District Assessment Plan
General Education Assessments by School Level
Elementary School
| Level/Content | Assessment/Purpose/When Administered | Coordinator/Examiner/Fidelity | How Results Used | Who Results are Reported To & When |
|
Preschool/ Kindergarten Readiness Skills |
Brigance/ March-April |
HES Staff/Yearly Training |
Kindergarten teachers use the results to differentiate instruction and gain information about their incoming students This is a state approved assessment and meets our child find obligation |
Teachers receive information in August and Parents receive results immediately after screening |
| K-5/ Reading/Phonemic Awareness |
Heggerty/ Beginning of the year for placement and as needed throughout the year |
Classroom Teacher/observations | Results will be used to determine instructional level in PA | Results are provided to families as related to state standards on grade card |
| K-5/ English Language Arts/Math | iReady/Benchmark Assessment and Standards Mastery/
Aug, Dec, May Standard Mastery Assessments are given as needed after completing instruction of a priority standard |
HES Teachers/Computer Based Assessment |
Teachers use the results to differentiate instruction, monitor progress towards Missouri Learning Standards, and predict student performance on the state assessment Dyslexia Screening Create reading groups Determine Reading Levels Determine areas of reteach and reassessment |
Universal Screening in Aug, Dec, and May Progress Monitoring Every 6 Weeks Results are reported to teachers, admin when appropriate |
| 3-5/ MAP | Grade-Level Missouri State Assessment Program (GL-MAP)
Spring |
District Testing Coordinator, Building Counselors/DESE site visits |
Results are used to determine how the performance of the students compares students in other states Results are used to create our building improvement plan |
BOE Admin team Teachers Students Parents (Stakeholders) |
| K-5/ ELA |
Being a Reader Placement and Mastery Checks/ Throughout the year as it fits into scope and sequence |
Classroom Teachers/observations | Results are used to provide differentiated instruction according to mastery towards state standards and concept development | Results are provided to families as related to state standards on grade card |
| K-5/ ELA |
SIPPS Intervention/ Every 6 weeks or as determined by student progress |
Classroom Teachers, Interventionists/observations | Results are used to determine progress towards learning goal and effectiveness of intervention |
Results are provided to families as progress toward learning on grade card, Results and progress is share through data teams, |
| K/ ELA, Math, and Social Emotional | Kindergarten Observation Forms/
September |
Classroom Teachers, observation |
Teachers use results to determine baseline needs Results are also provided to DESE as required by the state |
DESE |
| K-5/ Math |
Bridges/ Every six weeks or as determined by student progress |
Interventionists/observations | Results are used to determine progress towards learning goals and effectiveness of intervention |
Results are provided to families as progress toward learning on grade card, Results and progress is share through data teams, |
| K-3/ ELA (only administered to students who are flagged on their iReady diagnostic assessment) |
iReady Dyslexia Screener/ By January, must be entered into core data by March |
Interventionist, teacher/observations | Results are used to identify students who display characteristics of dyslexia and to determine if additional information is needed. Results may also be used as a data point for Reading Success Plans | Results are shared with the teacher, interventionist, and entered into iReady as required by the state |
| K-5/ ELA, Math, Science, Social Studies |
Common Assessments/
End of quarters |
Classroom Teachers/observations | Results are used to determine mastery | Results are shared with families throughout the year, as well as reported on grade cards |
Middle School
| Level/Content | Assessment/Purpose/When Administered | Coordinator/Examiner/Fidelity | How Results Used | Who Results are Reported to & When |
| 6-8/ English Language Arts, Mathematics, 8th Gr Science |
Grade-Level Missouri Assessment Program (GL-MAP)
Ongoing |
District Testing Coordinator, Building Testing Coordinator/ DESE (site visit by the representative) District Testing Coordinator, Building Testing Coordinator |
The data from MAP tests are used to strategically plan for the upcoming years in the various topics. The plan will focus on effective instruction, test taking strategies as well as a focus on critical thinking. |
BOE, Admin Team, Teachers, Students, Parents, Building Leadership Teams (Stakeholders) |
| 6-8/ English Language Arts, Math |
iReady/
Aug, Dec, Mar |
HMS Teachers/ Computer Based Assessment |
Teachers use the results to differentiate instruction, monitor progress towards Missouri Learning Standards, and predict student performance on the state assessment Create intervention groups Determind grade level content knowledge Determine areas of reteach and reassessment |
Universal Screening in Aug, Dec, and Mar Results are reported to teachers, intervention specialist and admin when appropriate |
|
6-8/ Mathematics and Science |
Mathematics and Science Content Placement Assessments/
May |
HMS Teachers/ Local Assessment Monitored by grade level Teachers |
Used for placement of students in advanced or on-level math courses | Grade Level Teachers, Building Leadership Team, Building level Administration |
| 6-8/ English Language Arts and Mathematics |
Response to Intervention Placement Assessments/
Every 3-5 Weeks |
HMS Teachers/ Building Assessments Monitored by Intervention Specialists, Administration, and grade level teachers |
Used to place students in tiered instructional groups: Enrichment, Tier 2, and Tier 3 | Grade Level Teachers, Building Leadership Team, Building level Administration |
High School
| Level/Content | Assessment/Purpose/When Administered | Coordinator/Examiner/Fidelity | How Results Used | Who Results are Reported To & When |
| 11 |
ASVAB/ Fall
|
H.S. Counselor, Military/ Armed services review data with students - as small group |
Used for career and armed forces placement. | Junior Parents and Students |
| 9-12 |
ACT/
All Year Option |
H.S. Counselor/ ACT Testing Strategies used and evaluated for effectiveness. |
ACT results are used by colleges and universities to make student admission decisions. Performance relative to the College Readiness Benchmarks on all three assessments is used to determine progress in preparation for life after graduation. During the accreditation process, the district is evaluated on ACT performance. | H.S. Office, Parents, Students, Selected Colleges |
|
9-12/ Language Arts |
End of Course Exams - Missouri Assessment Program (EOC-MAP)
Spring |
HS Counselor, Content Teachers/ DESE (site visit by the representative) District coordinator: Kerri Hanneken Building coordinator: H.S. Counselor
|
Results are used to evaluate summative progress and end of course objectives. In addition, scores are used to evaluate and drive district goals. |
Based on DESE report - Once received letter and scores are sent home to parents and students via - Mail BOE Admin team Teachers |
|
9-12/ Mathematics |
End of Course Exams - Missouri Assessment Program (EOC-MAP)
Fall/Spring |
HS Counselor, Content Teachers/ DESE (site visit by the representative) District coordinator, Building coordinator, H.S. Counselor |
Results are used to evaluate summative progress and end of course objectives. In addition, scores are used to evaluate and drive district goals. |
Based on DESE report - Once received letter and scores are sent home to parents and students via - Mail BOE Admin team Teachers |
|
11/ American Government |
End of Course Exams - Missouri Assessment Program (EOC-MAP)
Fall/Spring |
HS Counselors, Content Teachers/ DESE (site visit by the representative) District Coordinator, building coordinator |
Results are used to evaluate summative progress and end of course objectives. In addition, scores are used to evaluate and drive district goals. |
Based on DESE report - Once received letter and scores are sent home to parents and students via - Mail BOE Admin team Teachers |
|
9-12/ Science |
End of Course Exams - Missouri Assessment Program (EOC-MAP)
Spring |
HS Counselors, Content Teachers/ DESE (site visit by the representative) District Coordinator, building coordinator |
Results are used to evaluate summative progress and end of course objectives. In addition, scores are used to evaluate and drive district goals. |
Based on DESE report - Once received letter and scores are sent home to parents and students via - Mail BOE Admin team Teachers |
|
12/ Business, Ag, FACS |
Technology Student Association/ Spring |
HS Counselors, Content Teachers/ DESE (site visit by the representative) District Coordinator, building coordinator |
to measure end of course proficiency and to evaluate HS CTE programs | Subject Teacher, Sponsor |
| ELA | Evaluate |
Special Education Assessments by Category
Intellectual
|
Level /Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
aged 6:0–16:11/
Cognitive/ Intellectual |
Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V © 2020)/ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner
|
IQ results are used to determine a student’s intellectual abilities for comparison with language and academic achievement to determine a disability using the discrepancy model. Results are used to support appropriate accommodations for the student’s learning style. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
16-89 years of age/
Cognitive /Intellectual |
Wechsler Adult Intelligence Scale-III (WAIS © 1997)/ An individually administered clinical instrument for assessing intellectual ability in adults and adolescents/ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner |
IQ results are used to determine a student’s intellectual abilities for comparison with language and academic achievement to determine a disability using the discrepancy model. Results are used to support appropriate accommodations for the student’s learning style |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
24 months to 21 years of age/ Cognitive |
Woodcock Johnson Test of Cognitive Abilities (WJ-Cog © 2021)/ Measures the cognitive ability of ages 24 months to 95 years of age. This instrument measures the ability to learn, the ability to remember, visual processing, and the examinee's fund of knowledge. The WJ-R may be used to determine the present status of an individual's cognitive ability, obtain an in-depth evaluation after a failed screening, or to confirm the results of other tests given. Mean=100 +/- 15 standard deviations. |
School Psych. Examiner |
||
|
ages 3-7.4/ Cognitive |
WPPSI ??/ An individually administered clinical instrument for assessing intellectual ability. Mean=100 and a standard deviation of +/-15. |
School Psych. Examiner |
Achievement
|
Level / Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
4 to 21 years of age/ Achievement, All Areas |
Woodcock Johnson-IV Achievement Assessment (WJ-IV: © 2014)/ Can be used to comprehensively assess a broad range of academic skills in reading, mathematics, written language, listening comprehension and oral expression, or to test only in a specified area of need./ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner or Process Coordinator |
Scores from this assessment are compared to intellectual functioning to determine a Specific Learning Disability, If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Reading
|
Level / Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
4 to 21 years of age/ Reading |
Woodcock Johnson-IV Achievement Assessment (WJ-IV: © 2014)/ Can be used to comprehensively assess a broad reading including basic, comprehension, and fluency skills/ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner or Process Coordinator |
Scores from this assessment are compared to intellectual functioning to determine a Specific Learning Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Writing
|
Level / Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
9-0 through 17-11/ Writing |
Test of Written Language (TOWL)/ A norm-referenced, comprehensive diagnostic test of written expression. It is used to (a) identify students who write poorly and, therefore, need special help, (b) determine students' particular strengths and weaknesses in various writing abilities, (c) document students' progress in special writing programs, and (d) measure writing in research. The test was normed on 2,505 individuals from 18 states whose demographic characteristics approximate those of the U.S. population in 2005. The sample was stratified by age./ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner or Process Coordinator |
Scores from this assessment are compared to intellectual functioning to determine a Specific Learning Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
4 to 21 years of age/ Writing |
Woodcock Johnson-IV Achievement Assessment (WJ-IV: © 2014)/ Can be used to comprehensively assess broad writing skills./ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner or Process Coordinator |
Scores from this assessment are compared to intellectual functioning to determine a Specific Learning Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Math
|
Level / Ages |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
4:6-21:11; Grades K-12/ Math |
Key Math/ An individually administered measure of conceptual mathematics knowledge, computational skills, and problem solving for students in kindergarten through age 21. Including two parallel forms aligned to national math curriculum standards./
|
School Psych. Examiner or Process Coordinator |
Scores from this assessment are compared to intellectual functioning to determine a Specific Learning Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
4 to 21 years of age/ Math |
Woodcock Johnson-IV Achievement Assessment (WJ-IV: © 2014)/ Can be used to comprehensively assess broad math skills./ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner or Process Coordinator |
Scores from this assessment are compared to intellectual functioning to determine a Specific Learning Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Speech/Articulation
|
Level / Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
all/ Speech/Articulation |
Informal speech sample/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Speech Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
all/ Speech/Articulation |
Clinical Assessment of Articulation and Phonology (CAAP © 2002 - newer version is available)/
Designed to assess English articulation and phonology in preschool and school age children. The tool provides raw scores that are converted to standard scores using the student’s chronological age. Standard scores are based on a mean of 100 and a standard deviation of +/-15. -Used with preschool students currently receiving speech therapy and older students with severe articulation errors./ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Speech Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
all/ Speech/Articulation |
Arizona/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Speech If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Speech/Fluency
|
Level / Content |
Assessment/Purpose/When Adminstered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
all/ Speech/Fluency |
Informal speech sample/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Speech Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
all/ Speech/Fluency |
Stuttering Severity Instrument (SSI)/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Speech Disability If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Language
|
Level / Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
all/ Language |
Informal language sample/ / Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
3-6 years of age/ Global Language |
Test of Early Language Development (TELD)/ list for preschool students that are talking but we want a better idea if sentence structure/ concepts/ understanding are appropriate/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
4-8.11 years of age/ Global Language |
Test of Oral Language Development-Primary (TOLD-P)/ The results of these subtests can be combined to form composite scores for the major dimensions of language: semantics and grammar; listening, organizing, and speaking; and overall language ability./ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
9-17.11 years of age/ Global Language |
Test of Oral Language Development-Intermediate (TOLD-I)/ The results of these subtests can be combined to form composite scores for the major dimensions of language: semantics and grammar; listening, organizing, and speaking; and overall language ability./ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
all/ Receptive Language |
Peabody Picture Vocabulary Test-4th Edition (PPVT-4)/ The Peabody Picture Vocabulary Test- 4th Edition (PPVT4) is appropriate for all ages. It is a measure of receptive vocabulary skills. The mean is 100 with a standard deviation of +/-15. Receptive vocabulary, also used frequently for nonverbal or noncompliant students, ECSE/ life skills/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
Birth - 3 years of age/ Receptive Language |
Receptive/Expressive Language Scale-3rd Edition (REEL-3)/ Parental checklist for expressive and receptive language skills birth to three, used for children that aren’t yet verbal/ compliant. I’m cautious to use much past third birthday./ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
all/ Expressive Language |
Expressive Vocabulary Test - 2nd Edition (EVT-2)/ The Expressive Vocabulary Test, Second edition (EVT2) is a measure of expressive vocabulary. Mean=100, +/-15 standard deviations. Expressive vocabulary, also used frequently for students without much language, ECSE/ life skills/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
/ Pragmatic Language |
Pragmatic Checklist/ Informal checklist completed by parent and teacher(s)/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
6-0 to 18-11 years/ Pragmatic Language |
Test of Pragmatic Language/ Evaluates social communication in context, telling you how well students listen, choose appropriate content, express feelings, make requests, and handle other aspects of pragmatic language/ Within 60 days of parental consent, if consent provided in this area |
SLP |
Scores from this assessment are compared to intellectual functioning to determine a Language Impairment. If a student qualifies these scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Social-Emotional/Behavioral
|
Level / Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
Birth-21 years/ Behavior |
Functional Behavior Assessment/
An FBA takes an in-depth look at a person’s behaviors. It is an assessment that: Operationally defines target behaviors. Identifies the situations in which the target behaviors are likely to occur and not occur. Generates a hypothesis of why the behaviors occur. The purpose of an FBA is to guide the development of effective and efficient positive support strategies. The FBA process typically includes interviews, document reviews, person-centered planning, data collection, direct assessments and observations. The FBA’s level of detail should be based on the complexity or intensity of the behaviors displayed by the person./ Within 60 days of parental consent, if consent provided in this area |
Process Coordinator or Behavior Consultant |
Scores from this assessment are to see if a student qualifies and scores are used to create IEP goals and Behavior Intervention Plans. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Autism
|
Level / Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
3–22 years old/ Social-Emotional/Behavioral |
Gillham Autism Rating Scales (GARS)/ The most widely used instruments for the assessment of autism spectrum disorder in the world. The GARS-3 assists teachers, parents, and clinicians in identifying autism in individuals and estimating its severity./ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner or Process Coordinator |
Scores from this assessment are to see if a student qualifies and scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
|
2-21 years/ Social-Emotional/Behavioral |
Childhood Autism Rating Scales (CARS)/ Helps to identify children with autism and determine symptom severity through quantifiable ratings based on direct observation/ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner or Process Coordinator |
Scores from this assessment are to see if a student qualifies and scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
Adaptive
|
Level / Content |
Assessment/Purpose/When Administered |
Coordinator / Examiner |
How Results are Used |
Who are Results Report To & When |
|
Birth-21 years/ Adaptive |
Vineland Adaptive Behavior Scales/ The leading instrument for supporting the diagnosis of intellectual and developmental disabilities./ Within 60 days of parental consent, if consent provided in this area |
School Psych. Examiner or Process Coordinator |
Scores from this assessment are to see if a student qualifies and scores are used to create IEP goals. |
Who: LEA/Test Interpreter To: Parents and school team When: Eligibility meeting |
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