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Clear Creek Independent School District Assessment Plan

Office of Assessment and Evaluation Adopted 09/20/2013 Clear Creek ISD

2013-2014 Board of Trustees Ann Hammond, President Win Weber, Vice President

Page Rander, Secretary Ken Baliker, Member Charles Pond, Member

Dee Scott, Member Laura DuPont, Ph.D., Member

Superintendent’s Cabinet Greg Smith, Ph.D., Superintendent

Steven Ebell, Ed.D., Deputy Superintendent, Curriculum & Instruction Paul McLarty, Deputy Superintendent, Business and Support Services

Sheila Haddock, J.D., General Counsel, Policy and Legal Affairs Holly Hughes, Assistant Superintendent, Elementary Education

Alex Torrez, Ph.D., Assistant Superintendent, Secondary Education

Office of Assessment and Evaluation Robert Bayard, Ed.D., Director

Laura Gaffey, Data Analyst Terri Heintschel, Assessment Coordinator

Pat McKenna, Data Analyst



Table of Contents

Section 1 – Philosophical Framework

Assessment for Learning ....................................................................................................................................1

Assessment Summit Summary ..........................................................................................................................3

Assessment Vocabulary .....................................................................................................................................5

Section 2 – Assessments

Purpose of Assessments ...................................................................................................................................13

Types of Assessments ......................................................................................................................................15

Advanced Placement Exam Information .........................................................................................................24

Credit by Exam Without Prior Instruction Information ...................................................................................26

Section 3 – Use of Assessment Data

Use of Assessment Data ...................................................................................................................................27

Section 4 – Procedures for Administering Assessments

Procedures for Administering Assessments .....................................................................................................29

Assessment Security ........................................................................................................................................29

Storage of Assessments....................................................................................................................................30

Analysis of Data ...............................................................................................................................................31

Section 5 – Communication of Data Results

Communication of Data Results .....................................................................................................................34

Data Reports ....................................................................................................................................................34

Management of Longitudinal Data .................................................................................................................34

Section 6 – Yearly Assessment Calendar

Yearly Assessment Calendar ..........................................................................................................................35

Section 7 – Assessing Students with

Assessing Students with Disabilities ..............................................................................................................37

Section 8 – Professional learning

Professional Learning .....................................................................................................................................39

Section 9 – Roles and Responsibilities

Roles and Responsibilities ..............................................................................................................................41

Student Honor Code ........................................................................................................................................42



Section 10 – Office of Assessment and Evaluation Job Descriptions

Office of Assessment and Evaluation Job Descriptions ..................................................................................43

Section 11 – Program Evaluations

Program Evaluation Process ...........................................................................................................................51

Program Evaluation Schedule .........................................................................................................................53

Section 12 – Budget Requirements

Budget Requirements ......................................................................................................................................55

Section 13 – Assessment Plan Review Process

Assessment Plan Review Process ...................................................................................................................57

Section 14 – Bibliography

Bibliography ...................................................................................................................................................59

Section 15 – Appendices

Characteristics of a Comprehensive Student Assessment and Program Evaluation Plan ..............................61

Resources ........................................................................................................................................................62

CCISD Elementary Learning Checkpoints FAQ (Sept. 2012) ........................................................................63

Advanced Placement Lead Counselor Meeting Notes .....................................................................................65

Credit by Exam Without Prior Instruction Counselor Meeting Notes .............................................................68

Post-Secondary Assessment Prep Day Information ........................................................................................70


Office of Assessment and Evaluation Sept 2013 Clear Creek ISD 1

Philosophical Framework

Student learning and assessment is built on the belief that all students will master the curriculum if provided the opportunity to learn in a manner that is consistent with each student’s learning style. It is the expectation of the Board and administration that student assessment in the District shall be both a formative and summative process. (EK[Local])

Assessments for Learning

(Excerpt from Texas Association of School Administrators: Creating a New Vision for Public Education in Texas, Article III: Assessment for Learning)

Statement of Principle

Appropriate and varied types of assessments are essential for informing students about their level of success in ways that affirm and stimulate their efforts and for informing their teachers so that more customized learning experiences may be provided in a timely way. Well-conceived and well-designed assessments should also be used to reveal to parents, the school, the district, and society at large the extent to which the desired learning is occurring and what schools are doing to continuously improve.

Supporting Premises We hold that:

Assessments must be framed in a system development approach to meet the information needs of all users of assessment results. The system must be balanced and reflect at least three basic levels of assessment: the classroom level, with particular attention to the impact of the assessment on the learner; the program level, which allows evaluation of program effectiveness; and the institutional level, which appropriately informs policymakers.

a. Assessments used by teachers are the most critical for improving instruction and student learning, and to be effective must reflect certain characteristics, be interpreted properly in context, and reported clearly. Conducting good assessments is a part of the art and science of good teaching that results from teacher experiences and formal teacher professional learning opportunities.

b. Assessment should be used primarily for obtaining student feedback and informing the student and the teacher about the level of student conceptual understanding or skill development so that the teacher has accurate information to consider for designing additional or different learning experiences.

c. Assessment should be continuous and comprehensive using multiple tools, rubrics, and processes, and incorporate teacher judgments about student work and performance as well as the judgment of others, when needed.

d. Assessment should not be limited to nor even rely substantially on standardized tests that are primarily multiple-choice paper/pencil or on similar online instruments that can be machine-scored.



Philosophical Framework

e. Standardized tests should be used primarily to identify hard-to-learn/difficult-to-teach concepts to differentiate learning experiences and focus attention on the more systemic curricular issues involving student performance. Assessments that rely exclusively on quantifiable information remove from the teacher and school informed judgment prerogatives that are necessary to be timely and productive and deny the human aspect of the daily interactions teachers have with students and each other.

f. Assessment should reflect and encourage virtual learning and incorporate ways of recognizing its value and counting it as credit in meeting graduation requirements.

g. Reports about student performances, generated as a result of assessment, should inform students, parents, the school, and the greater community about how well students are doing.

h. Sampling techniques involving all student groups should be employed periodically to evaluate programs and overall student progress. On occasion, community members or other teachers who have particular expertise may observe student performances and participate in protocols gauging the quality of student work products or examinations.

i. The voice of students should be respected, and their feedback should be solicited regarding their learning and their response to the tasks they are assigned.

j. The voice of teachers should be respected, particularly what they have to say about student performance, curriculum development, and program evaluations.

k. The voice of parents should be respected, and they should be involved in feedback processes regarding the response of their children to tasks assigned as well as parental desire to do work at home that extends the learning.

l. Assessments for learning, when they are varied and comprehensive, can also furnish important information in context as one factor among many in personnel appraisal systems, in ascertaining the performance levels of campuses and departments, and in measuring the impact of accountability systems on inspiring continuous improvement.

Texas Association of School Administrators: Texas Leadership Center, 2008.



Summary of Clear Creek ISD Assessment Summit

On May 3, 2012, an Assessment Summit was held, whereby Clear Creek ISD stakeholders met to determine assessment beliefs and to recommend changes to our current assessment processes. The results of the summit are as follows:

We believe that . . . 1. Students should be provided a balanced and comprehensive approach to assessment using multiple

tools, rubrics, and processes for the purpose of improving student learning. 2. Assessment should portray an accurate record of a student’s learning over time. 3. Assessments should provide an opportunity for students to transfer what was learned to a new context

or situation. 4. Assessments should evaluate and measure the individual and collective progress of students to guide

instruction at the classroom level and programmatic decisions at the district level. 5. Teachers play a fundamental role in student assessment and should seek out ongoing professional

learning in formative and summative assessment development, implementation, and data analysis. 6. Instruction should match the diverse needs of all learners and assessments should match instruction. 7. All stakeholders, including students, teachers, parents, and community members should clearly

understand in advance the purposes for which an assessment is given.

Prioritized Short-Term Changes 1. Launch a new vision of student assessment for learning starting with instructional leaders. 2. The District will reduce local assessments to one fall semester exam and one benchmark in order to

stop shutting down schools. 3. Offer shorter, more frequent assessments that are more “dipsticks” to check learning. 4. Revise grading guidelines to address new vision. 5. Standardize the test development process including timelines, designs and rigor. 6. Complete an analysis of all district assessments to determine who takes them and why. 7. Address system issues related to developing, modifying and printing.

Changes Already in Progress 1. Develop a test item bank for teachers to access. 2. Train teachers (general and special education) to better use Eduphoria Aware. 3. Develop action plans for all changes assigning responsibility, due dates, and resources needed. 4. Honor time for formative assessments including data analysis of these assessments. 5. Improve validity and reliability of test items.



Summary of Clear Creek ISD Assessment Summit

Long-Term Changes 1. Develop standard expectations for students to be informed about their progress/learning. 2. Deconstruct standards so they are student friendly 3. Provide teachers (general and special education) with Professional Learning on assessment literacy. 4. Develop 2 or 3 like items for each student expectation that can be shared with parents rather than

releasing tests. 5. Add formative assessments to curriculum documents and train teachers to use in summer 2013. 6. Tie Common Learning Framework into Professional Learning aimed at formative assessment. 7. Train teachers in steps to create common summative assessments and how them how to

disaggregate data from those assessments. 8. Coordinate and focus District and campus Professional Learning on “assessment for learning”

using district beliefs about assessment as foundation. 9. Insure that lesson plan design supports formative assessment. 10. Analyze scope and sequence to pare down the number of topics covered so we can go deeper. 11. Work on ways to bring students into being a user of their own assessment data. 12. Expand assessments to address needs of students taking advanced classes, such as GT, Pre AP, and

AP.

Clear Creek ISD 2012 Assessment Summit



Assessment Vocabulary

Accountability Accountability concerns the obligation of comprehensive school improvement planning, reporting, explaining, or justifying standards, making them responsible, explicable and answerable.

Alternative Assessment (Authentic Assessment, Performance Assessment) A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. Authentic assessment is a contrast to traditional educational testing and evaluation, which focuses on reproducing information such as memorized dates, terms, or formulas.

Assessment The systematic process of determining educational objectives through gathering, using, and analyzing information about student learning outcomes to make decisions about programs, individual student progress, or accountability.

Assessment for learning Assessment for learning is formative, and involves both teachers and students in ongoing dialogue, descriptive feedback, and reflection throughout the instruction.

Assessment of learning Assessment of learning is summative, and involves determining the quality of the learning that has taken place at the end of a unit or theme, term, semester, or school year. Specific learning outcomes and standards are reference points, and grade levels may be the benchmarks for reporting.

Assessment Method Technique used to collect data associated with assessment. Methods may include such techniques as: course project, graduate survey, portfolio, external licensing exams, etc.

Baseline This term refers to data collected following the initial administration of an assessment instrument, and is designed to establish an agreed upon point from which to measure future student progress or lack thereof.

Benchmark This is a term used to describe the standard for judging a performance. Teachers and students can use benchmarks to determine the quality of a student's work. Benchmarks can be used to tell what students should know by a particular stage of their schooling; for example, "by the end of the sixth grade, a student should be able to locate major cities and other geographical features on each of the continents."

Bloom’s Taxonomy Bloom’s Taxonomy contains six levels which are:

1. Knowledge: Recalling or remembering information without necessarily understanding it. Includes behaviors such as describing, listing, identifying, and labeling.

2. Comprehension: Understanding learned material and includes behaviors such as explaining, discussing, and interpreting.

3. Application: The ability to put ideas and concepts to work in solving problems. It includes behaviors such as demonstrating, showing, and making use of information.




4. Analysis: Breaking down information into its component parts to see interrelationships and ideas. Related behaviors include differentiating, comparing, and categorizing.

5. Synthesis: The ability to put parts together to form something original. It involves using creativity to compose or design something new.

6. Evaluation: Judging the value of evidence based on definite criteria. Behaviors related to evaluation include: concluding, criticizing, prioritizing, and recommending (Bloom, 1956).

Capstone Courses Culminating experiences in which students synthesize subject-matter knowledge they have acquired, integrate cross-disciplinary knowledge, and connect theory and application in preparation for entry into a career.

CAT’s Classroom Assessment Techniques are employed to give instructors information on the prior knowledge and skills of a class and on the class’ understanding of or reaction to a particular session or reading. The most famous of these is the “minute paper,” in which a teacher concludes or punctuates a class by asking students to write down the most important thing they learned that day, the most problematic aspect of a presentation or a brief response to any other topic the teacher chooses. Key features of classroom assessment include: it is universal (every student responds), anonymous and ungraded (so no student fears a penalty), and (like all efficient feedback) it is prompt, permitting the instructor to digest the results and use them immediately or in the next class. Classroom assessment techniques can be used for all sorts of purposes, including, seeking student background knowledge, assessing critical thinking or synthetic skills, gauging student attitudes, reactions, and self-awareness. Some useful CAT’s include:

Questionnaires that elicit students’ background knowledge of a topic Empty outlines, categorizing grids, and “pro and con” grids What, How, and Why Outlines to sort out the content, form and function of story or article Analytic Memos: short analysis of a reading One-sentence (or longer) summaries of a reading Invented Dialogues: students select or invent quotations from sources read in class on a particular

issue, e.g. Socrates and Aristotle on citizenship What’s the Principle? Students read a few problems and state which principle or guiding term studied

in the course applies to each

Classroom-Based Assessment Classroom-based assessment is the formative and summative evaluation of student learning within a single classroom.

Competency A group of characteristics, native or acquired, which indicate an individual's ability to acquire skills in a given area.

Competency-Based Assessment (Criterion-Referenced Assessment) Measures an individual's performance against a predetermined standard of acceptable performance. Progress is based on actual performance rather than on how well learners perform in comparison to others; usually still given under classroom conditions. CASAS and BEST are examples of competency-based assessments.




Cooperative Learning Activities

Cooperative learning involves students working together in groups (often following a teacher presented lesson), with group goals and individual accountability. Critical to the process are two factors: 1) how to help another student without giving the answer; and 2) how to work together toward a common goal.

Countable Outcomes Results that can be quantified; all measures of student outcomes except learning gains, including executive function skills, and affective-related measures. Learning gains are gains in speaking, listening, reading, writing, and numeracy. Executive function skills include problem-solving, critical thinking, and metacognition. Affective-related measures include self-esteem, self confidence, and interpersonal communication. Examples of Countable Outcomes include: number of people who get jobs, number of people who register to vote, number of people who achieve a GED.

Course Embedded Assessment Techniques A program assessment method based on an assignment used in a specific course. Examples include:

Primary Trait Analysis: instructor identifies ideal student achievement on an assignment, unit, course, or curriculum, then measures student achievement against it using a single, holistic grade.

Directed Paraphrasing: students summarize in well-chosen words a key idea presented during the class period or the previous period.

Muddiest Point: students write one or two ideas that were least clear to them from the current or preceding class period.

Minute Paper: students identify the most significant (useful, meaningful, disturbing, etc.) things they learned during a particular session.

Characteristic Features: students summarize in matrix form those traits that help define a topic and differentiate it from others; useful for determining whether students separate items or ideas that are easily confused.

Transfer and Apply: students write down concepts learned from the class in one column; in another column, they provide an application of each concept.

RSQC2: in two minutes, students recall and list in rank order the most important ideas from a previous day's class; in two more minutes, they summarize those points in a single sentence, then write one major question they want answered, then identify a thread or theme to connect this material to the course's major goal.

Curriculum-Embedded or Learning-Embedded Assessment Assessment that occurs simultaneously with learning, such as projects, portfolios, and exhibitions. Occurs in the classroom setting, and, if properly designed, students should not be able to tell whether they are being taught or assessed. Tasks or tests are developed from the curriculum or instructional materials.

Demonstrations A demonstration transforms ideas into something concrete and observable through visual, audio, art, drama, movement, and/or music. This could also include opportunities to demonstrate and explain procedures and strategies such as a science experiment or a solution to a non-routine math problem.




Direct Assessment Direct measures of student learning require students to display their knowledge and skills as they respond to the instrument itself. Objective tests, essays, presentations, and classroom assignments all meet this criterion.

Direct Assessment Tools Direct assessment tools and strategies include: portfolios, licensure exams, internships, and other measures of student learning.

E-Portfolios E-Portfolio provides students with the ability to electronically store collections of their intellectual work, thus enabling them to document their intellectual growth and development from entry to graduation and beyond. The goal of the e-Portfolio project is to deepen learning and empower students by providing them visible evidence of their learning and illuminating a pathway toward educational and career goals.

End-of-Course Exams The End-of-Course Exams are criterion-referenced tests taken at the completion of a course of study to determine whether a student demonstrates attainment of the knowledge and skills necessary for mastery of that subject. End-of-Course Exams will be given in Algebra I, Biology, ELA I and II, and US History.

ETS Educational Testing Services (ETS) is a nonprofit organization that offers testing and assessment services and products.

Formative Assessment Assessment that provides feedback to the teacher for the purpose of improving instruction. An assessment which is used for improvement (individual or program level) rather than for making final decisions or for accountability.

Frameworks These documents outline the broad goals and standards of an entire system of education, while giving the local school district the freedom to develop a specific program to address the frameworks.

General Education Outcomes Courses and other campus experiences lead to the development of the following:

Aesthetic Awareness: Graduates will have an appreciation of the role of aesthetic expression in daily life

Communicate Effectively: Graduates can demonstrate and apply skills for effective written and oral (including non-verbal) communication.

Critical Thinking: Graduates can demonstrate and apply the skills to conceptualize, think creatively and innovatively, analyze, synthesize, and apply information.

Global Understanding and Responsibility: Graduates understand global issues and the potential impact of their decisions on other individuals, groups and the environment. Graduates can identify opportunities and articulate personal intentions to improve global conditions.




Information Literacy: Graduates will be able to use information ethically and legally, and identify, explore, analyze and apply appropriate information resources to a specific task.

Personal Development: Graduates understand personal development as a life-long process. Graduates can demonstrate strategies for physical and psychosocial well being, as well as personal responsibility for decisions and behaviors.

Quantitative Literacy: Graduates can perform mathematical computations, identify and draw inferences from relevant information, and represent mathematical information graphically, symbolically, numerically, and verbally.

Scientific Literacy: Graduates can apply fundamental scientific principles and methods of inquiry to understand the impacts of scientific research and technology.

Social Responsibility: Graduates understand the rights, responsibilities, and privileges necessary to become informed participating community members.

Holistic Scoring Evaluating student work in which the score is based on an overall impression of student performance rather than multiple dimensions of performance (analytic scoring).

Indirect Assessment Indirect assessment asks students to reflect on their learning rather than to demonstrate it. Techniques include external reviewers, student surveys, exit interviews, alumni surveys, employer surveys, and curriculum and syllabus analysis.

Indirect Assessment Tools Indirect assessment tools and strategies include external reviewers, student surveys, exit interviews, alumni surveys, employer surveys, and curriculum and syllabus analysis.

Learning Checkpoints Local assessments conducted periodically in mathematics, reading, science, writing, and social studies in grades 3-12. Students and teachers receive feedback on students’ knowledge and understanding of the TEKS. Learning checkpoints can be used as formative assessments for teachers and students to adjust instruction and learning.

Learning Outcome (Educational Outcome) A Learning Outcome is a statement of what a student should understand and be able to do as a result of what he or she has learned in a course or program. A Learning Outcome reflects specific knowledge, skills and abilities a student is expected to achieve. Learning outcomes describe the learning mastered in behavioral terms at specific levels. In other words, what the learner will be able to do.

Norm-Referenced Test A norm-referenced test (NRT) is a test where the test items are built around a vendor's set of curricular objectives. The test provides information that compares the performance of students against the performance of a sample of students from across the country.

Pedagogy Pedagogy is the art and science of how something is taught and how students learn it. Pedagogy includes how the teaching occurs, the approach to teaching and learning, the way the content is delivered and what the students learn as a result of the process. In some cases pedagogy is applied to children and andragogy to adults; but pedagogy is commonly used in reference to any aspect of teaching and learning in any classroom.




Peer Evaluations Peer evaluations consist of student analysis and assessment of peer proficiency using either established or self-generated criteria. An activity must be very carefully structured if students are to receive valid feedback from their peers.

Performance Assessments A performance assessment requires the students to use knowledge and skills to act directly in a way that reveals the student's level of accomplishment and expertise. This type of assessment differs from a conventional paper-and-pencil test in the same way that a driving test for one's license differs from the written test. In the former case, the test is meant to realistically simulate driving "performance" - to replicate some typical "tests" that arise in daily driving. In the latter case, the learner is tested for knowledge of driving facts and rules, not whether the student knows how to employ them in performing the act of driving.

Portfolios A systematic and organized collection of a student’s work that exhibits to others the direct evidence of a student's efforts, achievements, and progress over a period of time. Examples include:

Showcase: Student only puts best example or best product in for each objective. Cumulative: Student places all work relevant to each objective into the portfolio. Process: Student places pre/post-samples of work for each objective into the portfolio.

Portfolio Assessment A portfolio is a collection of work, usually drawn from students' classroom work. A portfolio becomes a Portfolio Assessment when (1) the assessment purpose is defined; (2) criteria or methods are made clear for determining what is put into the portfolio, by whom, and when; and (3) criteria for assessing either the collection or individual pieces of work are identified and used to make judgments about performance. Portfolios can be designed to assess student progress, effort, and/or achievement, and encourage students to reflect on their learning.

Professional Learning This term refers to a coordinated set of planned learning activities for teachers and administrators which are standards-based and continuous. Ideally, quality professional learning will result in individual, school-wide, and system-wide improvement. Approved professional learning activities will be linked to the school's improvement plan, demonstrate research-based best practice, and be subject-specific and site-specific as often as possible.

Problem Solving Activities In a problem solving activity, students must search for a means to find a solution, as well as for a solution to the problem. A good evaluation of the problem solving activity requires consideration of both the thinking process and the final product.

Products Student products represent completed student work in a variety of forms; writing, videotapes, audiotapes, computer demonstrations, dramatic performances, bulletin boards, debates, etc. Students can demonstrate understanding, application, originality, organizational skills, growth in social and academic skills and attitudes, and success in meeting other criteria.




Qualitative Data Data collected as descriptive information, such as a narrative or portfolio. These data often collected in open-ended questions, feedback surveys, or summary reports, are more difficult to compare, reproduce, and generalize. It is bulky to store and to report; however, it is often extremely valuable and insightful data, often providing potential solutions or modifications in the form of feedback .

Quantitative Data Data collected as numerical or statistical values. These data use actual numbers (scores, rates, etc) to express quantities of a variable. Qualitative data, such as opinions, can be displayed as numerical data by using Likert scaled responses which assign a numerical value to each response (e.g. 4 = strongly agree to 1 = strongly disagree). This data is easy to store and manage; it can be generalized and reproduced, but has limited value due to the rigidity of the responses and must be carefully constructed to be valid.

Reliability The measure of consistency for an assessment instrument. The instrument should yield similar results over time with similar populations in similar circumstances.

Rubric A rubric is a scoring and instruction tool used to assess student performance using a task-specific range or set of criteria. To measure student performance against this pre-determined set of criteria, a rubric contains the essential criteria for the task and levels of performance (i.e., from poor to excellent) for each criterion.

Self-Evaluations A key concept in alternative assessment is having the student learn to recognize his/her own progress by taking the time to reflect. Those who are able to review their own performance, explain the reasons for choosing the processes they used, and identify the next step, develop insight, and self-involvement. Self-reflection, an important concept in any form of assessment, is a particularly important component of a student portfolio.

Standards A statement that tells what students are expected to know and be able to do within a content strand.

Strand A general category of learning standards in a content area.

Standardized Assessment Assessments created, tested, validated, and usually sold by an educational testing company (e.g. SAT, ACT, ACCUPLACER) for broad public usage and data comparison, usually scored normatively.

Student Learning Expectation A specific learning objective to be introduced, taught, and mastered within a content standard.




Summative Assessment A culminating assessment, which gives information on students' mastery of content, knowledge, or skills. The gathering of information at the conclusion of a course, program, or undergraduate career to improve learning or to meet accountability demands.

Validity The extent to which an assessment measures what it is supposed to measure and the extent to which inferences and actions made on the basis of test scores are appropriate and accurate.



Assessments

Purpose of Assessments:

Appropriate and timely student assessment data is needed to ensure the complete alignment of the written, taught, and tested curriculum in order to drive instruction and to continuously improve the academic progress of all students; therefore, student assessment data must be analyzed and reported in order to:

Measure student progress;

Guide teachers’ instruction at appropriate levels of challenge;

Guide principals as they make campus instructional decisions;

Guide District staff in making curricular improvements according to the standard revision cycle;

Guide District staff as they make District programmatic decisions;

Empower students to identify their academic needs and improve their academic performance;

Communicate progress to parents to support learning at home;

Determine the efficacy of a program or intervention; and

Inform decisions regarding the continuation of fiscal and human resource allocations.

(EK[Local])

Characteristics of a Balanced and Fully Implemented Assessment System A fully implemented school/district assessment system will utilize the following actions and correlated strategies: Action One: Balance the district’s assessment system to meet all key user needs

All faculty and staff are aware of differences in assessment purpose across classroom, interim/benchmark, and annual levels, and know how to use each to support and/or verify student learning; that is, to balance formative with summative assessment. We also understand what uses can and cannot be made with each level of assessment.

A top assessment priority is to help students develop the capacity to assess their own learning and to use assessment results to help promote further learning.

We have a comprehensive assessment system in place that defines a philosophy of assessment, states the roles assessment can play, and is meeting the information needs of all users. The plan coordinates state-, district-, and building-level tests, and supports administrators and teachers in bringing assessment balance to the district and its classroom.

Policies at the district and school levels reflect the values placed on assessment balance and quality, and we have identified all of those policies that contribute to balanced and productive assessment, and have a systemic approach to the development and coordination of those policies.

We have an information management system to collect, house, and deliver achievement information to users at classroom, interim/benchmark, and annual assessment levels.

Our school board and community understand the concept and need for a balanced assessment system and are supportive of this priority.



Assessments

We have inventoried all assessments used in the district and have categorized them by purpose, standards/targets measured, time of year, etc. for the purpose of understanding the balance we have in our current assessment system.

Action Two: Refine achievement standards to reflect clear and appropriate expectations at all levels

We continue to refine our local achievement standards, have aligned them with state standards, and have identified our highest-priority learning outcomes.

Assessment results for all uses are always linked back to the local content standards. We have deconstructed our standards into knowledge, reasoning, performance skills, and product

development learning targets at each grade level for each subject. We have transformed the grade-and course-level learning targets that guide classroom assessment and

instruction into student- and family-friendly versions. We have verified that each teacher in each classroom is master of the content standards that their

students are expected to master. We provide professional support in content areas to teachers when needed.

All teachers in the district have received adequate training and ongoing support in developing their understanding of the written curricular documents. Teachers are given time to collaboratively plan lessons aimed at accomplishing grade-level/subject expectations.

A curriculum implementation plan is in place to ensure consistency in achievement expectations across classrooms. Teachers are held accountable for teaching the written curriculum.

Model/sample lessons and assessments, linked to the content standards, are available and used for professional development.

Action Three: Ensure assessment quality in all contexts to support good decision making

We have adopted and can apply the criteria by which we should judge the quality of our assessments, both of and for learning.

There is general understanding that quality assessments form the foundation for accurate report card grades and for decisions made about students that rely on assessment data.

At the classroom level, teachers understand the importance of selecting the appropriate assessment method match to the type (s) of learning target to be assessed in order to help ensure quality results.

We have conducted a local evaluation of the quality of all of our assessments, including interim/benchmark and common assessment, if used.

Action Four: Help learners become assessors by using assessment for learning strategies in the classroom

Faculty, staff, policymaker, and community members all understand and embrace the idea of assessment for learning i.e., student-involved assessment to promote learning.

Teachers use assessment information to focus instruction day to day in the classroom and communicate learning expectations to student in language they can understand.

Teachers design assessments to help students self-assess and to help them use assessment results as feedback to set goals.



Assessments

Action Five: Build communication systems to support and report student learning We understand the value of descriptive feedback used to support learning and know that the best use of

evaluative feedback is to judge the level of learning. Teachers know how to offer descriptive feedback to students that will be effective, is delivered during

the learning, and is directly linked to the targets of instruction, helping to guide improvement of learning.

Teachers understand and apply the principles of sound grading practices, assigning report card grades that are accurate, fair, and representative of current achievement status.

We have developed standards-based report cards as a means to communicate student progress relative to the targets of instruction, and we provide teachers the support needed to make it work.

Students are involved in communication about their own progress and achievement status. Action Six: Motivate students with learning success

Our faculty, staff, leaders, policymakers, and community understand the power student-involved assessment has to help all students experience the kind of academic success needed to remain motivated, confident, and engaged.

The classroom assessment practices we use rely on student involvement in assessment during their learning to maintain their confidence and motivation.

Action Seven: Provide the professional development needed to ensure assessment literacy throughout the system

Leaders are committed to assessment literacy for all. Professional development resources have been allocated to achieve balance in our assessment systems, to have accurate assessments, and to employ assessment for learning practices.

Our school leaders have developed the assessment literacy they need to maintain the vision, to develop essential infrastructure, and support teacher development in assessment literacy.

The development of assessment literacy is offered in a professional development model that allows teachers to learn from each other in collaborative teams and practice in the classroom as they learn.

Professional development is having its desired impact as our program evaluation shows that we have achieved balance, a high degree of quality assessment, and an increase in student achievement.

Types of Assessments

State Assessments

Every student receiving instruction in the essential knowledge and skills shall take the appropriate criterion-referenced assessments, as required by Education Code Chapter 39, Subchapter B. Education Code 39.023(a), (c), (f); 19 TAC 101.5(a)

Except as provided below, all students, other than students who are assessed under Education Code 39.023(b) (alternative assessment instrument) or 39.023(l) (LEP students) or exempted under Education Code 39.027, shall be assessed in:



Assessments

1. Mathematics, annually in grades 3 through 7 without the aid of technology and in grade 8 with the aid of technology on any assessment instrument that includes algebra;

2. Reading, annually in grades 3 through 8;

3. Writing, including spelling and grammar, in grades 4 and 7;

4. Social studies in grade 8;

5. Science in grades 5 and 8; and

6. Any other subject and grade required by federal law.

Education Code 39.023(a)

(EKB[Legal])

Every student receiving instruction in the essential knowledge and skills shall take the appropriate criterion-referenced assessments, as required by Education Code Chapter 39, Subchapter B. Education Code 39.023(a), (c), (f); 19 TAC 101.5(a)

To be eligible to receive a high school diploma, a nonexempt student must demonstrate satisfactory performance on the end-of-course (EOC) assessment instruments. Education Code 39.025(a); 19 TAC 101.7(a)

The Commissioner shall adopt rules requiring a student participating in the Recommended or Advanced/Distinguished Achievement High School Program to be administered an EOC assessment instrument for secondary-level courses in Algebra I, Algebra II, Geometry, Biology, Chemistry, Physics, English I, English II, English III, World Geography, World History, and United States History. The rules shall require a student participating in the Minimum High School Program to be administered an EOC assessment instrument only for a listed course in which the student is enrolled and for which an EOC assessment instrument is administered. A student may not receive a high school diploma until the student has performed satisfactorily on the EOC assessment instruments.

(EKB[Legal])



Assessments

Local Assessments

The written curriculum shall encompass all of the Texas Essential Knowledge and Skills (TEKS). District assessments shall be aligned to the written curriculum and shall measure, at a minimum, the state-assessed TEKS. Curriculum documents shall have these TEKS readily identifiable for each grading period and subject along with an indication of which ones are assessed on state-mandated assessments. Every effort shall be made to ensure that the content and context of all state-assessed TEKS are represented on District assessments at least once throughout the year. The District assessment instruments shall be used to determine student progress toward mastery. (EK[Local])

The District shall implement assessment approaches for determining the effectiveness of instructional programming at the District, campus, and classroom levels. Assessments shall focus on determining the extent to which students are achieving and maintaining mastery of curriculum objectives and the extent to which teachers are effectively teaching the District curriculum. District staff shall design and use a variety of assessment approaches in determining the effectiveness of the written curriculum, the taught curriculum, and the instructional program. District staff shall report periodically to the Board concerning these assessments.

The assessed curriculum shall include the following components:

1. State-mandated assessments.

2. A District criterion-referenced assessment system that documents, records, and reports student progress toward mastery of curriculum objectives.

3. An assessment approach developed for all grade levels and courses.

4. A program evaluation component that guides program redesign around the District curriculum, as well as program delivery.

Using teacher/department/District-developed tests and benchmarks, as well as criterion-referenced tests, teachers shall conduct frequent assessment of students on the curriculum objectives to determine patterns and levels of student achievement. Teachers shall use test results to assess the status of individual student achievement, continuously regroup students for instruction, identify general achievement trends, and differentiate instruction as warranted.

Principals shall review teacher-made assessments to ensure the assessments are aligned with the written curriculum.

(EG[Local])



Assessments

Local Assessments

CCISD shall provide a fall semester examination, learning checkpoints, and a benchmark examination for all contents and grade levels assessed by the state STAAR assessments in grades 3-5. CCISD shall provide a fall semester examination and learning checkpoints all contents assessed by the state STAAR assessments in grades 6-10. CCISD shall provide a learning checkpoints and a benchmark examination for grade 7 Writing, ELA I, and ELA II. A committee of teachers will have input into the design of these exams. Progress will be reported to students and parents, and results will be analyzed for interventions needed.

In addition to district developed local assessments, elementary teachers shall administer the Benchmark Assessment System (BAS) reading test to students in grades K-2 and to students reading below grade level in grades 3-5. Results of these assessments will be retained in student cumulative records. Elementary teachers in grades K-2 will also administer Developing Number Concept (DNC) math assessments as determined by district curriculum guides. The purpose of the BAS and DNC assessments are to guide teacher instruction and report progress to parents.

Elementary Local Assessments: Coordinators will develop one semester exam and one benchmark.

Reading Writing Math Science 3rd Grade December December January 4th Grade January December December January 5th Grade December December January

Benchmark dates will be approximately 6 weeks before the STAAR. Learning checkpoints will be developed in math, reading, science, and writing. Keys for all learning checkpoints will be entered into Aware. Office of Assessment and Evaluation

will provide these. Some learning checkpoints will be designated as mandatory and district data will be collected and

analyzed. ALL grade 3 math learning checkpoints will be mandatory. A few grade 2 learning checkpoints will be mandatory, but not until second semester. Learning checkpoints can count as a daily grade. Coaches will be trained in using learning checkpoints to support teachers in planning. Need to communicate that the open ended questions are valuable and should be examined. Coaches will review mandatory learning checkpoints.

Secondary Local Assessments: Coordinators will develop one semester exam, except for grade 7 Writing and high school English

Language Arts in which coordinators will develop one benchmark. Semester exams will remain secure and will not be released unless requested by student. Teacher leaders and specialists will review the exams ahead of time and provide input.



Assessments

1. Learning checkpoints will be developed for most core-content areas and grade levels. 2. Specialists teacher leaders will help develop checkpoints. 3. Specialists and teacher leaders pull items from the assessment bank to use on the checkpoints. Teachers

use the checkpoint items as well as items of their own choosing. 4. Data is collected on the mandatory checkpoint items. 5. Math models and IPC will not have district assessments. These are STAAR support classes and students

enrolled will be taking other district assessments.

List of Assessments (Not all are given in CCISD)

Assessment Definition Level Test

Takers Subject How is it used?

Accuplacer ACCUPLACER is a suite of tests that determines students’ knowledge in math, reading and writing as they prepare to enroll in college-level courses.

National High School grades 11-12

Mathematics, Reading, and Writing

The results of the assessment, in conjunction with your academic background, goals and interests, are used by academic advisors and counselors to place students in the appropriate college courses that meet their skill level.

ACT (Formerly, American College Testing assessment)

The ACT (No Writing) consists of four multiple-choice tests: English, Mathematics, Reading, and Science. The ACT Plus Writing includes the four multiple-choice tests and a Writing Test.

National High School grades 11-12

English, Mathematics, Reading, Science, and possibly Writing

The ACT is a national college admissions examination

ACT Explore ACT Explore is designed to help 8th and 9th graders explore a broad range of options for their future.

National 8-9 ELA, Mathematics, Reading, Science

It prepares students not only for their high school coursework but for their post–high school choices as well.

ACT Plan ACT Plan serves as the midpoint measure of academic progress in ACT’s College and Career Readiness System.

National Grade 10

ELA, Mathematics, Reading, Science

It is a comprehensive guidance resource that helps students measure their current academic development, explore career/training options, and make plans for the remaining year of high school and beyond.






AP (Advanced Placement)

The AP Program currently offers more than 30 courses across multiple subject areas. Each course is developed by a committee composed of college faculty and AP teachers, and covers the breadth of information, skills, and assignments found in the corresponding college course.

National High school level

courses

Mathematics, ELA, Art, Science, Social Studies, Music, LOTE

Students in grades 9-12 may gain college level credit.

ASVAB (Armed Services Vocational Aptitude Battery)

The ASVAB is a multiple-aptitude battery that measures developed abilities and helps predict future academic and occupational success in the military.

National Grade 12

Science, Mathematics, Verbal, Technical, and Spatial.

This is part of a multistep process when enlisting in the Armed Services.

BAS (Benchmark Assessment System)

The Fountas & Pinnell Benchmark Assessment System (BAS) links assessment to instruction along The Continuum of Literacy Learning.

Local K-2 Reading This comprehensive system for one-on-one assessment reliably and systematically matches students' instructional and independent reading abilities to the F&P Text Level Gradient™.

BM (Benchmark)

Benchmark assessments are short tests administered throughout the school year that give teachers immediate feedback on how students are meeting academic standards.

Local 3-11 Mathematics, ELA, Science, and Social Studies

Regular use of benchmark assessments is seen by many as a tool to measure student growth and design curriculum to meet individual learning needs.

CBA (Curriculum Based Assessment)

Curriculum-based assessment is an approach to linking instruction with assessment.


Develop the goals for instruction and to evaluate the student's progress in the curriculum.

CBE (Credit By Exam)

Students may advance or recover credits through CBE opportunities

State K-12 Mathematics, ELA, Art, Science, Social Studies, LOTE

Students in grades K-12 may gain credit for subject exams

CCA (Campus Common Assessment)

Campus created assessment for specific subjects


Evaluate the student's progress in the curriculum.






Compass Evaluate incoming students' skill levels in Reading, Writing Skills, Writing Essay, Math, and English as a Second Language

National Incoming college

freshman

Reading, Writing Skills, Writing Essay, Math, and English as a Second Language

Place students in appropriate college courses Connect students to the resources they need to achieve academic success.

DNC (Developing Number Concepts assessment)

A K-2 curriculum for number operations that was designed to help young children develop important foundational mathematics concepts.

State K-2 Mathematics Provides students and teachers with feedback on students’ knowledge and understanding of the TEKS.

End of Year (EOY) Assessments

Local assessments in math and reading conducted at the end of the school year.

Local 1-2 Mathematics, Reading

Provides students and teachers with feedback on students’ knowledge and understanding of the TEKS.

ITBS (Iowa Test of Basic Skills)

Provides a comprehensive assessment of student progress in major content areas through a battery of tests.

National K-8 Mathematics, ELA, Science, and Social Studies

Teachers may use ITP testing batteries to suggest areas where the skills of individual students are most and least developed.

Learning Checkpoints

Local assessments conducted periodically in mathematics, reading, science, writing, and social studies.


Provides students and teachers with feedback on students’ knowledge and understanding of the TEKS.

NAEP (National Assessment of Educational Progress)

Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and beginning in 2014, in Technology and Engineering Literacy.

National Grades 4,8 and 12

Mathematics, Reading, Science, Writing, the Arts, Civics, Economics, Geography, U.S. History

The National Assessment of Educational Progress (NAEP) is the largest national representative and continuing assessment of what America's students know and can do in various subject areas.






PISA (Program for International Student Assessment)

PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years.

International 15 year olds

Mathematics, Reading, Science Literacy

An international assessment that measures 15-year-old students' reading, mathematics, and science literacy.

PSAT (Formerly, Preliminary Scholastic Aptitude Test)

A standardized test that provides firsthand practice for the SAT. The PSAT/NMSQT measures: Critical reading, Math problem-solving, and Writing skills.

National Grades 9-11

Reading, Mathematics, Writing

Receive feedback on students’ strengths and weaknesses on skills necessary for college study. Students all have the opportunity to enter the competition for scholarships from NMSC

SAT (Formerly, Scholastic Aptitude Test)

The SAT and SAT Subject Tests are a suite of tools designed to assess a student’s academic readiness for college.

National Grades 9-12

Reading, Mathematics, Writing

College admissions test

SAT Readistep Provides insight into students’ academic progress and also equips educators with tools they can use to make informed decisions in the classroom.

National 8 Reading, Mathematics

It measures skills students need to be on track for success as they transition to high school.

STAAR (State of Texas Assessments of Academic Readiness)

At grades 3–8, students will be tested in mathematics and reading. Students will also be tested in writing at grades 4 and 7, science at grades 5 and 8, and social studies at grade 8.

State 3-8 Mathematics, ELA, Science, and Social Studies

Level III: Advanced Academic Performance Level II: Satisfactory Academic Performance Level I: Unsatisfactory academic Performance

STAAR EOC (State of Texas Assessments of Academic Readiness End of Course exams)

End-of-course assessment instruments for secondary-level courses in Algebra I, Algebra II, Biology, English I, English II, English III, and United States History.

State 7-11 Mathematics, ELA, Science, and Social Studies

The purpose of the EOC assessments is to measure students’ academic performance in core high school courses and to successfully fulfill partial graduation requirements.






TAKS (Texas Assessment of Knowledge and Skills)

The Texas Assessment of Knowledge and Skills (TAKS) assessments are designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills at each tested grade level.

State 11 Mathematics, ELA, Science, and Social Studies

Used for graduation requirements for grade 11 students. Last year for first time grade 11 students is 2012-13.

TELPAS (Texas English Language Proficiency Assessment System)

TELPAS assesses the English language proficiency of K–12 ELLs in four language domains—listening, speaking, reading, and writing.

State K-12 English Language proficiency

TELPAS assesses the ELPS, which districts are required to implement as an integral part of each foundation and enrichment subject of the Texas Essential Knowledge and Skills (TEKS) state-required curriculum.

THEA (Texas Higher Education Assessment)

The THEA Test is the only assessment developed specifically to evaluate the readiness of students for college-level coursework in Texas.

State Incoming college

freshman

Reading, Mathematics, and Writing skills

Its purpose is to assess the reading, mathematics, and writing skills that entering freshman-level students should have if they are to perform effectively in undergraduate certificate or degree programs in Texas public colleges or universities.

TIMSS (Trends in International Mathematics and Science Study)

Results include mathematics and science achievement of fourth and eighth-grade students; responses to a student questionnaire about their background, attitudes, and school experiences; responses to a teacher questionnaire about instructional practices, resources, and background and training; and responses to a school questionnaire about school characteristics and resources.

International Grades 4 and 8

Math and Science

Provides data on the mathematics and science achievement of U.S. 4th- and 8th-grade students compared to that of students in other countries.



Advanced Placement Exams

Each school year, the District shall notify the parent of each student enrolled in grade nine or above of the availability of programs under which a student may earn college credit, including advanced placement programs, dual credit programs, joint high school and college credit programs, and international baccalaureate programs. The notice must include the name and contact information of any public or private entity offering such a program in the District.

The District may provide the notice on the District's Internet Web site.

COLLEGE CREDIT PROGRAM

The District shall implement a program under which students may earn the equivalent of at least 12 semester credit hours of college credit in high school. If requested by the District, a public institution of higher education in this state shall assist the District in developing and implementing the program. The college credit may be earned through:

1. International baccalaureate, advanced placement, or dual credit courses;

2. Articulated postsecondary courses provided for local credit or articulated postsecondary advanced technical credit courses provided for state credit; or

3. Any combination of the courses in items 1 and 2.

Annually, the District shall report to TEA:

1. The number of students, including career and technical students, who have participated in the program; and

2. The courses in which participating students have earned high school credit under this section.

The District is not required to pay a student’s tuition or other associated costs for taking a course under this section.

(EHDD[Legal])

Advanced Placement Exam Process:

The Office of Assessment and Evaluation shall be responsible for the following items:

1. Update the CCISD Assessment and Evaluation website page with current year testing dates. 2. Receive the digital data result file from the College Board. 3. Coordinate the Lead Counselor meeting with the Director of Student Services.

a. Prepare the meeting notes based on the AP Coordinators Manual from the College Board. b. Download the AP exam schedule from the College Board website.

(1) Provide the list to the programmer to update Laser Focus. (2) Provide list to Lead Counselors.

4. Edit rights to Laser Focus based on the test coordinator list from the Lead Counselors. 5. Create an IPR list of teachers with a code for duplicate AP courses taught on a campus using Explore. 6. Creating Student Test List

a. Programmer pulls the list of students (all the data including test day and time) from the server. b. Create an Excel document for lead counselors to enter the student’s AP number. The AP

changes for the student every year.



Advanced Placement Exams

The campus shall be responsible for the following items:

1. Notify students on campus of AP testing registration dates and testing dates. 2. Provide a method for students to register for exams (digitally and/or paper). 3. Campus collects registration fee from the students to pay for exam(s), supplies, and proctors. 4. Creating purchase order with the College Board for AP exam orders. 5. Submitting AP exam order to College Board. 6. Coordinating preadministration session. 7. If necessary, employ testing coordinators and proctors.

a. The campus is responsible for submitting payroll documentation to the Payroll Office. 8. Coordinate and administer AP exams on the required dates. 9. Receive the paper copy of their campus results. 10. Distribute results to students and staff.



Credit by Exam Without Prior Instruction

The Office of Assessment and Evaluation shall be responsible for the following items:

1. Update the Assessment and Evaluation CBE website. 2. Creating CBE registration form and distributing to counselors. 3. Coordinate with the Director of Student Services to meet with all counselors with respect to CBE. 4. Coordinate the testing locations and test proctors. 5. Create the PO for exam orders from Texas Tech University (TTU) and University of Texas (UT)

[Chinese only]. 6. Collect registration forms. 7. Order exams from TTU and UT. 8. Organize testing schedule. 9. Mail confirmation letter to parent/guardian of student which includes a copy of the local policy (EHDC)

and a map to the testing site. 10. Coordinate test administration. 11. Send completed exams to TTU and UT. 12. Receive testing results. 13. Document testing results. 14. Send testing results to campus and parent/guardian.

The campus shall be responsible for the following items:

1. Notify students on campus of CBE testing registration dates and testing dates. 2. Counsel students on appropriate exams and rigorous testing expectations. 3. Review and submit registration forms to the Office of Assessment and Evaluation. 4. Maintain a list of students who have submitted registration forms. 5. Distribute results with appropriate campus personnel (GT Specialist, Registrar, teacher(s)).



Use of Assessment Data

It is important for teachers, campus administrators, and instructional district administrators to have the ability to rely on multiple sources for data; to have the skill to interpret the data from those sources accurately; and to collaborate with campus and district level staff to improve curriculum, instruction, and assessments.

Use of formative assessment data to determine what, if any, changes in instruction should occur and provide students with feedback to assist with improving their performance. Summative assessment data should be used to determine if learning has occurred and what, if any, changes should occur in the content curriculum, program, and/or professional learning. Assessment data be used to ensure equity in learning and determine validity and reliability of assessment items.

The use of state and national assessment data should be disaggregated by student sub groups and examined over time to identify trends with respect to achievement gaps and ensure equity in learning.

Analyze Groups:

Campus and district leaders shall analyze and interpret the performance of student sub-population groups in making district and campus improvement decisions. Sub-populations to be considered are: White, African American, Hispanic, Asian, Gender, Economically Disadvantaged, At-Risk, Special Education, and LEP.

Campus and district leaders, and teachers shall analyze and interpret the performance of students, grade levels, content, and subjects in making district, campus, classroom improvement decisions.

Analyze Schools:

Principals shall analyze and interpret student assessment data to use in making school improvement decisions.

Teachers shall analyze and interpret student assessment data to diagnose each student's learning and differentiate instruction to meet each student's instructional needs.

(EG[Local])

Analyze Programs:

Data Analysts shall analyze and interpret student assessment data to use in program evaluations.

District program directors shall analyze and interpret the performance of students participating in special programs, including: English as a Second Language, Bilingual Education, Special Education, Gifted and Talented, 504, Advanced Academics, Career and Technology, Fine Arts, and Athletics. This information will be utilized to determine necessary improvements in the services provided.

Annual updates for program evaluation Superintendent recommendations will be provided to the Board of Trustees each June.



Use of Assessment Data

Communicate Progress:

Assessment results will be utilized to communicate progress toward educational goals to parents/guardians, and students.

Establish Trends:

Assessment data will be utilized by program directors and coordinators in order to identify needed changes in the curriculum and professional learning.



Procedures for Administering Assessments

The District shall follow the test administration procedures established by TEA in the applicable test administration materials. The Superintendent shall be responsible for:

1. Administering tests;

2. Maintaining the integrity of the test administration process; and

3. Ensuring that every test administrator receives at least annual training in these procedures as provided by TEA through the education service centers.

19 TAC 101.25, .27

(EKB[Legal])

For local assessments, the district will include test administration directions for each exam.

Assessment Security

The statewide assessment program is a secure testing program. Procedures for maintaining security shall be specified in the appropriate test administration materials. Secure test materials must be accounted for before, during, and after each test administration. Only authorized personnel may have access to secure test materials. 19 TAC 101.61

(EKB[Legal])

Teacher’s Responsibilities to Ensure Test Security

Verify and account for all testing materials before and after testing each day. These materials include: o Student roster (with accommodations) o Test booklets o Student answer documents o Seating chart o Dictionaries (if appropriate) o Calculators (if appropriate) o Accommodation materials (i.e. supplemental aids, manipulatives, etc.)

Using the student roster, verify you have the correct assessments and answer documents for the students you will be administering the assessment to, as well as any other materials needed for this assessment (i.e. calculators, dictionaries, accommodation materials, etc.).

Complete the Materials Control Form upon verification of testing materials before and after testing each day.

Ensure you understand each accommodation each student will be receiving during this assessment. If you need clarification, contact the campus test coordinator.

Verify testing area is free from instructional displays. Verify you have the current test administrator manual for the assessment you will be administering. Verify the students in your testing room were assigned to your room. Contact the campus test

coordinator if students are present who are not on your roster. Personally distribute the testing materials to each student. Ensure the appropriate test booklet, as well

as the correct answer document is provided to each student.



Assessment Security

Read the ‘SAY’ directions from the test administrator manual verbatim. Accurately complete the seating chart for this assessment. Ensure:

o Appropriate start and stop times are recorded for students for breaks that require the time to be stopped

o All students testing in this room have been recorded, including late arrivals or those moved to another testing location

o All test administrators who have monitored this room have signed the chart, including relievers Actively monitor at ALL times during the testing time. Active monitoring means you are able to see

all students in the room at any given time. Monitor the testing time and provide students the time remaining for the assessment every hour; this

must be a verbal reminder. During the last hour of the testing time, provide the students with reminders each fifteen minutes.

Ensure students have marked their responses on their answer documents before the end of the four-hour time period.

Verify students have marked their responses (and compositions or short answer responses) on their answer document.

Ensure all secure testing materials are stored and locked when not in use. Ensure students do not carry secure testing materials.



Storage of Assessments

State Assessments shall be delivered to the CCISD Assessment building for each testing cycle. The District Assessment Coordinator or designee will account for all materials delivered and document delivery status. CCISD maintenance staff will deliver assessments to each campus within five days of the first date of test administration.

Local Assessments (CBAs and BMs) shall be delivered to each campus for each testing window from the CCISD Print Shop. The District Assessment Coordinator or designee will account for all materials delivered and document delivery status. CCISD maintenance staff will deliver assessments to each campus within five days of the first date of test administration.

Analysis of Data

Campus principals are responsible for ensuring that district-developed assessments and state assessments are analyzed and results are shared with teachers, parents, and students. The district will provide an information management system (Aware) to support leaders in running the necessary reports. At the district level, the Assistant Superintendents for Elementary and Secondary Education are responsible for analyzing district level and state level results and will report these results to the Superintendent.

Item Analysis of Local Assessments:

Teachers and curriculum specialists are provided professional learning opportunities to analyze the items of teacher/campus/district created assessment.

1. Supplies needed: a paper copy of the test and access to Eduphoria Aware. 2. In Aware, view the assessment by Individual Student Responses and by Teacher. 3. Write the Student Expectation number next the question. 4. For multiple choice questions, indicate which answer is correct. 5. Write the percent correct next to the question or correct choice. 6. For multiple choice questions, write any double digit percentages for incorrect responses.

Student Expectation Analysis of Local Assessments:

Teachers and curriculum specialists are provided professional learning opportunities to analyze the student expectations of teacher/campus/district/state assessments.

1. Supplies needed: computer with Excel and access to Eduphoria Aware. 2. In aware, view the assessment by Student SE Breakdown and by Teacher. 3. Export to Excel. 4. Sort horizontally lowest to highest percentage of SEs. 5. Divide percentages roughly into thirds.

a. The lowest third SEs will be retaught to the entire class. b. The upper third SEs will continue to be spiraled into lessons throughout the year. c. The middle third SEs will be used to identify students for small group instruction.

i. Use Aware to identify those students who have failed that SE. ii. Repeat until the middle third of SEs has been completed.



Analysis of Data

The District shall implement assessment approaches for determining the effectiveness of instructional programming at the District, campus, and classroom levels. Assessments shall focus on determining the extent to which students are achieving and maintaining mastery of curriculum objectives and the extent to which teachers are effectively teaching the District curriculum. District staff shall design and use a variety of assessment approaches in determining the effectiveness of the written curriculum, the taught curriculum, and the instructional program. District staff shall report periodically to the Board concerning these assessments.

The assessed curriculum shall include the following components:

1. State-mandated assessments.

2. A District criterion-referenced assessment system that documents, records, and reports student progress toward mastery of curriculum objectives.

3. An assessment approach developed for all grade levels and courses.

4. A program evaluation component that guides program redesign around the District curriculum, as well as program delivery.

Using teacher/department/District-developed tests and benchmarks, as well as criterion-referenced tests, teachers shall conduct frequent assessment of students on the curriculum objectives to determine patterns and levels of student achievement. Teachers shall use test results to assess the status of individual student achievement, continuously regroup students for instruction, identify general achievement trends, and differentiate instruction as warranted.

Principals shall review teacher-made assessments to ensure the assessments are aligned with the written curriculum.

(EG[Local])

State Assessment District Check-in Process

Before sending scoreable testing materials to the state for scoring, Clear Creek ISD requires each campus test coordinator to participate in the district check-in process. This process was developed to ensure:

Student’s demographics are current and accurate Student’s answer documents will be scored according to the assessment they were administered, and All students were tested.

The front cover of a student’s answer document provides the state with the student’s current demographic information, as well as information pertaining to the assessment the student was administered. If the demographic information is not current or accurate, the district and campus accountability could be affected. If the student’s assessment information is not accurately bubbled on the answer document, the student’s answers will be scored with the wrong test key, giving the student an inaccurate score. To help ensure the current and accurate information is bubbled on the student’s answer document, each answer document is reviewed during the check-in process.



Analysis of Data

The check-in process consists of three stations, with each station looking at different areas of each of the answer documents.

Station 1: Each of the areas that determine the answer key to use to score the student’s assessment is reviewed.

Station 2: Demographics are reviewed for accuracy. A 10% sampling of all pre-coded answer documents are reviewed. All answer documents that had to be hand bubbled are reviewed.

Station 3: Identification sheets are reviewed to ensure counts are correctly documented. This is also where we ensure all students were tested.

The check-in process is reviewed after each test administration to ensure we are looking at the necessary information to ensure the process is effective, timely, and accurate.



Communication of Data Results

REPORTING RESULTS OF STATE ASSESSMENTS (EKB[LEGAL])

TO THE PUBLIC

Overall student performance data, aggregated by ethnicity, sex, grade level, subject area, campus, and district, shall be made available to the public, with appropriate interpretations, at regularly scheduled meetings of the Board, after receipt from TEA. The information shall not contain the names of individual students or teachers. Education Code 39.030(b)

TO THE BOARD

The Superintendent shall accurately report all test results with appropriate interpretations to the Board according to the schedule in the applicable test administration materials.

TO PARENTS AND STUDENTS

The District shall notify each of its students and his or her parent or guardian of test results, observing confidentiality requirements stated at CONFIDENTIALITY, below. All test results shall be included in each student’s academic achievement record and shall be furnished for each student transferring to another district or school. [See BQ series, FD, and FL]

19 TAC 101.81; No Child Left Behind Act, 20 U.S.C. 6311(h)(6)

TEA shall adopt a series of questions to be included in an EOC assessment instrument administered under Education Code 39.023(c) to be used for purposes of identifying students who are likely to succeed in an advanced high school course. The District shall notify a student who performs at a high level on the questions and the student’s parent or guardian of the student’s performance and potential to succeed in an advanced high school course. The District may not require a student to perform at a particular level on the questions to be eligible to enroll in an advanced high school course. Education Code 39.0233(b)

Teachers and principals shall ensure that regular and systematic reports of student performance on assessments are communicated to parents. (EK[Local])

Data Reports

The Office of Assessment and Evaluation will provide electronic copies of all State assessments results for both campus and students to District and campus staff.

Management of Longitudinal Data

Data is stored on CCISD servers. CCISD personnel are given access to the data based on their campus or district position. Longitudinal data can be accessed through Eduphoria Aware, Explore (MS-Access), TEA’s Academic Excellence Indicator System (AEIS), campus and district State assessment result reports from Pearson.



Yearly Assessment Calendar

The Director for Assessment and Evaluation will develop the CCISD Assessment Calendar each spring with input from the curriculum coordinators and campus principals. The calendar will include the names of assessments to be administered as well as the dates for each administration. In addition, the calendar will include due dates that each assessment is to be scanned into the district data management system.

The assessment schedule for the 2013-2014 school year is as follows:

Elementary: One Learning Checkpoint for grades 3-5 in the fall. One Curriculum Based Assessment administered in December. One grade 4 Writing Benchmark administered in November. Grades 3-5 Math, Reading and grade 5 Science administered in the spring.

Intermediate: Two to three Learning Checkpoints administered in the fall and spring for grades 6-8. One Curriculum Based Assessment administered as a semester exam in the fall. One grade 7 Writing Benchmark administered in December.

High School: Two to three Learning Checkpoints administered in the fall and spring for grades 9-12. One Curriculum Based Assessment administered as a semester exam in the fall. One ELA I and ELA II Benchmark administered in January.



Assessing Students With Disabilities

Students with disabilities will be administered the appropriate state assessments as determined by the ARD committee, using TEA guidelines.

Students will disabilities will be administered locally developed assessments that are congruent with the current proficient levels of performance of the student as determined by the ARD committee, using TEA guidelines.

This triangle organizes accommodations for students with disabilities by type in accordance with the specificity of the eligibility criteria and the need for TEA approval. Links to specific information about each accommodation are provided in the triangle. Note that not all accommodations are applicable to all assessments. Please use the following link to learn more about the accommodations available for students with disabilities: http://www.tea.state.tx.us/student.assessment/accommodations/ All accommodations must be recommended by the ARD committee through an evaluation process based on the student’s disability related need. Accommodations must be used for students with a specific need who routinely, independently and effectively use the accommodation during classroom instruction and testing.



Assessing Students With Disabilities



Professional Learning

District Assessment Coordinator

Provides training for Campus State and Local Assessment Coordinator s throughout the school year.

The district test coordinator will attend monthly professional learning at Region IV and annual State Assessment Conference each year in order to be abreast of current policies and procedures.

Campus State Assessment Coordinators

Attends state assessment professional learning throughout the school year provided by the District Assessment Administrator

Quarterly assessment update trainings District Data Management System Professional Learning Data Analysis Professional Learning Explore 2.0 Professional Learning

Campus Local Assessment Coordinators

Attends local assessment professional learning sessions throughout the school year provided by the District Assessment Administrator

Quarterly assessment update professional learning

Data Analysis for District Administrators

Data Analyst(s) and Analyst/Programmer attend annual State Assessment Conference. Data Analyst(s) provide data analysis professional learning for District level staff members.

District Data Management System (Aware) Professional Learning Data Analysis Professional Learning Explore 2.0 Professional Learning Formative Assessment Professional Learning Developing Common Assessments Assessment Development Professional Learning

Data Analysis for Campus Administrators

Data Analyst(s) provide data analysis professional learning for Campus staff members (administrators, instructional coaches, content specialists).

District Data Management System (Aware) Professional Learning Data Analysis Professional Learning Explore 2.0 Professional Learning Formative Assessment Professional Learning Developing Common Assessments



Professional Learning

Data Analysis for Teachers

Data Analyst(s) provide data analysis professional learning for teachers.

District Data Management System (Aware) Professional Learning Data Analysis Professional Learning Formative Assessment Professional Learning Developing Common Assessments



Assessment Roles and Responsibilities

SUPERINTENDENT AND DISTRICT-LEVEL STAFF RESPONSIBILITIES

The Superintendent shall be responsible for the implementation of assessment policies adopted by the Board. To support these assessment policies, the Superintendent shall develop a formalized comprehensive student assessment plan. District administrative staff shall be responsible for the development and deployment of District assessments on the campuses. District staff shall also be responsible for the analysis and reporting of District assessment data in order to evaluate programs and to provide a system of quality feedback to administrators, teachers, parents, and students. District staff shall coordinate periodic meetings with campus staff to discuss such analysis and to provide appropriate staff development for the assessment processes.

PRINCIPAL RESPONSIBILITIES

Principals shall be responsible for the implementation of assessment policies adopted by the Board at the campus level. Campus administrative staff shall be responsible for the coordination of District assessments on their campus. Campus administrative staff shall also be responsible for the analysis and reporting of assessment data collected from such assessments in order to maximize student performance. Campus administrative staff shall meet periodically with District administrative staff to discuss the analysis of assessment data and to receive staff development for the assessment processes.

TEACHER RESPONSIBILITIES

The District expects the teaching effort to be a part of a broad plan for quality education that ensures equity for all students. Teachers and colleagues shall work toward a common goal as stated in the mission of the District. Teachers shall be responsible for assessing students using a variety of tools, including all required District and state assessment instruments. Teachers shall be responsible for the administration of District assessments and the use of data from such assessments to guide instruction in order to maximize student performance.

(EK[Local])



Student Honor Code

Secondary Honor Code

Learning is Essential for Liberty – Thomas Jefferson

This Honor Code was developed by Clear Creek ISD high school students with the expressed intent to state that our Academic Integrity is being challenged in the face of high stakes testing and reports of periodic cheating. Therefore, it has become a moral imperative that our work ethic today will impact our future.

We believe the students of Clear Creek ISD subscribe to becoming self-directed learners and doing the best we can. Furthermore, we believe that academic honesty is respecting yourself and others, as well as claiming your own work.

We believe students are responsible for maintaining and supporting the academic integrity of the school by completing all assigned work, activities, and tests in an honorable process without engaging in cheating, fraud, plagiarism, or prohibitive electronic assistance. Through this effort, we will become trusted members of society and prepared for the workforce of the 21st Century.

We believe teachers are responsible for monitoring students during all assessments and holding students accountable for cheating. We believe that each class and teacher is only as strong as each individual’s personal commitment to integrity, honor, and responsibility. Teachers are also encouraged to have faith in their student’s success and for making sure the class is highly engaging.

We believe the measure of success of our school community is based on the success of our students so the consequences below shall serve as a deterrent to a violation of this Honor Code and Our Academic Integrity. These consequences will be listed in our Secondary Student Code of Conduct in addition to the In School Suspension consequence. As a result of clear and compelling evidence of student’s cheating:

1. A student shall receive a “0” for the school work, and is subject to a “U” in conduct and disciplinary action (including ineligibility in the next contest/game).

2. There will be no retakes for students who cheat.

3. Students who are enrolled in advanced academic courses (Pre-AP/AP) will be immediately removed from the advanced academic course and placed in the next lower level class.

4. A student is not eligible for any final exam exemption.

5. A documented finding of academic dishonesty shall be reported on the student’s college application.

6. Students in violation of the Honor Code shall be immediately removed from the National Honor Society, National Junior Honor Society and any other Honor Society that is an organized school event.

Your signature below indicates that you have received a copy of the Secondary Honor Code.

_________________________________ ________________________________

STUDENT SIGNATURE/DATE STUDENT PRINTED NAME



Office of Assessment and Evaluation Job Descriptions

Director of Assessment and Evaluation

Primary Purpose Develop, implement, and maintain a system of assessment and evaluation (encompassing both local and state requirements) of academic achievement, educational programs, and other areas to ensure the complete alignment of the written, taught, and tested curriculum in order to drive instruction and continuously improve the academic progress of all CCISD students.

Major Responsibilities and Duties 1. Plan, coordinate, implement, and maintain the administration of the state and local student

assessment program. 2. Provide leadership and assistance to administrators with the state and local assessment program. 3. Ensure security and confidentiality of state and local assessments. 4. Research, analyze, and interpret data collected from state and local assessments. 5. Provide prompt analytical and summary student performance reports from state and local

assessments. 6. Supervise the receipt, distribution, administration, and return of all state assessment materials. 7. Prepare and present the annual AEIS report to the Superintendent and Board of Trustees. 8. Plan, coordinate, implement, and maintain the administration of effective program evaluation in

accordance with board policy. 9. Research, analyze, and report the data collected using the district program evaluation process. 10. Monitor and supervise the management of the Assessment and Evaluation Program. 11. Coordinate assessment services to meet the needs of students, teachers, and administrators. 12. Plan, implement, evaluate, and revise assessment deployment procedures to meet the needs of

students, teachers, and administrators. 13. Utilize student assessment data to measure the alignment between curriculum, instruction, and

assessment. 14. Plan and provide effective professional learning activities pertaining to assessment and program

evaluation that incorporate the mission of the district, program evaluation outcomes, and input from teachers and others.

15. Approve and supervise all educational research conducted within the district by outside researchers.

Budget 16. Administer the assessment budget and ensure that programs are cost-effective and funds are

managed prudently. 17. Compile budgets and cost estimates based on documented program needs.

Supervisory Responsibilities 18. Evaluate the effectiveness of assessment and evaluation personnel. 19. Account for the accuracy and verification of all student program data and reports. 20. Implement data-driven decision making for improvement efforts based on best practices. 21. Manage and utilize policy effectively for maintaining systemic processes and practices.

Policy, Reports, and Law 22. Support the district mission, vision, and goals of CCISD. 23. Prepare, maintain, and present all information, reports, and records as required.




Secretary to the Director of Assessment and Evaluation:

Primary Purpose Facilitate the efficient operation of the assessment, accountability, and program evaluation office by providing administrative clerical support.

Major Responsibilities and Duties 1. Organize and manage routine work activities in the office of assessment, accountability, and program

evaluation. 2. Perform the usual office routines and practices associated with a productive office; exercise good

telephone etiquette, take reliable messages, and route to appropriate staff. 3. Work with minimum supervision. 4. Stay informed of and comply with all federal, state, and district policies and regulations concerning

areas of responsibility. 5. Maintain confidentiality regarding staff and student information. 6. Design and maintain manual and computerized correspondence and filing systems for all areas of

responsibility of the assessment, accountability, and program evaluation office. 7. Assist in the preparation of presentations to the Board of Trustees as part of the district’s program

evaluation system. 8. Assist the director in monitoring key performances measures of the district’s accountability system. 9. Prepare and update TAKS, TAAS, SDAA, RPTE, TELPAS, End of Course, achievement testing, CBE

testing, planning, program evaluation and accountability forms and documents. 10. Assist in the receipt, distribution, and return of all TAKS, TAAS, SDAA, RPTE, TELPAS, End of

Course, Credit by Exam, and any other achievement testing materials. 11. Assist campus and program staff with questions regarding testing, planning, evaluation, and

accountability. 12. Respond to requests for information from administrators, campus staff, and the public as appropriate. 13. Assist with planning, preparation, and implementation of district training session. 14. Prepare and disseminate ad hoc and required reports, public and confidential, as required and

requested. 15. Provide support to the director through database and spreadsheet development. 16. Assist with the ordering of materials to conduct the district testing program. 17. Assist with the scheduling of students and staff for Credit by Examination for Acceleration testing. 18. Assist with the scheduling of staff for summer statewide assessment administrations. 19. Process credit by exam applications and order necessary materials. 20. Maintain and monitor all budgets, prepare and process all purchase orders, inventory and order all

necessary supplies for the office. 21. Work with purchasing division on any bid specifications and requests. 22. Assist with switchboard relief. 23. Stay up-to-date professionally through the selection of quality staff development opportunities for

personal growth. 24. Research district policy, precedent, and current practices prior to taking action. 25. Participate as an effective team member who contributes to district, department, and content goals. 26. Demonstrate integrity and ethics. 27. Display proficient levels of technology applications.




28. Utilize time wisely for effective management of job responsibilities. 29. Maintain punctuality in daily work times, appointments, and meetings. 30. Meet task completion deadlines established by supervisor. 31. Maintain friendly customer-service-driven interactions with all stakeholders, students, teachers,

administrators, and co-workers. Work cooperatively with co-workers and supervisors to ensure that the goals of the school/department are met.

32. Maintain a positive and professional tone in all communication (i.e. email, written, and verbal). 33. Perform other duties and accept other responsibilities as assigned.

Coordinator of District Assessment and Evaluation

Primary Purpose Plan, coordinate, implement, and maintain the administration of the assessment program (encompassing local and state) at the district level, including data analysis of locally developed assessments to continuously improve the academic performance of all CCISD students.

Major Responsibilities and Duties Instructional Leadership

1. Plan, coordinate, implement and maintain the administration of all state mandated assessments. a. Provide leadership and assistance to campus administrators in matters dealing with state

assessments. b. Coordinate the receipt, distribution, administration, and return of all state assessment

materials. c. Coordinate the administration of state assessments. d. Ensure security and confidentiality of state assessment materials. e. Assist in researching, analyzing, and interpreting the data collected from state assessments.

2. Plan, coordinate, implement and maintain the administration of local assessment program: a. Provide leadership and assistance to campus administrators in matters dealing with the local

assessment program. b. Coordinate the design and preparation of locally developed assessments. c.

Coordinate the administration of locally developed assessments. d. Ensure security and confidentiality of locally developed assessments when required. e. Assist in researching, analyzing, and interpreting the data collected from local assessments. f. Assist in preparing analytical and summary student performance reports.

3. Coordinate the administration of Credit by Examination. 4. Program Management

a. Coordinate assessment services to meet the needs of students, teachers, and principals. b. Plan, implement, evaluate, and revise assessment program and procedures to meet the needs of

students, teachers, and principals. c. Work with appropriate staff to develop, maintain, and revise assessments based on systematic

review and analysis. d. Participate in the district-level decision-making process to establish and review the district's

goals and objectives and how they relate to assessment.




e. Use student assessment data to measure the alignment between curriculum, instruction, and assessment. f. Assist with application of research and data to improve the assessment program.

School/Organization Improvement 5. Plan and provide effective staff development activities pertaining to assessment that incorporate

the mission of the district, program evaluation outcomes, and input from teachers and others. 6. Remain current with best instructional practices. 7. Ensure communications and collaboration between and among various areas of the organization

to enhance service delivery, program development, and customer satisfaction. 8. Ensure effective integration between and among vertical and horizontal systems for assigned

programs or teams to enhance student achievement and customer satisfaction. 9. Conduct team efforts to design, implement, evaluate, and refine assigned programs, and lead quality

improvement efforts. 10. Guide collaborative efforts to support effective delivery of services to the learning community. 11. Model core organizational values and beliefs; communicate openly and effectively within and across

teams; and manage resources to effectively support district goals.

Analyst/Programmer I

Primary Purpose Provide technical expertise in the development, implementation, and management of electronic data solutions to meet the computing needs of the district’s users and systems.

Major Responsibilities and Duties 1. Implement and maintain assigned programs and services and provide technical/specialized expertise

and support 2. Communicate and collaborate with internal and external customers to support high student

achievement and customer satisfaction 3. Participate in cross-functional project teams in support of the districts strategic goals and objectives 4. Review, analyze, evaluate, and document business processes and workflow. Work with users and staff

to determine needs and/or project requirements, and to determine the tools and methods, which provide the best solution

5. Develop web-based applications, programs, reports, queries and relational databases to meet administrative computing needs, using appropriate analysis, design, programming, testing and implementation tools and techniques that adhere to district and industry standards

6. Manage development projects to meet established project timelines 7. Support users, staff, and systems, providing assistance to resolve problems 8. Maintain on-going applications and ensure relational data integrity, including periodic procedures,

which satisfy district and legal requirements 9. Serve as consultant to District staff in meeting requirements for collecting and disseminating student

information 10. Integrate third party applications to interface with district systems as required 11. Perform procedures required for business continuity, including system backup, recovery, and security 12. Research and evaluate current environments and architectures to meet future needs of the district




13. Serve as consultant to district staff in meeting requirements for collecting and disseminating student information

14. Promote the cooperative, team effort to continuously improve service and support to customers 15. Perform other duties and accept other responsibilities as assigned.

Application Specialist

Primary Purpose Maintain and support the district’s software applications, including student and business information, and assist in the efficient operation of the Information Management Services.

Major Responsibilities and Duties 1. Act as a liaison between the campus and administrative personnel regarding information systems

operations, schedules, problems, procedures, requirements, and overall support. 2. Act as liaison between users and programming staff for ongoing development and problem resolution. 3. Define and develop user requirements. 4. Serve as facilitator to district staff in defining requirements for collecting and disseminating the

district’s software applications including student and business information. 5. Assist and support in the testing and implementation of new systems. 6. Communicate with appropriate staff of system, programming, and/or production problems impacting

the accuracy or expediency of output data/reports. 7. Receive requests from customers for service or problems resolution; prioritize requests and routes to

appropriate staff for action; maintain customer requests and track the progress of service and problem resolution; contact customers to keep them informed of the status of their requests.

8. Generate, receive, and review data, verifying for completeness and accuracy, consulting with other departments or staff as necessary, and initiating corrections when required.

9. Develop written communication and documentation for users and for internal use. 10. Support and maintain the district’s software applications including student and business systems. 11. Develop materials and conduct training sessions for the effective utilization of the student/business

systems and other software applications. 12. Develop and document procedures for processing student and business information. 13. Develop and maintain overall knowledge of TEA Data Standards and PEIMS requirements. 14. Oversee vendor data (software updates/functionality) and disseminate as needed. 15. Write query applications for reporting information. 16. Develop, write, and maintain batch programs that support assigned applications. 17. Perform procedures required for system backup and security. 18. Serve as consultant to district staff in interfacing third party applications with student information

systems. 19. Cross-train with other computer services personnel for the orderly management of department

functions. 20. Maintain a high level of competency in the use of computer related software, hardware, and networks. 21. Establish and maintain cooperative and supportive relationships with customers. 22. Stay up-to-date professionally through the selection of quality staff development opportunities for

personal growth.




23. Research district policy, precedent, and current practices prior to taking action. 24. Participate as an effective team member who contributes to district, department, and content goals. 25. Demonstrate integrity and ethics. 26. Display proficient levels of technology applications. 27. Utilize time wisely for effective management of job responsibilities. 28. Maintain punctuality in daily work times, appointments, and meetings. 29. Meet task completion deadlines established by supervisor. 30. Maintain friendly customer-service-driven interactions with all stakeholders, students, teachers,

administrators, and co-workers. 31. Work cooperatively with co-workers and supervisors to ensure that the goals of the school/department

are met. 32. Maintain a positive and professional tone in all communication (i.e. email, written, and verbal). 33. Perform other duties and accept other responsibilities as assigned.

Assessment Clerk

Primary Purpose To provide clerical assistance to the District TAKS Specialist with local and state assessment processes

Major Responsibilities and Duties 1. Input test items into test generating software for use in local assessments 2. Assist with data management of both local and state assessments 3. Provide secretarial support including answering the telephone, processing mail, filing, typing, word

processing, and preparing reports 4. Maintain and safeguard all confidential records and information 5. Exercise excellent telephone etiquette and respond appropriately to inquiries and requests from the

community and district staff in all areas of job responsibility. 6. Assist in preparing documentation and training materials for local and state assessments 7. Research, coordinate, prepare and organize communication and information for distribution to district

personnel. 8. Assist with the preparation and dissemination of assessment materials 9. Provide support to the Coordinator of District Assessment through database and spreadsheet

maintenance 10. Assist with the preparation and distribution of pre-coded answer documents for local assessments 11. Assist in the receipt, distribution and return of all local testing materials 12. Assist with scanning, scoring, and preparing reports of district and campus benchmark testing efforts

when necessary 13. Maintain confidentiality regarding staff and student information 14. Perform other duties as assigned.




Data Analyst

Primary Purpose Assist with the development, implementation, and the maintenance of a system of assessment, accountability, and evaluation (encompassing both local and state requirements) of academic achievement, educational programs, and other areas to ensure the complete alignment of the written, taught, and tested curriculum in order to drive instruction and continuously improve the academic progress of all CCISD students. Major Responsibilities and Duties Assessment, Program Evaluation, and Program Management

1. Assist with planning, coordinating, implementing, and maintaining the administration of the local assessment program.

2. Assist with planning, coordinating, implementing, and maintaining the administration of state mandated assessments.

3. Assist with planning, coordinating, implementing, and maintaining an effective program evaluation process.

4. Assist with monitoring and supervising the management of the Assessment and Evaluation Program by: a. Coordinate assessment services to meet the needs of students, teachers, and principals. b. Plan, implement, evaluate, and revise assessment programs and procedures to meet the needs of

students, teachers, and principals. c. Apply research and data to improve the assessment program. d. Work with appropriate staff to develop, maintain, and revise local assessments based on systematic

review and analysis. e. Participate in the district-level decision-making process to establish and review the district’s goals

and objectives and how they relate to assessment. f. Use student assessment data to measure the alignment between curriculum, instruction, and

assessment. 5. Manage and utilize data effectively for systemic process and program analysis by:

a. Research, analyze, and interpret the data collected from local assessments. b. Prepare analytical and summary student performance reports. c. Account for the accuracy and verification of all student program data and reports. d. Implement data-driven decision making for improvement efforts based on best practices. e. Manage appropriate databases and ensuring data integrity

6. Manage and utilize policy effectively for maintaining systemic processes and practices. a. Account for the verification of the correct policy regarding all decisions and correspondence. b. Implement effective policy-driven decision making.

7. Plan and provide effective staff development activities pertaining to assessment and program evaluation that incorporate the mission of the district, program evaluation outcomes, and input from teachers and others.

8. Remain current with best instructional practices.



Program Evaluation Process

The purpose of evaluating programs shall be multi-faceted and shall result in findings, recommendations, and/or conclusions that:

1. Ensure program alignment with District goals and vision;

2. Assess strengths and weaknesses of the program;

3. Measure the success of the program in meeting its expressed goals; and/or

4. Result in improvements in, revisions to, or discontinuation of the program.

EVALUATION CYCLE

New District programs shall be evaluated after the implementation period. After a program enters into the standard operating period, it shall be evaluated at least once every five years. Existing programs shall be slated on a schedule within this cycle. A schedule of program evaluations shall be established, which may be modified as needed. The schedule shall be presented to the Board at the July Board meeting of each year. Programs that require an evaluation more frequently than five years as mandated by the Texas Education Agency (TEA) or other entities shall be placed on the schedule accordingly.

EVALUATION DESIGN

Program evaluations shall be conducted using the Joint Committee on Standards for Educational Evaluation (JCSEE), which include utility standards, feasibility standards, proprietary standards, and accuracy standards. Program evaluations may include quantitative and/or qualitative data, shall be conducted using scientifically based methodologies, and shall examine both the quality of the implementation and the impact of the program on student achievement. Data may include local, state, national, trend, group, standard, test, cost analysis, and survey data. Measurable objectives shall be studied resulting in findings, recommendations, and/or conclusions.

USE OF EVALUATIONS

Evaluation reports shall be shared and discussed with the stakeholders of the program, the administrative staff responsible for the implementation of the program, the Superintendent, and the Board. Accepted recommendations shall be reflected in revisions to the program and the associated budget.

(BQ[Local])



Program Evaluation Process

Steps for the Program Evaluation process:

Location Purpose of Meeting/ Task Personnel

A&E Initial Meeting to Discuss Evaluation Process Robert Laura Pat

A&E Discuss Topics, Available Data and Sources Robert Laura Pat

A&E Review Literature Laura Pat

A&E Discuss Literature and Questions Robert Laura Pat A&E Questions, Discuss Initial Data, Literature Robert Laura Pat

A&E Follow up Data Meeting (if necessary) Robert Laura Pat

A&E Compile Data Laura Pat

A&E Initial Draft of Evaluation Handout Laura Pat

A&E Review Draft of Handout Robert Laura Pat

A&E Review Draft with Director/Coordinator/Principal Robert Laura Pat

A&E Revise Evaluation Handout Robert Laura Pat

A&E Final Review of Draft Robert Laura Pat

Dr. Ebell Presentation with Dr. Ebell and Committee Members Robert Laura Pat Dr. Ebell

Dr. Smith Presentation with Dr. Smith and Committee Members Robert Laura Pat Dr. Ebell Dr. Smith

Create PPT Robert

ESC- LSDR Board Presentation Robert Laura Pat Dr. Ebell Dr. Smith



Program Evaluation Schedule (DRAFT)

2010-2011 2011-2012 2012-2013 2013-2014 (Proposed)

2014-2015 (Proposed)

2015-2016 (Proposed)

JROTC (Complete)

CHECHS (Complete)

Clear Stars Evening School

(Complete)

L2L (Oct)

Dual Credit (Complete)

Longhorn Program

(Complete)

Clear Access/TXVSN

(Complete)

National Merit Prep

(Nov)

GT/Advanced Academics

(Nov)

Clear View Education

Center (Nov)

Clear View Education Center

(Complete)

WAVE (Complete)

Credit by Exam (Complete)

Robotics (Mar)

CTE (Mar)

Athletics (Mar)

AP/Pre AP (Complete)

Seabrook Science Magnet

(Complete)

Dyslexia Program (Complete)

PALS (May)

Fine Arts (May)

L2L Update (May)

Bilingual/ESL (Complete)

Program Evaluations

Update (Complete)

Program Evaluations

Update (Jun)

Program Evaluations

Update (Jun)

Program Evaluations

Update (Jun)

Program Evaluations

Update (Jun)



Budget Requirements

Funds are required for the following items with respect to assessments:

Item Estimated Annual Expense

Copier Rental $ 8,420

Testing supplies $ 12,210

Copy Paper $ 460

Outsource for assessment $ 38,832

CBEs – tests, proctors, supplies $ 13,000

Collegeboard: PSAT ($10.50 per student)

$ 34,015

ACT (Explore:$8.50 per student)* $ 29,154

IBM Software (SPSS) $ 2,157

Total $ 138,248

*Based on future possibility that all 8th grade students will take ACT Explore. Only intermediate campuses from CCISD in the Texas High Performance Schools Consortium will have 8th grade students participate in ACT Explore in 2013-14.



Assessment Plan Review Process

The Office of Assessment and Evaluation will conduct an annual review of the Assessment Plan each spring. Edits and modifications to the Assessment Plan will reflect changes in state and local assessments. The revised Assessment Plan shall be reviewed annually by Policy Committee in June.



Bibliography

Bright, G.W., and Joyner, J.M. (2004). Dynamic classroom assessment. Vernon Hills, IL: ETA/Cuisenaire.

Chappuis, S., Chappouis, J., Arter, J., and Stiggins, R. (2012). Getting started with developing balanced assessment systems. Upper Saddle River, NJ: Pearson Education.

McTighe, J., and O’Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3), 10-17.

Popham, J.W. (2010). Everything school leaders need to know about assessment. Thousand Oaks, CA: Corwin.

RMC Research Corporation. (2005). Assessment strategies and definitions. Retrieved from: http://www.rmcdenver.com/useguide/assessme/definiti.htm

Texas Association of School Administrators/Texas Leadership Center. (2008). Public education visioning institute: Creating a new vision for public education in Texas. Texas Leadership Center: Austin, TX.

Texas Education Agency. (2013a). Special education assessments. Retrieved from: http://www.tea.state.tx.us/student.assessment/special-ed/staarm/

Texas Education Agency. (2013b). STAAR Resources. Retrieved from: http://www.tea.state.tx.us/student.assessment/staar/

Wiggins, G., and McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.



Appendices

Characteristics of a Comprehensive Student Assessment and Program Evaluation Plan

Characteristic (The plan…) Auditors’ Rating

Adequate Inadequate

1. Describes the philosophical framework for the design of the student assessment plan and directs both formative and summative assessment of the curriculum by course and grade in congruence with board policy. Expects ongoing formative and summative program evaluation; directs use of data to analyze group, school, program, and system student trends.

2. Includes an explicit set of formative and summative assessment procedures to carry out the expectations outlined in the plan and in board policy. Provides for regular formative and summative assessment at all levels of the system (organization, program, and student).

3. Requires that formative, diagnostic assessment instruments that align to the district curriculum be administered to students frequently to give teachers information for instructional decision making. This includes information regarding which students need which learner objectives to be at the appropriate level of difficulty (e.g., provides data for differentiated instruction).

4. Provides a list of student assessment and program evaluation tools, purposes, subjects, type of student tested, timelines, etc.

5. Identifies and provides direction on the use of diverse assessment strategies for multiple purposes at all levels—district, program, school, and classroom—that are both formative and summative.

6. Specifies the roles and responsibilities of the central office staff and school-based staff for assessing all students using designated assessment measures, and for analyzing test data.

7. Specifies the connection(s) among district, state, and national assessments.

8. Specifies the overall assessment and analysis procedures used to determine curriculum effectiveness.

9. Requires aligned student assessment examples and tools to be placed in curriculum and assessment documents.

10. Specifies how equity issues will be identified and addressed using data sources; controls for possible bias.

11. Identifies the components of the student assessment system that will be included in program evaluation efforts and specifies how these data will be used to determine continuation, modification, or termination of a given program.

12. Provides for appropriate trainings for various audiences on assessment and the instructional use of assessment results.

13. Delineates responsibilities and procedures for monitoring the administration of the comprehensive student assessment and program evaluation plan and/or procedures.

14. Establishes a process for communicating and training staff in the interpretation of results, changes in state and local student achievement tests, and new trends in the student assessment field.

15. Specifies creation of an assessment data system that allows for the attribution of costs by program, permitting program evaluations to support program-based cost-benefit analyses.

Total

Percentage of Adequacy

©2011 CMSi



Resources

Eduphoria Aware : https://eduphoria.ccisd.net

Clear Creek ISD Policies: http://pol.tasb.org/Home/Index/505

Special Education Services publication on Updates on State Assessments

Clear Creek ISD Human Resources for Job Descriptions

Texas Education Agency STAAR Resources : http://www.tea.state.tx.us/student.assessment/staar/#g3-8

Pearson Texas Assessment Summary Results : https://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Texas%2FtxPALPPALayout&cid=1175826712647&pagename=txPALPWrapper&nocache=1307552086393

Lead4ward STAAR Resources : http://lead4ward.com/resources/

College Board : http://www.collegeboard.org/

The ACT : http://www.actstudent.org/



CCISD Learning Checkpoints FAQ (Sept. 2013)

What are Learning Checkpoints?

Learning Checkpoints are “end of unit" assessments that were developed by teachers, coaches, and curriculum coordinators. Checkpoints were written for grades 2-12 in the areas of reading, writing, math, science, and social studies.

Where can we find the Learning Checkpoints?

Learning Checkpoints are in Forethought and are housed by unit.

How should Learning Checkpoints be used by teachers?

There are many ways that Learning Checkpoints could be utilized to support instruction. They can be used by teachers when they are planning out a unit in order to better understand the expected student outcomes at the end of that unit. They can be given as a diagnostic “pre-test”. They can be used for shared learning experiences. They can be administered as they are written and used as a post assessment. Teachers could also remove the answer choices and administer them as open-ended questions. Learning Checkpoints are intended to support instruction and can be modified or adapted by teachers to suit many needs. It is not intended that teachers administer and take grades on each and every Learning Checkpoint. They serve a variety of purposes, and teacher discretion should be used.

Can we use Learning Checkpoints for a grade?

It is not intended that every checkpoint be given and used as a grade. However, many of the Learning Checkpoints are well-suited to be used as a grade. This should be a campus or team decision.

Are the Learning Checkpoints mandatory?

Each grade level and subject has certain learning checkpoints that are mandatory, as determined by curriculum coordinators.

Do non-mandatory Learning Checkpoints have to be used in Aware?

Learning Checkpoints may be adapted and used as any type of diagnostic or formative assessment with or without Aware. Some additional ways Learning Checkpoints can be used are: interactively with smart response pads (clickers), math/number talks, problem solving stations, small groups, instructional warm-ups, question of the day, journaling, or helping teachers in preparation of instructional lessons, etc.



Will all Learning Checkpoints be available in Aware?

Yes. Answer keys will be available in Aware for all Learning Checkpoints. The Assessment and Evaluation Department is currently working on this project. They are utilizing a time-line to ensure that Checkpoints are in Aware in time for teachers to use at the end of each unit.

How do teachers print the scantrons?

1. Select the assessment in Aware.

2. Select the class.

3. Click on “Print Answer Sheets” to create a PDF of scantrons.

4. Print to Xerox.

If a teacher is absent, who else has the rights to print the scantrons?

Any person with administrative rights in Aware on campus, including assistant principals/deans of instruction, elementary TISs, specialists, or coaches can print scantrons.



AP Exam Administration Information for Lead Counselor Meeting

Contact Information Pat McKenna, Office of Assessment and Evaluation Office: 281-284-0116

Registration Dates/Deadlines (Coordinator’s Manual, pg. 15) o Registration: March 18-28

Students do not have to be enrolled in an AP course to take an AP exam o Deadline to order and receive pre-administration materials: April 3 o Postmark deadline form exam payments and invoices: June 15 ($200 late fee after this date)

Print your invoice before June 15 Exam Fees (Coordinator’s Manual, pg. 19)

o Non-fee reduced students: $89 per exam ($8 of this is the administration fee you keep/use for your expenses)

$21 is non-refundable if the test is not purchased by another student ($8 fee + $13 unused exam fee)

Full refund if the test is purchased by another student Deadline for requesting a refund: May 29

o Fee-reduced students: $13 per exam for each exam (This is based on additional funds from the state and

federal governments) Must be identified as economically disadvantaged in order to be eligible for the

subsidies provided through TEA $13 non-refundable for exams

o Private school/home school students: $89 per exam (non-fee reduced)

o Late exams that require a late fee (Coordinator’s Manual, pg. 19) Increase the regular fee by $40 per exam

o Late registration fee (after April 12) – increase the regular fee by $50 per exam Coordinators and Proctors (this has not changed from 2012)

o AP Coordinators/Proctors must be in the substitute/payroll system already o AP Coordinator/Proctor Pay

AP Coordinator: $115/day ($14.375/hour) Assistant AP Coordinator: $105/day ($13.125/hour) AP Proctors: $90/day ($11.25/hour) Everyone is paid through the Payroll process. Teacher retirees are responsible for

checking with TRS to determine what impact this may have on their retirement pay. TRS considers these to be “open” positions, not substituting for a teacher.

AP Exam Data o The Office of Assessment and Evaluation handles district access to online AP Exam data.

Equipment o Tape recorders – if additional are needed for your campus, please contact Pat McKenna no later

than April 16 to borrow tape recorders from Assessment and Evaluation o Headphones – if additional are needed, be sure to order the recommended KOSS headphones.

Technology can purchase these however it may take several weeks so be sure to start the order process early.



Online Registration o System administrators

https://apps.ccisd.net/laserfocus Contact Pat McKenna to add/remove system administrators

o Students http://sec01.ccisd.net/AP_TEST_REGISTRATION

o Nine digit student IDs – now working properly in Laser Focus o Fee-reduced students o Reports o Late tests, late fees, late registration

Student Exam Security Statement o Prohibited items (Coordinator’s Manual, pg. 39)

Cell phones, MP3 players, PDAs, etc. Documentation of Student AP Numbers

o Spreadsheet will be provided for documentation of student AP numbers Multiple AP numbers for the same student?

o Spreadsheet needs to be returned to Pat McKenna no later than June 15 Incident Reports (Coordinator’s Manual, pgs. 49 – 56, 123 – 124)

o Please send a copy of all incident reports to Pat McKenna Online Score Reporting (July/August)

o Check for students who do not belong to your campus, wrong name(s), etc. Miscellaneous

o Campuses are no longer allowed to transfer unused exams between campuses o Students testing on more than one campus o Network logins for AP Coordinators o Large AP program rebates (Coordinator’s Manual, pg. 20) o Pre-administration sessions (Coordinator’s Manual, pgs. 43 and the AP website)



AP Exam Answer Sheet Verification

o Student Answer Sheets (Coordinator’s Manual pgs. 43 – AP website) A-F, and H must be completed for each exam; Q must be completed as required for

language exams; T (local ID) is a new field this year o Verify the following student information

Student Name (first, last) Gender Grade Level Ethnicity AP Number School Code (only required for one answer sheet)

CCHS: 444087 CBHS: 442624 CLHS: 443361 CVEC: 444089 CSHS: 444082 CHECHS: 443209 CFHS: 444080 Home School Students: 994499 Other Non-CCISD students must use their non-CCISD school’s CEEB/ETS

code. Someone may have to call to get the correct code Do not use a CCISD code

o Complete the School Use Only section Section Number

Leave blank unless multiple teachers teach the class Pat McKenna will send the list of codes to use for those exams needing a code

Fee Reduction Granted (Coordinator’s Manual, pg. 20) Option 1 for fee reduced students (CCISD and non-CCISD) Do not use Option 2 for any students



CBE Information for Counselor Meeting (as of Spring 2013)*

1. CBEs are for students with no prior formal instruction – no type of credit recovery (credits not transferring from another district, state, country, homeschool)

a. Where applicable – ask the student to take the online TAKS release test for the grade level they want to test out of to see if they are prepared.

2. Information will be posted on the website: http://www.ccisd.net/departments/assessment-evaluation/credit-by-examination

3. Information will be printed in the local papers (Galveston, Clear Lake and Friendswood) in a 1 day ad

4. Registration form

a. All fields are required – please check for accuracy

b. Importance of next year campus, current grade level, PEIMS ID (SSN or State ID)

c. Link to website for review sheets and exam requirements. Site has 3-5 sample questions as well as any exam requirements (e.g. Communication Applications/Speech requirements, Reading requirements for ELA 8). The test is based on the TEKS--not a textbook. (Parents always want to use a textbook to study).

d. Testing dates June 11-13 and July 9-11. We do not have testing location(s) as of now – we will try to make it centrally located to the Assessment and Evaluation office (the same sites for both sessions).

5. Local policy EHDC

6. For year-long courses, students must score at least an 87 on BOTH semesters in order to earn credit for the course. Per CCISD Grading and Reporting Procedures, CBE semester results may not be considered for semester averaging or GPA. Refer to EPG.

7. Please keep a list of students who sign up and a copy of their registration form for your records. Please make note of the date they are taking the test. You might want to forward a copy to the next school.

8. Parents will be mailed a confirmation letter (a copy of the registration form) with dates, times, and location for each exam. Letters will be mailed 2 – 3 weeks prior to the exam.

9. Exam results usually come in 3-4 weeks. All results will be in before the start of school.

10. Exam results will be mailed to the parents and to the campus principal at the elementary and intermediate level. The lead counselor at the high school level will receive the results.

11. Encourage students who pass the AP course tests to take the AP exams

12. Intermediate – students cannot sign up for just part A or part B – they must register for the entire course (both A & B). If they choose to register for one or two courses, they must take the next advanced level course. Example: Science 8 – they must take a freshmen level course the next school year. Please counsel with the students and parents on the rigor of the test and the testing process (3 hours per test). Encourage them to go to the website for the CBE review materials.



13. Elementary – to skip a grade level, students must sign up for all four tests. Please counsel with the parents about the rigor of the tests along with the strain of taking 4 tests in 3 days. We had students cry through the test, pulling out their hair, refusing to come back after the first day, students that cannot read, falling asleep during testing. Kindergarten acceleration – must be 5 years old on September 1. Encourage them to go to the website for the CBE review materials.

14. Elementary students taking an intermediate or high school test – intermediate or high school rules apply

15. Intermediate students take high school level courses, high school rules apply including EOC standards. Algebra I; Geometry; Algebra II; ELA I, II and III; Biology; Chemistry; Physics; World Geography; World History, US History

16. High School students need be counseled on the rigor of the test and the testing process (3 hours per test, year long course has two tests – one for each semester). EOC rules apply. Encourage them to go to the website for the CBE review materials.

17. NCAA rules – students will not receive credits toward NCAA requirements for CBE

18. Home schooled children cannot gain credit or determine placement through the Office of Assessment and Evaluation summer CBE process. This must be handled outside the mandatory 6 days and at the parents expense.

19. Students cannot take summer school and CBE during the same time frame. June CBE testing is usually before summer school starts.

20. July STAAR EOC testing occurs the same week as CBE testing.

21. Not all tests meet all the TEKS (i.e.,BCIS)

22. Foundations of Personal Fitness (FPF) is offered again.

23. Language tests are targeted at HIGH SCHOOL students. Elementary and intermediate level students will be taking the same tests that any HS student will take!

* CBE policy will be modified based on legislative changes in HB 2694. Policy will be modified consistent with HB 2694 and legal interpretation by the Texas Education Agency as information is communicated to school districts.

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CCISD Secondary and Post-Secondary Assessment Options

ACT College and Career Readiness System

Our College and Career Readiness System provides a longitudinal approach to educational and career planning through student assessment, curriculum support, and school improvement. Our research-based solutions help schools, districts,

and states improve academic measurement, student readiness, and instructional design.

CURRICULUM BASED ASSESSMENTS



CCISD Secondary and Post-Secondary Assessment Prep Day Options

October 16, 2013

Grade Proposed Projected

Enrollment

Per Student Cost

(# students)

ApproximateCost

Notes

8 ACT Explore* 700 $8.50 (700) $5,950 Scored by ACT

9 PSAT (Informal) 3,200 Paper (3200) District Printing

Scored by Campus (we could use Aware)

10 PSAT or ACT Plan

3,200 $10.50 or

$11.25 $35,000

Scored by SAT or ACT/Used for AP Potential

11

PSAT

3,200

$14.00 (800) Student

Purchase Scored by SAT/Also NMSQT

Practice ACT $1.40 (1200) $1,680 Scored by Campus (we could use Aware)

Practice SAT Paper (1200) District Printing


12

Compass or THEA Prep

2,900

Paper (1100) District Printing


Practice ACT $1.40 (800) $1,120 Scored by Campus (we could use Aware)

Practice SAT Paper (1000) District Printing


AP Exam Preparation

Paper N/A Led by Campus AP Teachers

Totals 13,200 $43,750

8th grade students would take ACT Explore (* Westbrook and Creekside only for 2013 as originally aligned to THPSC)

9th grade students would take an informal PSAT, scored locally.

10th grade students would have the option of taking PSAT or ACT Plan. (Top 10% take PSAT to plan for NMSQT in 11th. Remaining students take ACT Plan.)

11th grade students would sign up to take either PSAT, Practice ACT, or Practice SAT. (Currently, 11th grade students who choose to take PSAT must purchase the test individually.)

12th grade students would sign up to take either Compass or THEA Prep, Practice ACT, or Practice SAT. (Students enrolled in AP Courses could take a practice, mini-version of an AP Exam.)

Rationale behind ACT Explore and ACT Plan: ACT is better aligned to the state curriculum than SAT, and it is a good way to determine how well prepared CCISD is for the possibility of ACT Explore and Plan used by THPS Consortium schools as measures of student learning.

assessm ent plan - ccisd...clear creek independent school district assessment plan office of...

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