Comprehensive Assessment Plan

Including Local Assessment of Show-Me Standards

2008-2009

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

Comprehensive Assessment Program ..........................................................................................2

The Integral Relationship among Curriculum, Instruction, and Assessment

Assessments and Purposes ........................................................................................................ 3-5

Guidelines for Including Students with Disabilities ...................................................................6

Local Assessment of Show-Me Standards ............................................................................. 6-14

Assessment of English Language Learners (ELL)....................................................................15

Assessment Results and Dissemination of Data ........................................................................16

Staff Development Related to the Assessment Program ..........................................................17

Teaching Test-taking Strategies .................................................................................................18

Confidentiality of Student Assessment Data .............................................................................18

Use of Parallel Items/Practice Tests ...........................................................................................18

Policies to Ensure Test Security............................................................................................ 19-20

Testing Windows K-12 .......................................................................................................... 21-25

1
 North Kansas City Schools

The Comprehensive Assessment Program

A clear focus on effective curriculum, instruction and learning demands attention to a
comprehensive assessment program. North Kansas City Schools has demonstrated commitment to
quality assessment by appointing a Director of Assessment and Data, the staff member responsible for
coordinating the district’s assessment program.

An effective assessment program is grounded in the notion that there is an integral relationship
among the architecture of district curriculum, the application of curricular content through instructional
delivery, and effective assessment strategies. In order to assess progress, all students will be included in
the assessment program.

Architecture

Application Assessment

ARCHITECTURE APPLICATION ASSESSMENT

• The Written Curriculum
• Designed
• The Work Plan
• Curriculum Guides
• Instructional Materials
• Supplementary Materials
• Scope and Sequence
• MSIP Format
• The Taught Curriculum
• Delivered
• The Work
• Instructional Support
• Staff Development
• Models of Teaching
• Lesson Planning
• School Improvement Plan
• The Tested Curriculum
• Monitored
• The Work Measure
• Student Evaluations
• Report Cards
• Data Interpretation
• Data Reporting
• School Improvement
Needs Assessment

2
 Assessments and Purposes—Elementary

LEVEL CONTENT ASSESSMENT PURPOSE

• Obtain baseline data
Reading • Determine strengths and needs
K-5 Curriculum-Based Measurement (CBM)
Mathematics • Identify children needing early intervention
• Monitor student progress
†Scholastic Reading Inventory (SRI) Gr. 2-5 • Determine instructional reading level
OR • Determine strengths and needs
*Developmental Reading Assessment (DRA) Gr. K-3 • Identify children needing early intervention
OR
*Flynt-Cooter Reading Inventory for the Classroom
K-5 Reading
Gr. 3-5

†Mandatory for 5th grade in the spring

*Typically administered to students receiving reading
support
• Determine curriculum objective mastery by
Communication Arts Integrated Theme Tests, Weekly
Communication unit
K-5 Skills Tests (Houghton-Mifflin) Optional per building
Arts
principal • Determine continued mastery of spiraled
objectives over time
Communication Arts Benchmark Tests • Locally developed, authentic
• Student response to selected response, • Provide benchmark data for measuring
Communication
K-5 constructed response and performance events student progress and instructional
Arts
Pre/Post Assessments and MARC Tests (Piloting in improvement (School Improvement Data)
12 schools- Grades 1-5)
• Determine curriculum objective mastery by
K-5 Mathematics Mathematics Unit Tests (Investigations)
unit
Mathematics Benchmark Tests • Locally developed, authentic
• Student response to selected response, • Provide benchmark data for measuring
K-5 Mathematics constructed response and performance events student progress and instructional
Pre/Post Assessments and MARC Tests (Piloting in improvement (School Improvement Data)
12 schools- Grades 1-5)
• Determine instructional math level
3-5 Mathematics STAR Math • Determine strengths and needs
• Identify children needing early intervention
Science Benchmark Tests • Locally developed, authentic
• Student response to selected response, • Provide benchmark data for measuring
K-5 Science constructed response and performance events student progress and instructional
Pre/Post Assessments and MARC Tests (Piloting in improvement (School Improvement Data)
12 schools- Grades 1-5)
• Nationally-normed
Verbal
Quantitative Cognitive Abilities Test (CogAT) • Assess students’ abilities in reasoning and
2,5
Non-Verbal problem solving using verbal, quantitative,
and spatial (nonverbal) symbols
• State developed, performance-based and
Comm. Arts MAP (Missouri Assessment Program)
standardized multiple choice
3-5 Math • Communication Arts
• Evaluate student progress related to state
• Math
standards
• State developed, performance-based
Physical Fitness Testing (reported to DESE)
5 Physical Fitness • Designed to evaluate student progress
• Locally assessed physical fitness tests
related to state standards
• State developed, performance-based and
MAP (Missouri Assessment Program)
standardized multiple choice
5 Science • Science
• Evaluate student progress related to state
standards

3
 Assessments and Purposes—Middle School

LEVEL CONTENT ASSESSMENT PURPOSE

• Obtain baseline data
Reading • Determine strengths and needs
6-8 Curriculum-Based Measurement (CBM)
Mathematics • Identify students needing intervention
• Monitor student progress
• Determine instructional reading level
6-8 Reading Scholastic Reading Inventory (SRI) • Determine strengths and needs
• Identify children needing early intervention
Communication Arts Benchmark Assessments • Locally developed, authentic
Communication • Student response to selected response, • Measure student performance in written
6-8 Arts constructed response and writing performance language and reading aligned with state
events standards
Communication Arts Mini Assessments
• Locally developed, authentic
• Student response to brief selected response,
Communication • Measure student performance in written
6-8 Arts
constructed response and writing performance
language and reading aligned with state
events directly aligned with essential mastery
standards
objectives
• Determine instructional math level
6-8 Mathematics STAR Math • Determine strengths and needs
• Identify children needing early intervention
• Locally developed, authentic
Mathematics Benchmark Assessments
• Measure student performance in
6-8 Mathematics • Student response to selected response,
mathematics aligned with district
constructed response and performance events
curriculum
Science Benchmark Tests • Locally developed, authentic
6-8 Science • Student response to selected response, • Designed to measure student performance
constructed response and performance events in science aligned with district curriculum
MAP (Missouri Assessment Program) • State developed, performance-based
Comm. Arts
6-8 • Communication Arts • Evaluate student progress related to state
Math
• Math standards
• Locally developed, authentic
Social Studies Benchmark Assessments
• Designed to measure student performance
6-8 Social Studies • Student response to selected response,
in social studies aligned with district
constructed response and performance events
curriculum
• State developed, performance-based
MAP (Missouri Assessment Program)
8 Science • Evaluate student progress related to state
• Science
standards
• Assess students’ individual abilities and
6-9 Careers/Interest Missouri Connections
interests for education and career planning
• Standardized, on-line; federally mandated
• Used to monitor progress toward meeting
8 Technology Census of Technology
the goals and objectives of the state
education technology plan
• Locally developed, authentic, performance-
8 based
Instrumental Music Assessment
Orchestra and Instrumental • Evaluate student performance competency
• Group
Band Students Music • Assess student vocabulary regarding
Only • Individual
perceptions and evaluations of
performances
• Locally developed, authentic, performance-
based
8 • Evaluate student performance competency
Choir Students Vocal Music Vocal Music Assessment
Only
• Assess student vocabulary regarding
perceptions and evaluations of
performances
• State-developed, selected response and
6-8 Algebra performance
Algebra Algebra I End of Course Exam
Students • Evaluate student progress related to Algebra
course level expectations (CLEs)

4
 Assessments and Purposes—High School
LEVEL CONTENT ASSESSMENT PURPOSE
• State developed, performance-based
Physical Fitness Testing (reported to DESE)
9 Physical Fitness • Evaluate student progress related to state
• Locally assessed physical fitness tests
standards
• Assess students’ individual abilities and
9 Careers/Interest Missouri Connections
interests for education and career planning
• Determine instructional reading level
9-10 Reading Scholastic Reading Inventory (SRI) • Determine strengths and needs
• Identify children needing early intervention
• Determine instructional math level
9-10 Mathematics STAR Math • Determine strengths and needs
• Identify children needing early intervention
Course-Specific Communication Arts Benchmark • Locally developed, authentic
CA I Assessments • Measure student performance in communication
9-10 CA II • Student response to selected response, constructed arts aligned with district curriculum and state
response and writing performance events course-level expectations (CLEs)
Social Studies Benchmark Assessments • Locally developed, authentic
9-11 Social Studies • Student response to selected response, constructed • Designed to measure student performance in
response and performance events social studies aligned with district curriculum
• Locally developed, authentic
Algebra Course-Specific Math Benchmark Assessments
• Measure student performance in mathematics
9-11 Geometry • Student response to selected response, constructed
Algebra II aligned with district curriculum and state
response and performance events
course-level expectations (CLEs)
• Locally developed, authentic
Physics Course-Specific Science Benchmark Assessments
• Measure student performance in science aligned
9-11 Chemistry • Student response to selected response, constructed
Biology with district curriculum and state course-level
response and performance events
expectations (CLEs)
Communication Arts Mini Assessments • Locally developed, authentic
CA I
• Student response to brief selected response, • Measure student performance in written
9-11 CA II
constructed response and writing performance events language and reading aligned with state course-
CA III Level
directly aligned with essential mastery objectives level expectations (CLEs)
• Teacher-developed; aligned to course
All High School performance standards
9-12 Courses
A+ Assessment
• Student mastery of performance standards for
each high school course
9-12 • State-developed, selected response and
performance
Algebra Algebra I Algebra I End of Course Exam
• Evaluate student progress related to Algebra
Students course level expectations (CLEs)
9-12 • State-developed, selected response and
performance
Biology Biology Biology End of Course Exam
• Evaluate student progress related to Biology
Students course level expectations (CLEs)
9-12 • State-developed, selected response and
Communication performance
CA II Arts II
Communication Arts II End of Course Exam
• Evaluate student progress related to CA II
Students course level expectations (CLEs)
English • Gain achievement information for students
Mathematics pertaining to future academic and career success
10 Reading
PLAN
based upon ACT standards
Science
Reading • Gain aptitude information for students
10 (all) Writing PSAT pertaining to future academic and career success
11 (optional) Math based upon SAT standards
• Measure student mastery of designated topics
11 Social Studies US/MO Constitution Test concerning both US and Missouri governmental
systems (per Missouri law)
Technical Skill Assessments (TSAs) • Measures Career/Technical program-specific
11-12 Industry standards
• 25% of all Vocational Concentrators skill proficiency
• Nationally-normed
English
College Entrance Exams • Designed to assess skills important to students’
Mathematics success in college
10, 11, 12 • SAT
Reading • Assists students, parents, high schools, post-
Science • ACT
secondary institutions, and scholarship
programs with educational planning

5
 Guidelines for Including Students with Disabilities

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

Local Assessment of Show-Me Standards

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

6

Show-Me Standard
Com Arts:
Content Standard 5:
Comprehending and
evaluating the content and
artistic aspects of oral and
visual presentations (such
as story-telling, debates,
lectures, multi-media
productions).
Com Arts
Content Standard 6:
Participating in formal
and informal
presentations and
discussions of issues and
ideas.
Local Assessment of Show-Me Standards
NCK Curriculum
Objective
Cross-Reference
Com Arts, K-3, Students identify similarities and
Speaking/Listening differences in one’s own ideas and
Strand ideas in oral presentations.
Com Arts, 4-7, Comprehends and evaluates the
Speaking/Listening content and artistic aspect of oral and
Strand visual presentations
Com Arts, 8-12, Comprehends and evaluates the
Speaking/Listening content and artistic aspect of oral and
Strand visual presentations
Com Arts, K-3, Students participate in formal and
Speaking/Listening informal discussions, and listen and
ask appropriate questions in
discussions to understand ideas.
Students develop and deliver
presentations to small/large groups,
staying on topic and in sequential
order
Com Arts, 4-7, Develops and delivers presentations
Speaking/Listening to small and/or large groups.
Comprehends and evaluates written,
visual and oral presentations and
words (1.5)
Finds and identifies key information
that is spelled out in a passage (e.g.
who, what, when, where, why, how)
Com Arts, 8-12, Develops and delivers presentations
Speaking/Listening to small and/or large groups.
Speaks effectively in a variety of real
or simulated workplace situations.
(II.3.c)
Participate in informal presentations
and discussions by summarizing or
paraphrasing the main points of the
discussion. (II.5.d)
Assessment Method
(Sample questions found in curriculum
guides)
After listening to an oral presentation, identify
similarities/differences between your own ideas
and the presentation in a written paragraph.
Comprehends and evaluates written, visual and
oral presentations and words by identifying the
key words and issues discussed in the
presentation or passage (1.5)
Uses a scoring guide to evaluate presentations
After listening to the (given) selection and
discussion about it, write an appropriate
question to ask.
Develop a plan of how you could present
information on life cycles.
Compares and contrasts ideas on the same topic
from two or more presentations
Responds to presentations
(summarizes/paraphrases, relate to prior
knowledge, recognize similarities and
differences to own opinions)
Summarizes presentations and discussions
PE Develop and deliver research report and
visuals
PE Prepare and deliver persuasive presentations.
CR Deliver paraphrase and summary.
CR Summarize or paraphrase the main points of
a discussion
7

NCK Curriculum
Show-Me Standard Objective
Cross-Reference
Com Arts Content Com Arts, 3rd Grade, Reads and comprehends a variety of
Standard 7: Reading Strand culturally diverse texts.
Identifying and
evaluating
relationships between Com Arts, 3rd Grade, Students identify words and phrases
language and culture. Reading Strand (such as idioms, jargon, local
expressions) that reflect various
cultures and eras. (I.5.e)
Com Arts, 4-7, Reads and comprehends a variety of
Reading culturally diverse texts.
Com Arts, 8-12, Reads and comprehends a variety of
Reading culturally diverse texts.
Determine relationships between
literature and other communications
and their historical and/or cultural
contexts. (I.5.b)
Com Arts, K-3, Explains words and phrases that
Reading reflect various cultures
Com Arts, 4-7, Explains words and phrases that
Reading reflect various cultures
Com Arts, 8-12, Identify, analyze, and evaluate
Reading9 problems and proposed solutions
from multiple cultural or societal
perspectives. (III.2.d)
Com Arts, K-3, Identifies sayings, expressions, and
Reading other forms of usage that reflect
regions and cultures
Com Arts, 4-7, Identifies sayings, expressions, and
Reading other forms of usage that reflect
regions and cultures
Com Arts, 4-7, Determine relationships between
Reading literature and other communications
and their historical and/or cultural
contexts.
Com Arts, 8-12, Determine relationships between
Response to Lit. literature and other communications
and their historical and/or cultural
contexts.
Assessment Method
(Sample questions found in curriculum
guides)
CR Use the story elements chart below to
explain the elements of the different stories
(fairy tale, folk tale, fable)
CR Explain what “phrase A” from the text
means, and describe which clues from the
text helped you to figure out the phrase.
CR Analyzes communications to determine
how they reflect particular cultures or eras
CR Compare and contrast communications
that reflect differing perspectives on a
current issue.
CR Describe universal themes and human
conditions.
CR Discuss the role of author’s cultural
background in literature
CR Given a reading selection, explain the
underlined words and or phrase that reflect
another culture.
CR In a given reading selection, identify
works of phrases that are representative of
another culture. Explain the words and or
phrase.
CR Analyze the problem in a selection and
explain the role of the cultural perspective
in the events in the selection
CR Given a reading selection, explain the
underlined words and or phrase that reflect
another culture
CR Given a reading selection, explain the
underlined words and or phrase that reflect
another culture
CR Explain how a given selection might
have been different had it been written in a
different culture.
CR Explain the relationship between
literature and other communications
involving a given piece of literature in its
cultural context.
8
 Assessment Method
Show-Me NCK Curriculum
Objective (Sample questions found in curriculum
Standard Cross-Reference
guides)
Com Arts, 4-7, Identify, analyze, and evaluate Teacher observation of participation in
Reading problems and proposed solutions from classroom discussion.
multiple cultural or societal
perspectives.
Com Arts, 8-12, Identify, analyze, and evaluate Teacher observation of participation in
Response to Lit. problems and proposed solutions from classroom discussion.
multiple cultural or societal
perspectives.
Com Arts, 4-7, Describes universal themes/human CR Describe the similarities between the themes
Reading conditions that recur in the literature in two selected pieces of literature.
of all cultures
Com Arts, 8-12, Describes universal themes/human CR Identify a universal theme/human condition
Reading conditions that recur in the literature and explain how it recurs in literature of more
of all cultures than one culture, giving examples.
Com Arts, 4-7, Compares literature of different CR Compare and contrast literature of different
Reading cultures, contrasting language use, cultures, contrasting language use, poetry,
poetry, characterization, story types, characterization, story types, and nonfiction.
and nonfiction
Com Arts, 8-12, Compares literature of different CR Compare and contrast literature of different
Reading cultures, contrasting language use, cultures, contrasting language use, poetry,
poetry, characterization, story types, characterization, story types, and nonfiction.
and nonfiction

Fine Arts: Instrumental Music Listen and watch performances and Describe the components of a performance
Content 5th grade strings describe the components.
Standard 3:
The vocabulary Instrumental Music Listen/watch a performance and Write a critique of a performance
to explain identify, analyze and draw
perceptions about Middle School Bank
conclusions about the a performance
and evaluations
of works in Instrumental Music Listen/watch a performance and Write a critique of a performance
dance, music, identify, analyze and draw
HS band/orchestra
theater, and conclusions about the a performance
visual arts.
Art, Gr. Explain the differences among Use a Venn diagram to determine differences.
various types of artwork using art Write a paragraph of findings.
vocabulary.
Art, Gr. Analyze the use of the elements of art Written report or oral presentation describing
and principles of design in an artwork. how a specific elements or principle is used in
an artwork.
Art, Gr. Compare the media and processes Written report or oral presentation describing
used in the visual arts to those of how a specific elements or principle is used in
other disciplines an artwork.

9
 Assessment Method
Show-Me NCK Curriculum
Objective (Sample questions found in curriculum
Standard Cross-Reference
guides)
Goal 1, Com Arts, K-3, Students evaluate relevance to need, Given two online resource articles, the student
Process Reading and ease of use of information will evaluate the most relevant to a given topic
Standard 2: gathered from various resources,
Conduct research including electronic resources
to answer
questions and Com Arts, 4-7, Students evaluate and compare the CR All students are given copies of magazine
evaluate Reading accuracy, credibility, validity and article about a country. One article is from a
information and reliability of information, including tourist agency; one is from a government
ideas the Internet and advertisements (I.2.) agency. They read, evaluate and compare
information in each. They compare the
reliability and accuracy of facts in each.
Com Arts, 8-12, Students select and use appropriate CR For the following passage, select and explain
Reading reference sources the reference source you would choose to find
additional information on that topic.
Com Arts, 8-12, Students evaluate the reliability of CR Evaluate the reliability of information
Reading information and sources. (III.1.f) presented on a specific web page.

Com Arts, 8-12, Students establish criteria for
Reading analyzing resources by identifying
purpose and intended audience. (I.3.a)
Com Arts, K-3, Uses key words and ideas to initiate
Reading research and/or locate information
(dictionary, Internet search,
encyclopedia)
Com Arts, 4-7, Uses key words and ideas to initiate
Reading research and/or locate information
(dictionary, Internet search,
encyclopedia)
Com Arts, 8-12, Uses key words and ideas to initiate
Reading research and/or locate information
(dictionary, Internet search,
encyclopedia)
Com Arts, K-3, Students find information using
Reading encyclopedias, pictures, dictionaries,
atlases, and subject specific resources.
(I.2.h)
CR Establish criteria for analyzing resources by
identifying purpose and intended audience by
comparing and contrasting two databases (any 2
resources).
CR You are doing a research project on simple
machines. What keywords would you use to do
this project?
SR When researching Abraham Lincoln, identify
which key word would help you locate a
biography article.
o Lincoln, Abraham
o Presidents
o United States of America
o Washington, DC
CR Identify key words to use in researching a
given topic in the media center. Identify key
words that you would use in an internet search
on a given topic.
SR If you wanted to find out today’s weather,
you would use:
a. Encyclopedia
b. Newspaper
c. Almanac
d. Dictionary

10
 Assessment Method
Show-Me NCK Curriculum
Objective (Sample questions found in curriculum
Standard Cross-Reference
guides)
Com Arts, 4-7, Students identify and analyze CR Given an encyclopedia and dictionary,
Reading organizational patterns of print and students will identify and analyze the
non-print resources to facilitate organization of each. (Both alphabetical, use
research (I.2.d). guidewords, index in encyclopedia,
encyclopedia multi-volume, etc.)
Com Arts, 8-12, Students conduct searches using a CR In which database can one conduct a search
Reading variety of technologies and resources. for an author?

Instrumental Music Research a composer or a Research paper/presentation incorporating world

Middle School Band composition. Identify analyze and events, historical perspective from sources
draw conclusions that relate practice including recordings and internet.
and performance.
Instrumental Music Research a composer or a Research paper/presentation incorporating world
High School Band composition. Identify analyze and events, historical perspective from sources
draw conclusions that relate practice including recordings and internet.
and performance.
Visual Arts – Art Differentiate among subject matter in Using department reproductions, divide a set of
History works of art reproductions by subject matter.
K-5

Visual Arts – Art Examine the work of regional artists Read art magazines and view videos to gain
History Grades 6-8 information on the Regional artists.
Visual Arts – Art Use a variety of techniques for Presentation to the class on an artist or art style.
History researching information about art, Use at least three different sources for
Grades 9-12 artists, art events, and art history. information.

Goal 2, Com Arts, K-3, Students will identify ways to respect CR Use language to try to influence others to
Process Reading other’s ideas and backgrounds and vote for your favorite school subject.
Standard 3: acknowledge their contributions.
Exchange
information, Students demonstrate group CR Demonstrate group participation skills by
questions, and participation skills (leader/participant, explaining how you show respect for the
ideas while active listening, respecting viewpoints of others
recognizing the viewpoints, sharing ideas
perspectives of CR Using PowerPoint as a presentation tool,
Com Arts, 4-7, Exchange information, questions, and
others. Reading ideas while recognizing the students will exchange information related to
perspectives of others. research on a selected topic.
CR Specify which technology tool: i.e.
PowerPoint, inspiration, web page, or Hyper-
Studio. You would use to create a graphic for a
research project.

11
 Assessment Method
Show-Me NCK Curriculum
Objective (Sample questions found in curriculum
Standard Cross-Reference
guides)
Com Arts, 8-12, Students deliver informational and CR What equipment and/or technology would
Reading multimedia presentations using be needed to deliver an informational and
variety of appropriate available multimedia presentation that included audio,
technologies for different audiences video, photographs. Clip Art, text?
and purposes. (II.2.c)
Visual Arts: Discuss why people create art. Classroom discussion.
Aesthetics Strand, Discuss why preferences in art exist.
K-5
Visual Arts: Understand that artwork can be Students will pick the most and least favorite
Aesthetics Strand, 6- interpreted in more than one way from a grouping of reproductions and write a
8 short paragraph explaining choices. Class
discussion on choices and the reasons given.
Visual Arts: Demonstrate how responses to art nay Students will compare the current popularity of
Aesthetics Strand, 9- be both positive and negative. Impressionist art to the reviews written at the
12 first Impressionism exhibit.

Goal 2, Instrumental Music Prepare and perform with a group. Teacher observation of student growth.
Process 5th grade strings
Standard 5:
Perform or Instrumental Music Perform a solo with accompaniment Each 8th grade band and orchestra musician is
produce works in assessed on performing a solo with
the fine and Middle School Band
accompaniment played on Smart Music.
practical arts. Adjudicators use a scoring guide to assess the
performance. Students are given a written
evaluation of their performance. Students
earning a I or a II rating are given a blue or red
ribbon
Instrumental Music Perform a solo with accompaniment Uses a scoring guide to self-evaluate progress.
High School Band, Teacher observation. Participation and scoring
Orchestra at a district level evaluation festival.

Visual Arts: Product Use repeated line, shape and color to Evaluation of student work using a scoring
and Performance create a pattern. guide.
Strand, K-5
Visual Arts: Product Use size relationships among shapes Evaluation of student work using a scoring
and Performance to show distance. guide.
Strand, 6-8
Visual Arts: Product Design and produce pieces of finished Evaluation of student work using a scoring
and Performance jewelry guide.
Strand, 9-12

12
 Assessment Method
Show-Me NCK Curriculum
Objective (Sample questions found in curriculum
Standard Cross-Reference
guides)
Goal 2, Counseling/Guidance Students will develop the ability to Teacher observation of students resolving
Process K-3 work and play together conflicts in role playing groups
Standard 6:
Apply Counseling/Guidance Student will understand how to Teacher observation of students resolving
communication 4-7 resolve conflict when participating in conflicts in role playing groups
techniques to the group activities.
job search and to
Counseling/Guidance Student will access information about Students develop career paths and select courses
the workplace.
career and academic opportunities. for future years using the career path as a guide.
Students will explore career paths.
Com. Arts Gr. 9 Student conducts interviews, such as P.E. Students develop interview questions and
mock job interviews and research conduct mock job interviews. Follow-up by
interviews. having students evaluate the effectiveness of the
questions for achieving the purpose of the
interview.
Com. Arts Gr. 11 Student reads effectively in a variety Read the business memo on page 1186 and
of real or simulated workplace determine which of the following actions would
situations. not be acceptable for company employees when
interacting with Indonesian staff members.
a) Avoid gesturing or handing things with
your left hand
b) Call co-workers to you by extending your
right hand downward and waving the
fingers
c) Never remove your shoes when invited into
an Indonesian home
d) Avoid placing your hands on your hips
when talking

Goal 2, Process Com Arts, K-3, Students will use a variety of CR.: Using the eLibrary screen below choose
Standard 7: Reading electronic resources to access the best article for your research on the lifecycle
Use information. of the frog and tell why.
technological
tools to exchange
Com Arts, 4-7, Students exchange information and PE: Gather information and create a
information and Reading ideas using technology. PowerPoint or video presentation with a set
ideas.
number of slides and present to a group (5-10
slides) to facilitate the exchange of information
and ideas.
Com Arts, 8-12, Students exchange information and C.R.: When conducting a Boolean search,
Reading ideas using technology. which term would be least/most restrictive?

13
 Assessment Method
Show-Me NCK Curriculum
Objective (Sample questions found in curriculum
Standard Cross-Reference
guides)
Goal 4, Process Com Arts, K-3, Students cite sources used in writing. CR Explain why it is important to cite your
Standard 4: Writing Strand sources when you write a report.
Recognize and
practice honesty Com Arts, 4-7, Students cite sources in bibliographic Each student will be given a sample book title pag
and integrity in Study Skills, Strand form (MLA style) a) Cite the source of information in the form
academic work below:
and in the b) Using another title page sample, cite the
workplace. information without the fill-in-the blanks
What does copyright year mean in a citation?
a) Year of publication
b) Date the publishing company was founded
c) Author’s birthday
d) Birth year of the subject.
CR Why is it important to cite sources when
writing a report?
Com Arts, 8-12, Students cite sources correctly within CR Cite three examples of plagiarism.
Reading written texts and in lists of references,
using MLA form. (IV.3.g)

Goal 4, Process Com Arts, K-3, Explains decisions that community CR Explain two decisions that have to be made
Standard 8: Reading workers must make as part of their by a given community worker.
Explore, prepare jobs
for, and seek
educational and Com. Arts, 3rd Study Students explain that anyone could CR You want to be a writer. Explain why you
job opportunities. Skills have a career in communication arts could have a career as an author and what you
(equal opportunity). could do to prepare for it.

Com Arts, 3rd Study Students identify careers related to
Skills communication arts (author,
illustrator, publisher, storyteller,
librarian, researcher or reporter
Com Arts, K-3, Identifies the knowledge and skills
Reading needed for a career in publishing,
writing, reporting, researching, etc
SR Identify the person who interviews others,
finds out the latest news, and writes an article for
the newspaper.
a. Author
b. Researcher
c. Reporter
d. Illustrator
CR Pick one of the Communication Arts careers
and explain to a friend why this career is right
for him by identifying the skills needed.

Com Arts, 4-7, Research and evaluate career and Students research a career and prepare a Power
Reading academic options Point presentation to describe facts about the
chosen career.

Com Arts, 8-12, Research and evaluate career and Develop a career path plan.
Reading academic options

14
 Assessment of English Language Learners (ELL)

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

Grade Level Assessment Assessment Timeframe

Range Purpose Instruments
Elementary (K-5) Placement Idea Proficiency Within 30 days from start of school
Test (IPT) or within two weeks if child enters
mid-year
Exit from Program Idea Proficiency Ongoing
Test (IPT)

MAC II

SRI

Classroom
performance
Demonstrate annual Idea Proficiency Spring (annually)
growth in language Test (IPT)
(group and individual)
MAC II

Secondary (6-12) Placement Woodcock-Munoz Within 30 days from start of school

Language Survey or within two weeks if child enters
mid-year
Exit from Program Woodcock-Munoz Ongoing
Language Survey

MAC II

SRI

Classroom
performance
Demonstrate annual MAC II Spring (annually)
growth in language
(group and individual)

15
 Assessment Results and Dissemination of Data

Assessment results are used to conduct effective needs assessment at the district and building levels
to guide instructional decision-making and refine teaching practices to best meet the needs of students.
The following categories outline the purposes of an assessment program and the uses of assessment data.

School Improvement
The North Kansas City Schools have adopted a district-wide format for school improvement plans that
assist professionals in developing a plan to increase student achievement. Assessment data is used to
analyze strengths and areas of need at each site. Assessment data is disaggregated by gender, race, and
special groups of students so that professionals are able to determine students’ progress effectively. At
the district level, data is analyzed to determine trends in student achievement. These trends are examined
to determine revisions or refinement of curriculum content, instructional methods, and staff development
opportunities.
In the fall, building principals receive assessment data in a variety of reporting options. Reports
include student scores, item analysis, Title I reports (when applicable), criterion-referenced skills
analysis, group narrative reports and performance profiles. Principals also receive software and current
test data to further analyze progress of specific groups of children and adjust instruction and programs to
best meet students’ needs. Principals participate in workshops to review student achievement scores and
generate ideas for school improvement efforts.

Student and School Performance Reporting

Parents also receive assessment information regarding student progress. In the fall, building principals
schedule test interpretation conferences for parents. At these conferences, the building principal or other
school personnel assists parents in the interpretation of the assessment reports. Test data is either
distributed at parent/teacher conferences in the fall, or mailed to the parents.
North Kansas City Schools also publish district assessment data for the community. Committed to the
notion of public accountability, the leadership of the North Kansas City Schools takes every opportunity
to celebrate students’ progress.

Program Evaluation
The district’s educational programs are evaluated on a regular cycle in order to determine their
quality and gain direction for improving them. Effective analysis of quantitative information is a standard
of the district’s program evaluation process. Assessment data is analyzed to illuminate issues, answer
questions, and increase knowledge and understanding of a program. This diagnostic data assists
professionals in refining district programs to improve student learning.

16
 Staff Development Related to the Assessment Program

In the North Kansas City School District, staff development is based upon student assessment results.
The following description depicts the structures and processes utilized to ensure that staff development
activities are directly related to the assessment program.

Principal Training
Assessment, curriculum, and instruction are essential topics for principal training conducted
throughout the school year. Each school year all principals receive necessary materials, including
assessment reports, for staff development and instructional decision-making for the school year.
Principals, then, are responsible for reviewing district and building data with teachers. The goal is to
ensure all teachers receive an overview of the assessment program and consistently receive and use
assessment data in making instructional decisions in the classrooms.
The following specific topics for principal and/or building leadership team (BLT) in-service have been
identified below, with the approximate timeframe for each:

District Assessments, Purposes, and Schedules August

Using Disaggregated Assessment Data for School Improvement Planning September
Using Formative Assessment Data (Benchmark) for Mastery Learning November
Test-Taking Strategies December
Student Motivation and Recognition Strategies January
Developing the Building Assessment Plan (MAP) February
Preparing for the MAP: Details and Logistics March
Assessment Reflection: Planning for Next Year April

Teacher Training
Teachers receive training related to the assessment program at both the district and building level. At
the building level, principals, designated Staff Development Coordinators, and Site Councils are
responsible for identifying teacher needs, designing in-service, and providing for delivery of that training.
Specific topics for building in-service are identified within the building’s School Improvement Plan.
District staff development is delivered via the district’s Grade Level/Content Cadre. This cadre of
teachers is trained at the district level in topics such as balanced assessment strategies, data analysis,
mastery learning, effective instructional strategies, and other topics identified as district needs based upon
data. Cadre members plan staff development activities for their particular teacher group (i.e. high school
math; K-12 art, etc.) based upon the district content.

New/Beginning Teacher Training

Teachers new to the district receive additional in-service designed to address the needs of teachers new
to the North Kansas City Schools. In August, specific workshops are in place to provide every new
teacher with an overview of the District Assessment Plan. In addition, Beginning Teacher Cohort
Groups, small groups of teachers led by experienced facilitators, receive quarterly in-service throughout
the year to address issues relative to assessment, curriculum, and instruction.

17
 Teaching Test-Taking Strategies

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

Confidentiality of Student Assessment Data

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

Use of Parallel Items/Practice Tests

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

18
 Policies to Ensure Test Security

It is the policy of the North Kansas City School District to employ regular and systematic procedures for
assessing the effectiveness of curriculum and instruction. An assessment program that meets the
requirements as defined in the Missouri School Improvement Program shall be in place.

The North Kansas City School District will ensure test security in the following manner:

1. All standardized test booklets are to be stored in a secured area.

2. If the standardized tests are sent directly to the district office, the test coordinator will carefully
check all materials and sort them in preparation for administration, making a written record of the
number of booklets that will be sent to each administration site.

3. If the standardized tests are sent directly to each building, the principal or principal designee will
carefully check all materials and sort them in preparation for administration, making a written record of
the number of booklets received.

4. The district test coordinator will assume the responsibility for contacting the appropriate testing
agency if any test order is inaccurate.

5. After the initial count, check, and sorting of the testing materials, test booklets will be stored in a
secure area until distributed for administration.

6. Only the test coordinator and other designated individuals will have access to test materials prior to
distribution.

7. No teacher shall have access to test booklets or be told the specific contents before test distribution.

8. Teachers will have access to the performance standards for the Missouri Assessment Program tests.
Teachers will also have access to the test administration manuals.

9. Answer sheets and test booklets will be collected from test administrators immediately following
testing, organized according to instructions, and stored in a secure area.

10. Test booklets and answer sheets are re-counted after test administration and checked against pre-
administration counts. An inventory of testing materials will be sent to the district test coordinator.

11. Security measures are designed to prevent unfair practices. The following is a list of unfair practices
which this district considers inappropriate:
a. Copying any part of a standardized test booklet for any reason
b. Removing a test booklet from a secure storage area except during a test administration
c. Failing to return all test booklets following test administration
d. Directly teaching any test item included on a standardized test
e. Changing a student’s response
f. Referring to incorrect responses or missed items during testing, allowing students to share answers,
or altering test administration procedures in any other way so as to give students unfair advantage*
g. Applying undue pressure on the part of administrators for teachers to engage in any of the
aforementioned inappropriate or unfair practices

19
 If a district staff person is suspected of engaging in any of the aforementioned unfair practices, an
immediate investigation will occur. If allegations are proven, a report will be forwarded to the
Superintendent, or his/her designee, and appropriate disciplinary action will be taken.

* Modification of the standardized testing procedures is allowable only for students identified as eligible
for specified modifications under federal and/or state guidelines.

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

20
 Elementary Testing Windows
2008-09
LEVEL ASSESSMENT TESTING WINDOWS
Curriculum-Based Measurement (Reading and Math) Three times annually:
By September 22 [9/2-9/16]
K-5 By January 16 [1/6-1/15]
By May 12 [5/1-5/11]

Mathematics Unit Tests (Investigations) Following each instructional chapter/unit

K-5
Communication Arts Benchmark Progress Test Two times annually: Fall and Spring
• Student response to selected response, constructed
K-5 Refer to specific grade level pacing guides for dates
response and performance events

Mathematics Benchmark Progress Test Three times annually: Fall, Mid-year, Spring
• Student response to selected response, constructed
K-5 Refer to specific grade level assessment plan for dates
response and performance events

Science Benchmark Progress Test Three times annually: Fall, Mid-year, Spring
• Student response to selected response, constructed
K-5 Refer to specific grade level pacing guides for dates
response and performance events

MBSP Three times annually:

(Monitoring Basic Skills Progress) By September 22
2 By January 16
By May 12

CogAT (Cognitive Abilities Test) • Testing Week: October 6-10

• All sections • Make-Up: October 14-16
• Building Review of Test Documents: October 17,
2,5
20
• Due to Doolin: End of Day Oct. 22

STAR Math Three times annually:

By September 22
3-5 By January 16
By May 12

MAP (Missouri Assessment Program) • MAP is scheduled for April 6th-17th

• Communication Arts • Testing Week: April 6- 10
• Math • Make Up: April 13-15
3-5
• Building Review: April 16-17, 20
• Return to LL Doolin: April 21st

*Scholastic Reading Inventory (SRI) Three times annually: by September 21

By January 17
3-5 By May 12
*MUST be given to every 5th grader in the Spring

Physical Fitness Testing (reported to DESE) Testing Window: Spring 2009

Results due to Building Principal to be included in the
5 School Accreditation Profile by: May 15

MAP (Missouri Assessment Program) • MAP is scheduled for April 6th-17th

• Science • Testing Week: April 6- 10
• Make Up: April 13-15
5
• Building Review: April 16-17, 20
• Return to LL Doolin: April 21st

21
 Elementary Testing Windows-*Pilot
2008-09
LEVEL ASSESSMENT TESTING WINDOWS
Curriculum-Based Measurement (Reading and Math) Three times annually:
By September 22 [9/2-9/16]
K-5 By January 16 [1/6-1/15]
By May 12 [5/1-5/11]

Mathematics Unit Tests (Investigations) Following each instructional chapter/unit

K-5

Grade Level Assessment By Semester

Pre/Post By August 22/By Dec. 12
1-5 By January 16/ByMay 22

MARC I and MARC II MARC I-By November 21

1-5 MARC II-By March 6

MBSP Three times annually:

(Monitoring Basic Skills Progress) By September 22
2 By January 16
By May 12

CogAT (Cognitive Abilities Test) • Testing Week: October 6-10

• All sections • Make-: October Up 14-16
2,5 • Building Review of Test Documents: October 17,
20
• Due to Doolin: End of Day Oct. 22
STAR Math Three times annually:
By September 22
3-5 By January 16
By May 12

MAP (Missouri Assessment Program) • MAP is scheduled for April 6th-17th

• Communication Arts • Testing Week: April 6- 10
• Math • Make Up: April 13-15
3-5
• Building Review: April 16-17, 20
• Return to LL Doolin: April 21st

*Scholastic Reading Inventory (SRI) Three times annually:

By September 21
By January 17
3-5 By May 12
*MUST be given to every 5th grader in the Spring

Physical Fitness Testing (reported to DESE) Testing Window: Spring 2009

Results due to Building Principal to be included in the
5 School Accreditation Profile by: May 15

MAP (Missouri Assessment Program) • MAP is scheduled for April 6th-17th

• Science • Testing Week: April 6- 10
• Make Up: April 13-15
5
• Building Review: April 16-17, 20
• Return to LL Doolin: April 21st

22
 Middle School Testing Windows
2008-09

LEVEL ASSESSMENT TESTING WINDOWS

Three times annually:
September 15-26
6-8 Curriculum-Based Measurement (CBM)
January 12-23
May 11-22
Three times annually:
September 8-19
6-8 Scholastic Reading Inventory (SRI)
January 12-23
May 11-22
Communication Arts Benchmark Assessments Two times annually:
6-8 • Student response to selected response, constructed October 27-November 7
response and writing performance events January 26-February 6
Communication Arts Mini Assessments Three times annually:
• Student response to brief selected response, September 29-October 3
6-8 constructed response and writing performance events December 8-12
directly aligned with essential mastery objectives March 2-6
Three times annually:
September 15-26
6-8 STAR Math
January 12-23
May 11-22
Three times annually:
Mathematics Benchmark Assessments
Grade 6: November 10-21; February 9-20; March 23-April 3
6-8 • Student response to selected response, constructed
Grade 7: Sept 29-Oct 10; Nov 10-21; Feb16-27
response and performance events
Grade 8: Sept 29-Oct 10; Dec 8-19; March 23-Apr 3
Three times annually:
Science Benchmark Tests
November 3-14
6-8 • Student response to selected response, constructed
January 19-30
response and performance events
March 2-13
• Testing Week: April 6-10
MAP (Missouri Assessment Program)
• Make-Up: April 13-15
6-8 • Communication Arts
• Building Review of Test Documents: April 16-17
• Math
• Due to Doolin: End of Day April 21
Three times annually:
Social Studies Benchmark Assessments
Grade 6: Nov 3-14; Feb 23-March 6; May 4-15
6-8 • Student response to selected response, constructed
Grade 7: Nov 17-28; Feb 16-27; April 13-24
response and performance events
Grade 8: Nov 17-28; Feb 16-27; April 13-24
6-8
Algebra Algebra I End of Course Exam Specific window TBA: December and May
Students
6-9 Missouri Connections Complete by October 1
• Testing Week: April 6-10
MAP (Missouri Assessment Program) • Make-Up: April 13-15
8 • Science • Building Review of Test Documents: April 16-17
• Due to Doolin: End of Day April 21

8 Census of Technology TBA

8 Individual Band: October 27-November 7

Instrumental Music Assessment
Orchestra Individual Orchestra: November 3-14
• Group
and Band 8th Grade Strings: February 23 (evening)
• Individual
Students Only 8th Grade Band: February 24 (evening)
8
Choir Vocal Music Assessment 8th Grade Choir: February 25
Students Only

23
 High School Testing Windows
2008-09

LEVEL ASSESSMENT TESTING WINDOWS

Physical Fitness Testing (reported to DESE) • Fall 2008 (Semester 1 students); Spring 2009 (Semester
• Locally assessed physical fitness tests 2 students)
• Aerobic Capacity • Results due to Core Data by May 21
9 • Abdominal Strength/Endurance
• Upper Body Strength/Endurance
• Flexibility
Missouri Connections • Dates set by building: prior to October 1
9 • Interest inventory for career pathway planning
9
Algebra Algebra I End of Course Exam Specific window TBA: December and May
Students
9 Field Test:
CA I Specific window TBA: Spring 2009
Communication Arts I End of Course Exam
Students
9 Field Test:
Amer Citiz Specific window TBA: Spring 2009
Government End of Course Exam
Students
Three times annually -
9-10 Scholastic Reading Inventory (SRI)
September 8-19; January 12-23; May 11-22
Three times annually -
9-10 STAR Math
September 15-26; January 12-23; May 11-22
Course-Specific Communication Arts Benchmark Two times annually (Comm Arts I and II):
Assessments Oct 27-Nov 7; Jan 26-Feb 6
9-10 • Student response to selected response, constructed
response and writing performance events
Three times annually -
Course-Specific Math Benchmark Assessments
Algebra I: Sept 29-Oct 17; Jan 5-16; March 2-13
9-11 • Student response to selected response, constructed
Geometry: Nov 3-14; Feb 9-27; April 6-17
response and performance events
Algebra II: Nov 3-14; Jan 5-16; March 23-April 3
Course-Specific Science Benchmark Assessments Three times annually (Physics, Chemistry, Biology):
9-11 • Student response to selected response, constructed November 3-14; January 19-30; March 2-13
response and performance events
Communication Arts Mini Assessments Comm Arts I and II: Sept 29-Oct 3; Dec 8-12; March 2-6
• Student response to brief selected response, Comm Arts III: Oct 27-31; Jan 26-30
9-11 constructed response and writing performance events
directly aligned with essential mastery objectives
Three times annually -
Course-Specific Social Studies Benchmark Assessments World History: Nov 17-28; Feb 16-27; April 4-17
9-11 • Student response to selected response items US History: Nov 17-28; Feb 2-13; April 4-17
American Citizen: Nov 17-28; April 13-24
•
9-11 End of Course Field Tests: Algebra II, Geometry, Comm

A+ Assessment • Ongoing throughout the year

9-12 • Student mastery of performance standards for each • Student performance results recorded at each site
high school course
10
CA II Communication Arts II End of Course Exam Specific window TBA: December and May
Students
10 Field Test:
Geometry Specific window TBA: Spring 2009
Geometry End of Course Exam
Students
10 Field Test:
US History Specific window TBA: Spring 2009
American History End of Course Exam
Students

24
 High School Testing Windows
2008-09

LEVEL ASSESSMENT TESTING WINDOWS

Testing dates per site plans:
10 PLAN NKCHS: September 23 Staley: September 17
Oak Park: September 17 Winnetonka: September 25
10 (all)
PSAT October 15
11 (optional)
October 14 – October 28
11 US/MO Constitution Test Retakes for mastery as needed
11
Biology Biology End of Course Exam Specific window TBA: December and May
Students
11 Field Test:
Algebra II Specific window TBA: Spring 2009
Algebra II End of Course Exam
Students
Technical Skill Assessments (TSAs) TBD, when students have completed an approved CTE
11-12 • 25% of all Vocational Concentrators program
College Entrance Exams Individual student registration at building sites
10, 11, 12 • SAT
• ACT

25