Mansfield ISD Curriculum-Based Assessment Guidelines

Transcription

1 Mansfield ISD Curriculum-Based Assessment Guidelines Mansfield ISD supports a strong balanced assessment system that includes the use of Curriculum-Based Assessments (CBAs) in addition to State mandated tests. The MISD assessment program is designed to improve student learning by monitoring performance and supporting informed decisions. State tests such as the STAAR and TELPAS alone cannot provide the necessary information to improve student learning. Formative tests given throughout the year such as the curriculum-based assessment (CBA) and other measures including classroom observations, portfolios, and student projects all contribute to a balanced assessment program. For additional information related to the development and importance of a balanced assessment system, refer to Brian Gong s paper, Using balanced assessment systems to improve student learning and school capacity: an introduction which was adapted from CCSSO Council of Chief State School Officers (2010). Goal of Local assessments (Curriculum-Based Assessments, CBAs) To improve student learning by providing teachers with on-going feedback that identifies student strengths and weaknesses and enhances instruction Philosophy MISD is committed to teaching and learning that facilitates student success. This is accomplished through the evaluation of a written, taught and tested curriculum. Local district assessments provide a comprehensive internal comparative evaluation of student performance serving to identify strengths and weaknesses. Purpose 1 of 5

2 Measure student progress Provide a focus for targeted intervention Determine professional development needs Analyze programs, instruction and intervention Timeline Campuses will receive copies of the CBAs via Google Drive prior to the test administrations. Tests, printed by an outside source will be delivered to the district warehouse then delivered to the campuses approximately one week prior to test administration. The CBAs shall be administered within the window designated on the CBA calendar. Scanning answer documents into DMAC Solutions should occur immediately after tests are administered - by classroom or grade level according to the scanning deadline. Middle and High School tests may be administered using ipads if approved by campus administrators. District and campus summary reports will be prepared by the MISD Curriculum and Instruction staff and will be distributed to central administrators for review. Roles and Responsibilities Principals will: Support the purpose of the CBAs and facilitate the integration of the CBA within a strong instructional program Ensure all staff members understand their roles and responsibilities Make certain all tests are administered, scanned, and scored within the testing window Collaborate with curriculum coordinators and teachers and discuss the importance of the alignment between instruction and assessment and the need for instruction to match the depth of knowledge represented by the assessment questions Monitor pacing of classroom lessons to ensure that teachers are following the 2 of 5

3 District s Curriculum framework Provide clear communication with parents about the CBAs test dates and results Review the results with campus instructional and administrative staff and identify areas of strengths and areas needing improvement Ensure that teachers communicate student strengths and weaknesses with parents, as well as, provide them with strategies to support their children in the learning process Campus CBA Test Coordinators will: Follow all CBA requirements Receive local assessments and distribute to teachers Precode answer documents using DMAC Solutions Scan or supervise scanning of CBAs by teachers Supervise administration to be sure all students are tested (as appropriate) Provide guidance regarding the use of accommodations and supplemental aids Verify tests are submitted and scored by all Receive the student CBAs when delivered to the campus by the warehouse and organize distribution of tests and answer documents to teachers Communicate with teachers the expectations for scanning at the campus Facilitate scanning of the answer documents as testing is completed *The CBA contact is assigned by the Principal. Curriculum & Instructional Coordinators will: Develop and/or provide copies of all required documents including formula charts, and other resource materials to RAA dept. by the designated deadlines Supervise translation of CBAs into Spanish for grades 3-4 Provide support for the appropriate use of accommodations and supplementary aids Enter Keys into DMAC and set scoring standards by August 30 Provide instructions on how to grid answers Create reports for central administrators 3 of 5

4 Teachers will: Support the purpose of the CBAs within a balanced assessment program Preview the CBA materials prior to administering them to students Administer the CBAs in class according to designated testing windows Engage in data review with other instructional staff to identify common trends and areas of focus Generate and use the following reports from DMAC to track progress of individual students: SE Reports Student Performance Report Item Analysis Report Use the data to celebrate successes or identify areas of growth in prior lessons Review results with students to strengthen student understanding and learning Communicate CBA information to parents to ensure an effective line of communication Research, Assessment & Accountability Office will: Facilitate printing of tests Input test headers into TEKScore so keys can be entered Provide campus training on the use of DMAC Provide training on use of plain paper scanning and calibration of copiers Collaborate with curriculum staff to update local assessment guidelines and make available to campuses via the Research, Assessment, & Accountability website Support online administration of CBAs at the middle and high school level using ipads Use CBA data to identify any curriculum, instructional, or programmatic implications Additional Procedures The CBAs should be treated as an important part of the teaching and learning 4 of 5

5 process. Therefore, teachers shall not create CBA-specific student study guides, have review sessions, nor provide tutorials specifically for the CBA outside of what they would do on a regular basis for daily instruction or for other minor category assignments. CBAs should be administered within the class period, and not be part of a STAARpreparation process. Campus staff should use the data as a tool for instructional improvement in the classroom and plan appropriate instructional tasks based on the data. Questions? If questions about the content of the test arise, the teacher should notify the CBA Coordinator at their campus who will determine if a district curriculum coordinator should be contacted. Grades Elementary & Intermediate Schools: CBAs for students in grades 3-6 will count as test grades. CBA data should be used as a tool for goal setting and instructional adjustments. Middle & High Schools: CBAs at this level will count as a quiz grade and should provide teachers with the information needed to assess student learning and adjust instruction. Security Teachers may access CBAs on Google Drive using links provided by the Curriculum Coordinators. The CBAs sent to campuses for preview shall not be shared with parents nor students as they are an instructional planning tool for teachers Questions shall not be taught directly, but used as models to design instruction. Student copies of the CBAs should be stored where students do not have access. They do not need to be stored in locked closets like a STAAR assessment, but they should not be accessible for students to view prior to the administration. Tests should be recycled at the end of the year. 5 of 5