. 7-14) indicates strategies for local assessment of these Show-Me Standards in the North Kansas City School District.

6

Local Assessment of Show-Me Standards Show-Me Standard Com Arts: Content Standard 5: Comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions).

Com Arts Content Standard 6: Participating in formal and informal presentations and discussions of issues and ideas.

NCK Curriculum Cross-Reference

Objective

Assessment Method (Sample questions found in curriculum guides)

Com Arts, K-3, Speaking/Listening Strand

Students identify similarities and differences in one’s own ideas and ideas in oral presentations.

After listening to an oral presentation, identify similarities/differences between your own ideas and the presentation in a written paragraph.

Com Arts, 4-7, Speaking/Listening Strand

Comprehends and evaluates the content and artistic aspect of oral and visual presentations

Comprehends and evaluates written, visual and oral presentations and words by identifying the key words and issues discussed in the presentation or passage (1.5)

Com Arts, 8-12, Speaking/Listening Strand

Comprehends and evaluates the content and artistic aspect of oral and visual presentations

Uses a scoring guide to evaluate presentations

Com Arts, K-3, Speaking/Listening

Students participate in formal and informal discussions, and listen and ask appropriate questions in discussions to understand ideas.

After listening to the (given) selection and discussion about it, write an appropriate question to ask.

Students develop and deliver presentations to small/large groups, staying on topic and in sequential order Com Arts, 4-7, Speaking/Listening

Develops and delivers presentations to small and/or large groups.

Compares and contrasts ideas on the same topic from two or more presentations

Comprehends and evaluates written, visual and oral presentations and words (1.5)

Responds to presentations (summarizes/paraphrases, relate to prior knowledge, recognize similarities and differences to own opinions)

Finds and identifies key information that is spelled out in a passage (e.g. who, what, when, where, why, how) Com Arts, 8-12, Speaking/Listening

Develop a plan of how you could present information on life cycles.

Summarizes presentations and discussions

Develops and delivers presentations to small and/or large groups.

PE Develop and deliver research report and visuals

Speaks effectively in a variety of real or simulated workplace situations. (II.3.c)

PE Prepare and deliver persuasive presentations.

Participate in informal presentations and discussions by summarizing or paraphrasing the main points of the discussion. (II.5.d)

CR Deliver paraphrase and summary. CR Summarize or paraphrase the main points of a discussion

7

Show-Me Standard Com Arts Content Standard 7: Identifying and evaluating relationships between language and culture.

Assessment Method (Sample questions found in curriculum guides)

NCK Curriculum Cross-Reference

Objective

Com Arts, 3rd Grade, Reading Strand

Reads and comprehends a variety of culturally diverse texts.

CR Use the story elements chart below to explain the elements of the different stories (fairy tale, folk tale, fable)

Com Arts, 3rd Grade, Reading Strand

Students identify words and phrases (such as idioms, jargon, local expressions) that reflect various cultures and eras. (I.5.e)

CR Explain what “phrase A” from the text means, and describe which clues from the text helped you to figure out the phrase.

Com Arts, 4-7, Reading

Reads and comprehends a variety of culturally diverse texts.

CR Analyzes communications to determine how they reflect particular cultures or eras

Com Arts, 8-12, Reading

Reads and comprehends a variety of culturally diverse texts.

CR Compare and contrast communications that reflect differing perspectives on a current issue. CR Describe universal themes and human conditions.

Determine relationships between literature and other communications and their historical and/or cultural contexts. (I.5.b)

CR Discuss the role of author’s cultural background in literature

Com Arts, K-3, Reading

Explains words and phrases that reflect various cultures

CR Given a reading selection, explain the underlined words and or phrase that reflect another culture.

Com Arts, 4-7, Reading

Explains words and phrases that reflect various cultures

CR In a given reading selection, identify works of phrases that are representative of another culture. Explain the words and or phrase.

Com Arts, 8-12, Reading9

Identify, analyze, and evaluate problems and proposed solutions from multiple cultural or societal perspectives. (III.2.d)

CR Analyze the problem in a selection and explain the role of the cultural perspective in the events in the selection

Com Arts, K-3, Reading

Identifies sayings, expressions, and other forms of usage that reflect regions and cultures

CR Given a reading selection, explain the underlined words and or phrase that reflect another culture

Com Arts, 4-7, Reading

Identifies sayings, expressions, and other forms of usage that reflect regions and cultures

CR Given a reading selection, explain the underlined words and or phrase that reflect another culture

Com Arts, 4-7, Reading

Determine relationships between literature and other communications and their historical and/or cultural contexts.

CR Explain how a given selection might have been different had it been written in a different culture.

Com Arts, 8-12, Response to Lit.

Determine relationships between literature and other communications and their historical and/or cultural contexts.

CR Explain the relationship between literature and other communications involving a given piece of literature in its cultural context.

8

Show-Me Standard

Fine Arts: Content Standard 3: The vocabulary to explain perceptions about and evaluations of works in dance, music, theater, and visual arts.

NCK Curriculum Cross-Reference

Objective

Assessment Method (Sample questions found in curriculum guides)

Com Arts, 4-7, Reading

Identify, analyze, and evaluate problems and proposed solutions from multiple cultural or societal perspectives.

Teacher observation of participation in classroom discussion.

Com Arts, 8-12, Response to Lit.

Identify, analyze, and evaluate problems and proposed solutions from multiple cultural or societal perspectives.

Teacher observation of participation in classroom discussion.

Com Arts, 4-7, Reading

Describes universal themes/human conditions that recur in the literature of all cultures

CR Describe the similarities between the themes in two selected pieces of literature.

Com Arts, 8-12, Reading

Describes universal themes/human conditions that recur in the literature of all cultures

CR Identify a universal theme/human condition and explain how it recurs in literature of more than one culture, giving examples.

Com Arts, 4-7, Reading

Compares literature of different cultures, contrasting language use, poetry, characterization, story types, and nonfiction

CR Compare and contrast literature of different cultures, contrasting language use, poetry, characterization, story types, and nonfiction.

Com Arts, 8-12, Reading

Compares literature of different cultures, contrasting language use, poetry, characterization, story types, and nonfiction

CR Compare and contrast literature of different cultures, contrasting language use, poetry, characterization, story types, and nonfiction.

Instrumental Music 5th grade strings

Listen and watch performances and describe the components.

Describe the components of a performance

Instrumental Music

Listen/watch a performance and identify, analyze and draw conclusions about the a performance

Write a critique of a performance

Listen/watch a performance and identify, analyze and draw conclusions about the a performance

Write a critique of a performance

Art, Gr.

Explain the differences among various types of artwork using art vocabulary.

Use a Venn diagram to determine differences. Write a paragraph of findings.

Art, Gr.

Analyze the use of the elements of art and principles of design in an artwork.

Written report or oral presentation describing how a specific elements or principle is used in an artwork.

Art, Gr.

Compare the media and processes used in the visual arts to those of other disciplines

Written report or oral presentation describing how a specific elements or principle is used in an artwork.

Middle School Bank Instrumental Music HS band/orchestra

9

Show-Me Standard Goal 1, Process Standard 2: Conduct research to answer questions and evaluate information and ideas

NCK Curriculum Cross-Reference

Objective

Assessment Method (Sample questions found in curriculum guides)

Com Arts, K-3, Reading

Students evaluate relevance to need, and ease of use of information gathered from various resources, including electronic resources

Given two online resource articles, the student will evaluate the most relevant to a given topic

Com Arts, 4-7, Reading

Students evaluate and compare the accuracy, credibility, validity and reliability of information, including the Internet and advertisements (I.2.)

Com Arts, 8-12, Reading

Students select and use appropriate reference sources

Com Arts, 8-12, Reading

Students evaluate the reliability of information and sources. (III.1.f)

CR All students are given copies of magazine article about a country. One article is from a tourist agency; one is from a government agency. They read, evaluate and compare information in each. They compare the reliability and accuracy of facts in each. CR For the following passage, select and explain the reference source you would choose to find additional information on that topic. CR Evaluate the reliability of information presented on a specific web page.

Com Arts, 8-12, Reading

Students establish criteria for analyzing resources by identifying purpose and intended audience. (I.3.a)

CR Establish criteria for analyzing resources by identifying purpose and intended audience by comparing and contrasting two databases (any 2 resources).

Com Arts, K-3, Reading

Uses key words and ideas to initiate research and/or locate information (dictionary, Internet search, encyclopedia)

CR You are doing a research project on simple machines. What keywords would you use to do this project?

Com Arts, 4-7, Reading

Uses key words and ideas to initiate research and/or locate information (dictionary, Internet search, encyclopedia)

SR When researching Abraham Lincoln, identify which key word would help you locate a biography article. o Lincoln, Abraham o Presidents o United States of America o Washington, DC

Com Arts, 8-12, Reading

Uses key words and ideas to initiate research and/or locate information (dictionary, Internet search, encyclopedia)

CR Identify key words to use in researching a given topic in the media center. Identify key words that you would use in an internet search on a given topic.

Com Arts, K-3, Reading

Students find information using encyclopedias, pictures, dictionaries, atlases, and subject specific resources. (I.2.h)

SR If you wanted to find out today’s weather, you would use: a. Encyclopedia b. Newspaper c. Almanac d. Dictionary

10

Show-Me Standard

NCK Curriculum Cross-Reference

Objective

Assessment Method (Sample questions found in curriculum guides) CR Given an encyclopedia and dictionary, students will identify and analyze the organization of each. (Both alphabetical, use guidewords, index in encyclopedia, encyclopedia multi-volume, etc.) CR In which database can one conduct a search for an author?

Com Arts, 4-7, Reading

Students identify and analyze organizational patterns of print and non-print resources to facilitate research (I.2.d).

Com Arts, 8-12, Reading

Students conduct searches using a variety of technologies and resources.

Instrumental Music

Research a composer or a composition. Identify analyze and draw conclusions that relate practice and performance.

Research paper/presentation incorporating world events, historical perspective from sources including recordings and internet.

High School Band

Research a composer or a composition. Identify analyze and draw conclusions that relate practice and performance.

Research paper/presentation incorporating world events, historical perspective from sources including recordings and internet.

Visual Arts – Art History

Differentiate among subject matter in works of art

Using department reproductions, divide a set of reproductions by subject matter.

Visual Arts – Art History Grades 6-8

Examine the work of regional artists

Read art magazines and view videos to gain information on the Regional artists.

Visual Arts – Art History

Use a variety of techniques for researching information about art, artists, art events, and art history.

Presentation to the class on an artist or art style. Use at least three different sources for information.

Students will identify ways to respect other’s ideas and backgrounds and acknowledge their contributions.

CR Use language to try to influence others to vote for your favorite school subject.

Students demonstrate group participation skills (leader/participant, active listening, respecting viewpoints, sharing ideas

CR Demonstrate group participation skills by explaining how you show respect for the viewpoints of others

Exchange information, questions, and ideas while recognizing the perspectives of others.

CR Using PowerPoint as a presentation tool, students will exchange information related to research on a selected topic. CR Specify which technology tool: i.e. PowerPoint, inspiration, web page, or HyperStudio. You would use to create a graphic for a research project.

Middle School Band

Instrumental Music

K-5

Grades 9-12

Goal 2, Process Standard 3: Exchange information, questions, and ideas while recognizing the perspectives of others.

Com Arts, K-3, Reading

Com Arts, 4-7, Reading

11

Show-Me Standard

Goal 2, Process Standard 5: Perform or produce works in the fine and practical arts.

NCK Curriculum Cross-Reference

Objective

Assessment Method (Sample questions found in curriculum guides)

Com Arts, 8-12, Reading

Students deliver informational and multimedia presentations using variety of appropriate available technologies for different audiences and purposes. (II.2.c)

CR What equipment and/or technology would be needed to deliver an informational and multimedia presentation that included audio, video, photographs. Clip Art, text?

Visual Arts: Aesthetics Strand, K-5

Discuss why people create art.

Classroom discussion.

Visual Arts: Aesthetics Strand, 68

Understand that artwork can be interpreted in more than one way

Students will pick the most and least favorite from a grouping of reproductions and write a short paragraph explaining choices. Class discussion on choices and the reasons given.

Visual Arts: Aesthetics Strand, 912

Demonstrate how responses to art nay be both positive and negative.

Students will compare the current popularity of Impressionist art to the reviews written at the first Impressionism exhibit.

Instrumental Music 5th grade strings

Prepare and perform with a group.

Teacher observation of student growth.

Instrumental Music

Perform a solo with accompaniment

Each 8th grade band and orchestra musician is assessed on performing a solo with accompaniment played on Smart Music. Adjudicators use a scoring guide to assess the performance. Students are given a written evaluation of their performance. Students earning a I or a II rating are given a blue or red ribbon

Perform a solo with accompaniment

Uses a scoring guide to self-evaluate progress. Teacher observation. Participation and scoring at a district level evaluation festival.

Visual Arts: Product and Performance Strand, K-5

Use repeated line, shape and color to create a pattern.

Evaluation of student work using a scoring guide.

Visual Arts: Product and Performance Strand, 6-8

Use size relationships among shapes to show distance.

Evaluation of student work using a scoring guide.

Visual Arts: Product and Performance Strand, 9-12

Design and produce pieces of finished jewelry

Evaluation of student work using a scoring guide.

Discuss why preferences in art exist.

Middle School Band

Instrumental Music High School Band, Orchestra

12

Assessment Method (Sample questions found in curriculum guides)

Show-Me Standard

NCK Curriculum Cross-Reference

Goal 2, Process Standard 6: Apply communication techniques to the job search and to the workplace.

Counseling/Guidance K-3

Students will develop the ability to work and play together

Teacher observation of students resolving conflicts in role playing groups

Counseling/Guidance 4-7

Student will understand how to resolve conflict when participating in group activities.

Teacher observation of students resolving conflicts in role playing groups

Counseling/Guidance

Student will access information about career and academic opportunities. Students will explore career paths. Student conducts interviews, such as mock job interviews and research interviews.

Students develop career paths and select courses for future years using the career path as a guide.

Student reads effectively in a variety of real or simulated workplace situations.

Read the business memo on page 1186 and determine which of the following actions would not be acceptable for company employees when interacting with Indonesian staff members. a) Avoid gesturing or handing things with your left hand b) Call co-workers to you by extending your right hand downward and waving the fingers c) Never remove your shoes when invited into an Indonesian home

Com. Arts Gr. 9

Com. Arts Gr. 11

Objective

P.E. Students develop interview questions and conduct mock job interviews. Follow-up by having students evaluate the effectiveness of the questions for achieving the purpose of the interview.

d) Avoid placing your hands on your hips when talking

Goal 2, Process Standard 7: Use technological tools to exchange information and ideas.

Com Arts, K-3, Reading

Students will use a variety of electronic resources to access information.

CR.: Using the eLibrary screen below choose the best article for your research on the lifecycle of the frog and tell why.

Com Arts, 4-7, Reading

Students exchange information and ideas using technology.

PE: Gather information and create a PowerPoint or video presentation with a set number of slides and present to a group (5-10 slides) to facilitate the exchange of information and ideas.

Com Arts, 8-12, Reading

Students exchange information and ideas using technology.

C.R.: When conducting a Boolean search, which term would be least/most restrictive?

13

Show-Me Standard Goal 4, Process Standard 4: Recognize and practice honesty and integrity in academic work and in the workplace.

NCK Curriculum Cross-Reference

Objective

Com Arts, K-3, Writing Strand

Students cite sources used in writing.

Com Arts, 4-7, Study Skills, Strand

Students cite sources in bibliographic form (MLA style)

Assessment Method (Sample questions found in curriculum guides) CR Explain why it is important to cite your sources when you write a report. Each student will be given a sample book title pag a) Cite the source of information in the form below: b) Using another title page sample, cite the information without the fill-in-the blanks What does copyright year mean in a citation? a) Year of publication b) Date the publishing company was founded c) Author’s birthday d) Birth year of the subject. CR Why is it important to cite sources when writing a report?

Goal 4, Process Standard 8: Explore, prepare for, and seek educational and job opportunities.

Com Arts, 8-12, Reading

Students cite sources correctly within written texts and in lists of references, using MLA form. (IV.3.g)

CR Cite three examples of plagiarism.

Com Arts, K-3, Reading

Explains decisions that community workers must make as part of their jobs

CR Explain two decisions that have to be made by a given community worker.

Com. Arts, 3rd Study Skills

Students explain that anyone could have a career in communication arts (equal opportunity).

CR You want to be a writer. Explain why you could have a career as an author and what you could do to prepare for it.

Com Arts, 3rd Study Skills

Students identify careers related to communication arts (author, illustrator, publisher, storyteller, librarian, researcher or reporter

SR Identify the person who interviews others, finds out the latest news, and writes an article for the newspaper. a. Author b. Researcher c. Reporter d. Illustrator

Com Arts, K-3, Reading

Identifies the knowledge and skills needed for a career in publishing, writing, reporting, researching, etc

CR Pick one of the Communication Arts careers and explain to a friend why this career is right for him by identifying the skills needed.

Com Arts, 4-7, Reading

Research and evaluate career and academic options

Students research a career and prepare a Power Point presentation to describe facts about the chosen career.

Com Arts, 8-12, Reading

Research and evaluate career and academic options

Develop a career path plan.

14

Assessment of English Language Learners (ELL) The North Kansas City School District annually assesses the English proficiency of all limited English proficient students, or English Language Learners (ELLs), who are eligible to participate in the ELL program or who are current participants in the ELL program. The following table illustrates the timeframes and the assessments used for the various grade levels: Grade Level Assessment Range Purpose Elementary (K-5) Placement

Assessment Instruments Idea Proficiency Test (IPT)

Exit from Program

Idea Proficiency Test (IPT)

Timeframe Within 30 days from start of school or within two weeks if child enters mid-year Ongoing

MAC II SRI

Demonstrate annual growth in language (group and individual)

Classroom performance Idea Proficiency Test (IPT)

Spring (annually)

MAC II

Secondary (6-12)

Placement

Woodcock-Munoz Language Survey

Exit from Program

Woodcock-Munoz Language Survey

Within 30 days from start of school or within two weeks if child enters mid-year Ongoing

MAC II SRI

Demonstrate annual growth in language (group and individual)

Classroom performance MAC II

Spring (annually)

15

Assessment Results and Dissemination of Data Assessment results are used to conduct effective needs assessment at the district and building levels to guide instructional decision-making and refine teaching practices to best meet the needs of students. The following categories outline the purposes of an assessment program and the uses of assessment data. School Improvement The North Kansas City Schools have adopted a district-wide format for school improvement plans that assist professionals in developing a plan to increase student achievement. Assessment data is used to analyze strengths and areas of need at each site. Assessment data is disaggregated by gender, race, and special groups of students so that professionals are able to determine students’ progress effectively. At the district level, data is analyzed to determine trends in student achievement. These trends are examined to determine revisions or refinement of curriculum content, instructional methods, and staff development opportunities. In the fall, building principals receive assessment data in a variety of reporting options. Reports include student scores, item analysis, Title I reports (when applicable), criterion-referenced skills analysis, group narrative reports and performance profiles. Principals also receive software and current test data to further analyze progress of specific groups of children and adjust instruction and programs to best meet students’ needs. Principals participate in workshops to review student achievement scores and generate ideas for school improvement efforts. Student and School Performance Reporting Parents also receive assessment information regarding student progress. In the fall, building principals schedule test interpretation conferences for parents. At these conferences, the building principal or other school personnel assists parents in the interpretation of the assessment reports. Test data is either distributed at parent/teacher conferences in the fall, or mailed to the parents. North Kansas City Schools also publish district assessment data for the community. Committed to the notion of public accountability, the leadership of the North Kansas City Schools takes every opportunity to celebrate students’ progress. Program Evaluation The district’s educational programs are evaluated on a regular cycle in order to determine their quality and gain direction for improving them. Effective analysis of quantitative information is a standard of the district’s program evaluation process. Assessment data is analyzed to illuminate issues, answer questions, and increase knowledge and understanding of a program. This diagnostic data assists professionals in refining district programs to improve student learning.

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Staff Development Related to the Assessment Program In the North Kansas City School District, staff development is based upon student assessment results. The following description depicts the structures and processes utilized to ensure that staff development activities are directly related to the assessment program. Principal Training Assessment, curriculum, and instruction are essential topics for principal training conducted throughout the school year. Each school year all principals receive necessary materials, including assessment reports, for staff development and instructional decision-making for the school year. Principals, then, are responsible for reviewing district and building data with teachers. The goal is to ensure all teachers receive an overview of the assessment program and consistently receive and use assessment data in making instructional decisions in the classrooms. The following specific topics for principal and/or building leadership team (BLT) in-service have been identified below, with the approximate timeframe for each: District Assessments, Purposes, and Schedules Using Disaggregated Assessment Data for School Improvement Planning Using Formative Assessment Data (Benchmark) for Mastery Learning Test-Taking Strategies Student Motivation and Recognition Strategies Developing the Building Assessment Plan (MAP) Preparing for the MAP: Details and Logistics Assessment Reflection: Planning for Next Year

August September November December January February March April

Teacher Training Teachers receive training related to the assessment program at both the district and building level. At the building level, principals, designated Staff Development Coordinators, and Site Councils are responsible for identifying teacher needs, designing in-service, and providing for delivery of that training. Specific topics for building in-service are identified within the building’s School Improvement Plan. District staff development is delivered via the district’s Grade Level/Content Cadre. This cadre of teachers is trained at the district level in topics such as balanced assessment strategies, data analysis, mastery learning, effective instructional strategies, and other topics identified as district needs based upon data. Cadre members plan staff development activities for their particular teacher group (i.e. high school math; K-12 art, etc.) based upon the district content. New/Beginning Teacher Training Teachers new to the district receive additional in-service designed to address the needs of teachers new to the North Kansas City Schools. In August, specific workshops are in place to provide every new teacher with an overview of the District Assessment Plan. In addition, Beginning Teacher Cohort Groups, small groups of teachers led by experienced facilitators, receive quarterly in-service throughout the year to address issues relative to assessment, curriculum, and instruction.

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Teaching Test-Taking Strategies All teachers integrate traditional and performance-based test-taking strategies within the instructional process. Implementation of effective test-taking strategies in the classrooms is the responsibility of the building principal. District curriculum specialists are available to teachers and principals to model lessons in test-taking strategies in classrooms district-wide. Materials and suggestions for including traditional and performance-based test-taking strategies in the instructional process are provided for building principals.

Confidentiality of Student Assessment Data Student assessment data shall be made available to those staff members, and only those staff members, who need such data to make educational decisions. Anyone with access to student assessment data is responsible for ensuring that the information is kept confidential. Violations of student confidentiality may result in disciplinary action.

Use of Parallel Items/Practice Tests The use of parallel items (test items constructed to align with the content and format of assessments such as the MAP), and practice tests is recommended instructional practice in North Kansas City Schools. All district personnel are accountable for ethical practice regarding the use of parallel items. Ethical practice means that district personnel may NOT utilize actual test items from an assessment, including selected response items in which terms identical to terms within an actual test are used. When teacher-created parallel items or practice tests are acquired from a source outside the North Kansas City Schools, those items must be reviewed through the Offices of Assessment and Data (Elementary/Secondary) prior to use in the classroom. The Offices of Assessment and Data, in turn, seek approval through the Missouri Department of Elementary and Secondary Education (DESE) Assessment Division. District personnel who utilize test items or practice tests that do not meet the aforementioned standards may be subject to disciplinary action.

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Policies to Ensure Test Security It is the policy of the North Kansas City School District to employ regular and systematic procedures for assessing the effectiveness of curriculum and instruction. An assessment program that meets the requirements as defined in the Missouri School Improvement Program shall be in place. The North Kansas City School District will ensure test security in the following manner: 1. All standardized test booklets are to be stored in a secured area. 2. If the standardized tests are sent directly to the district office, the test coordinator will carefully check all materials and sort them in preparation for administration, making a written record of the number of booklets that will be sent to each administration site. 3. If the standardized tests are sent directly to each building, the principal or principal designee will carefully check all materials and sort them in preparation for administration, making a written record of the number of booklets received. 4. The district test coordinator will assume the responsibility for contacting the appropriate testing agency if any test order is inaccurate. 5. After the initial count, check, and sorting of the testing materials, test booklets will be stored in a secure area until distributed for administration. 6. Only the test coordinator and other designated individuals will have access to test materials prior to distribution. 7. No teacher shall have access to test booklets or be told the specific contents before test distribution. 8. Teachers will have access to the performance standards for the Missouri Assessment Program tests. Teachers will also have access to the test administration manuals. 9. Answer sheets and test booklets will be collected from test administrators immediately following testing, organized according to instructions, and stored in a secure area. 10. Test booklets and answer sheets are re-counted after test administration and checked against preadministration counts. An inventory of testing materials will be sent to the district test coordinator. 11. Security measures are designed to prevent unfair practices. 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. Removing a test booklet from a secure storage area except during a test administration c. Failing to return all test booklets following test administration d. Directly teaching any test item included on a standardized test e. Changing a student’s response f. Referring to incorrect responses or missed items during testing, allowing students to share answers, or altering test administration procedures in any other way so as to give students unfair advantage* g. Applying undue pressure on the part of administrators for teachers to engage in any of the aforementioned inappropriate or unfair practices

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If a district staff person is suspected of engaging in any of the aforementioned unfair practices, an immediate investigation will occur. If allegations are proven, a report will be forwarded to the Superintendent, or his/her designee, and appropriate disciplinary action will be taken. * Modification of the standardized testing procedures is allowable only for students identified as eligible for specified modifications under federal and/or state guidelines. •

The district’s Assessment Program will be submitted for board approval on an annual basis.

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Elementary Testing Windows 2008-09 LEVEL

ASSESSMENT

Three times annually: By September 22 [9/2-9/16] By January 16 [1/6-1/15] By May 12 [5/1-5/11]

Mathematics Unit Tests (Investigations)

Following each instructional chapter/unit

Communication Arts Benchmark Progress Test • Student response to selected response, constructed response and performance events

Two times annually: Fall and Spring

Mathematics Benchmark Progress Test • Student response to selected response, constructed response and performance events

Three times annually: Fall, Mid-year, Spring

Science Benchmark Progress Test • Student response to selected response, constructed response and performance events

Three times annually: Fall, Mid-year, Spring

MBSP (Monitoring Basic Skills Progress)

Three times annually: By September 22 By January 16 By May 12

CogAT (Cognitive Abilities Test) • All sections

• • •

K-5

K-5

K-5

K-5

K-5

TESTING WINDOWS

Curriculum-Based Measurement (Reading and Math)

2

2,5

Refer to specific grade level pacing guides for dates

Refer to specific grade level assessment plan for dates

Refer to specific grade level pacing guides for dates

• STAR Math

Three times annually: By September 22 By January 16 By May 12

MAP (Missouri Assessment Program) • Communication Arts • Math

• • • • •

*Scholastic Reading Inventory (SRI)

Three times annually: by September 21 By January 17 By May 12 *MUST be given to every 5th grader in the Spring

Physical Fitness Testing (reported to DESE)

Testing Window: Spring 2009 Results due to Building Principal to be included in the School Accreditation Profile by: May 15

MAP (Missouri Assessment Program) • Science

• • • • •

3-5

3-5

3-5

5

5

Testing Week: October 6-10 Make-Up: October 14-16 Building Review of Test Documents: October 17, 20 Due to Doolin: End of Day Oct. 22

MAP is scheduled for April 6th-17th Testing Week: April 6- 10 Make Up: April 13-15 Building Review: April 16-17, 20 Return to LL Doolin: April 21st

MAP is scheduled for April 6th-17th Testing Week: April 6- 10 Make Up: April 13-15 Building Review: April 16-17, 20 Return to LL Doolin: April 21st

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Elementary Testing Windows-*Pilot 2008-09 LEVEL

ASSESSMENT

TESTING WINDOWS

Curriculum-Based Measurement (Reading and Math)

Three times annually: By September 22 [9/2-9/16] By January 16 [1/6-1/15] By May 12 [5/1-5/11]

Mathematics Unit Tests (Investigations)

Following each instructional chapter/unit

Grade Level Assessment Pre/Post

By Semester By August 22/By Dec. 12 By January 16/ByMay 22

MARC I and MARC II

MARC I-By November 21 MARC II-By March 6

MBSP (Monitoring Basic Skills Progress)

Three times annually: By September 22 By January 16 By May 12

CogAT (Cognitive Abilities Test) • All sections

• • •

K-5

K-5

1-5

1-5

2

2,5 STAR Math

3-5

3-5

MAP (Missouri Assessment Program) • Communication Arts • Math

• • • • •

*Scholastic Reading Inventory (SRI)

Three times annually: By September 21 By January 17 By May 12 *MUST be given to every 5th grader in the Spring

Physical Fitness Testing (reported to DESE)

Testing Window: Spring 2009 Results due to Building Principal to be included in the School Accreditation Profile by: May 15

MAP (Missouri Assessment Program) • Science

• • • • •

3-5

5

5

Testing Week: October 6-10 Make-: October Up 14-16 Building Review of Test Documents: October 17, 20 • Due to Doolin: End of Day Oct. 22 Three times annually: By September 22 By January 16 By May 12 MAP is scheduled for April 6th-17th Testing Week: April 6- 10 Make Up: April 13-15 Building Review: April 16-17, 20 Return to LL Doolin: April 21st

MAP is scheduled for April 6th-17th Testing Week: April 6- 10 Make Up: April 13-15 Building Review: April 16-17, 20 Return to LL Doolin: April 21st

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Middle School Testing Windows 2008-09 LEVEL

ASSESSMENT

6-8

Curriculum-Based Measurement (CBM)

6-8

Scholastic Reading Inventory (SRI)

6-8

6-8

Communication Arts Benchmark Assessments • Student response to selected response, constructed response and writing performance events Communication Arts Mini Assessments • Student response to brief selected response, constructed response and writing performance events directly aligned with essential mastery objectives

6-8

STAR Math

6-8

Mathematics Benchmark Assessments • Student response to selected response, constructed response and performance events

6-8

Science Benchmark Tests • Student response to selected response, constructed response and performance events

6-8

MAP (Missouri Assessment Program) • Communication Arts • Math

6-8

Social Studies Benchmark Assessments • Student response to selected response, constructed response and performance events

6-8 Algebra Students

TESTING WINDOWS Three times annually: September 15-26 January 12-23 May 11-22 Three times annually: September 8-19 January 12-23 May 11-22 Two times annually: October 27-November 7 January 26-February 6 Three times annually: September 29-October 3 December 8-12 March 2-6 Three times annually: September 15-26 January 12-23 May 11-22 Three times annually: Grade 6: November 10-21; February 9-20; March 23-April 3 Grade 7: Sept 29-Oct 10; Nov 10-21; Feb16-27 Grade 8: Sept 29-Oct 10; Dec 8-19; March 23-Apr 3 Three times annually: November 3-14 January 19-30 March 2-13 • Testing Week: April 6-10 • Make-Up: April 13-15 • Building Review of Test Documents: April 16-17 • Due to Doolin: End of Day April 21 Three times annually: Grade 6: Nov 3-14; Feb 23-March 6; May 4-15 Grade 7: Nov 17-28; Feb 16-27; April 13-24 Grade 8: Nov 17-28; Feb 16-27; April 13-24

Algebra I End of Course Exam

Specific window TBA: December and May

Missouri Connections

Complete by October 1

8

MAP (Missouri Assessment Program) • Science

• • • •

8

Census of Technology

TBA

8

Instrumental Music Assessment • Group • Individual

Individual Band: October 27-November 7 Individual Orchestra: November 3-14 8th Grade Strings: February 23 (evening) 8th Grade Band: February 24 (evening)

Vocal Music Assessment

8th Grade Choir: February 25

6-9

Orchestra and Band Students Only

8 Choir Students Only

Testing Week: April 6-10 Make-Up: April 13-15 Building Review of Test Documents: April 16-17 Due to Doolin: End of Day April 21

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High School Testing Windows 2008-09 LEVEL

9

9

ASSESSMENT

TESTING WINDOWS

Physical Fitness Testing (reported to DESE) • Locally assessed physical fitness tests • Aerobic Capacity • Abdominal Strength/Endurance • Upper Body Strength/Endurance • Flexibility Missouri Connections • Interest inventory for career pathway planning

•

Algebra I End of Course Exam

Specific window TBA: December and May

Field Test: Communication Arts I End of Course Exam

Specific window TBA: Spring 2009

Field Test: Government End of Course Exam

Specific window TBA: Spring 2009

•

Fall 2008 (Semester 1 students); Spring 2009 (Semester 2 students) Results due to Core Data by May 21

•

Dates set by building: prior to October 1

9 Algebra Students

9 CA I Students

9 Amer Citiz Students

9-10

Scholastic Reading Inventory (SRI)

9-10

STAR Math

9-10

Course-Specific Communication Arts Benchmark Assessments • Student response to selected response, constructed response and writing performance events

9-11

Course-Specific Math Benchmark Assessments • Student response to selected response, constructed response and performance events

9-11

9-11

Course-Specific Science Benchmark Assessments • Student response to selected response, constructed response and performance events Communication Arts Mini Assessments • Student response to brief selected response, constructed response and writing performance events directly aligned with essential mastery objectives

Three times annually September 8-19; January 12-23; May 11-22 Three times annually September 15-26; January 12-23; May 11-22 Two times annually (Comm Arts I and II): Oct 27-Nov 7; Jan 26-Feb 6

Three times annually Algebra I: Sept 29-Oct 17; Jan 5-16; March 2-13 Geometry: Nov 3-14; Feb 9-27; April 6-17 Algebra II: Nov 3-14; Jan 5-16; March 23-April 3 Three times annually (Physics, Chemistry, Biology): November 3-14; January 19-30; March 2-13 Comm Arts I and II: Sept 29-Oct 3; Dec 8-12; March 2-6 Comm Arts III: Oct 27-31; Jan 26-30

Three times annually World History: Nov 17-28; Feb 16-27; April 4-17 US History: Nov 17-28; Feb 2-13; April 4-17 American Citizen: Nov 17-28; April 13-24 •

9-11

Course-Specific Social Studies Benchmark Assessments • Student response to selected response items

9-11

End of Course Field Tests: Algebra II, Geometry, Comm

9-12

A+ Assessment • Student mastery of performance standards for each high school course

• •

Communication Arts II End of Course Exam

Specific window TBA: December and May

Field Test: Geometry End of Course Exam

Specific window TBA: Spring 2009

Field Test: American History End of Course Exam

Specific window TBA: Spring 2009

Ongoing throughout the year Student performance results recorded at each site

10 CA II Students

10 Geometry Students

10 US History Students

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High School Testing Windows 2008-09 LEVEL

ASSESSMENT

TESTING WINDOWS

10

PLAN

Testing dates per site plans: NKCHS: September 23 Oak Park: September 17

10 (all) 11 (optional)

PSAT

October 15

US/MO Constitution Test

October 14 – October 28 Retakes for mastery as needed

Biology End of Course Exam

Specific window TBA: December and May

Field Test: Algebra II End of Course Exam

Specific window TBA: Spring 2009

11

Staley: September 17 Winnetonka: September 25

11 Biology Students

11 Algebra II Students

11-12 10, 11, 12

Technical Skill Assessments (TSAs) • 25% of all Vocational Concentrators College Entrance Exams • SAT • ACT

TBD, when students have completed an approved CTE program Individual student registration at building sites

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