Assessment Plan
HOOKS
Independent School District
Administration Office
100 E. 5th Street
Hooks, TX 75561
903.547.6077
www.hooksisd.net
Table of Contents
District Mission Statement .....................................................................................3
District Goals .........................................................................................................3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Philosophical Framework of Student Assessment.........................................4
Roles and Responsibilities ........................................................................ 5-6
Assessment and Curriculum..........................................................................7
Types of Assessments ..................................................................................8
Assessment Strategies ..................................................................................9
District Assessment Calendar .....................................................................10
Relationship Between District, State, and National Assessments ...............11
Assessment Data Used to Determine Curriculum Effectiveness .................12
Aligned Assessment Model .........................................................................13
Control for Bias............................................................................................14
Program Assessment ..................................................................................15
Assessment Training ...................................................................................16
Communicating Results ..............................................................................17
Budget Ramifications ..................................................................................18
Appendices
A
Calendars
A.1 District Assessment Calendar ........................................................ 19-22
A.2 District Calendar ............................................................................ 23-24
B
Assessments
B.1 Elementary Assessment Matrix............................................................25
B.2 Junior High Assessment Matrix............................................................26
B.3 High School Assessment Matrix ..........................................................27
B.4 Assessment Tools ..........................................................................28–30
B.5 Program Assessments .................................................................. 31 -33
B.6 State Assessments ....................................................................... 34 -35
HISD Assessment Plan
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Hooks Independent School District
Mission Statement
Our Mission is to graduate responsible and productive citizens prepared for success by delivering
appropriate and individualized educational experiences.
District Beliefs

We believe empowering student passion for learning is essential to their future.

We believe the lifelong process of adult learning is crucial to student success.

We believe active leadership cultivates purpose driven leaders at every level.

We believe change is inevitable; growth is the result.

We believe acknowledging diversity strengthens learning.

We believe collaboration and inclusions are cornerstones of a unified learning community.

We believe that accepting individual responsibility results in shared accountability.
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1. Philosophical Framework of Student Assessment
The purpose of the Hooks Independent School District Assessment Plan is to provide a framework for the
alignment of the written, taught, and tested curriculum. Improving the academic achievement of the
students within the district is the target. By having an organized assessment system that is aligned to
state and district standards and that provides information to parents, administrators, and teachers for the
purpose of improving student achievement, this target can be obtained.
The goals of our assessment plan are to:

Provide information that helps teachers plan instruction to effectively meet the needs of individual
students.

Assist parents in understanding their child’s achievement of academic standards.

Establish goals for professional development.

Provide information to assist the curriculum department in evaluating curriculum.

Provide information to administrators for evaluating progress in improving student achievement.
District Policies
EKB Legal
EHBE Legal
GBA Legal
EHBC Legal
EK Legal
EHBB Local
EKC Legal
EHBAA Legal
EKD Legal
DMA Legal
All policies and regulations are located online at: https://www.tasb.org/policy/pol/private/019902/
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2. Roles and Responsibilities
All district staff members are responsible for ensuring that students learn the district’s curriculum and
demonstrate achievement at high levels. As a function of responsibilities, certain roles can be specified,
although responsibilities are not limited to those listed.
Board of Trustees
The Board will:
 Adopt goals that provide a well-balanced curriculum resulting in high student achievement;
 Establish policies to direct and support the ongoing district assessment program;
 Communicate to its constituents the Board’s assessment expectations;
 Adopt a budget that provides for the development, implementation, training, and evaluation of
curriculum.
Superintendent
The Superintendent will:
 Implement board policies related to assessment;
 Annually report to the Board concerning district assessments;
 Oversee the work of district staff in accomplishing their responsibilities.
Superintendent and District Curriculum Staff
The Superintendent or designee will:
 Ensure that a master long-range plan is in place for student assessment;
 Report to the board assessment results;
 Provide materials to ensure the district assessment plan is implemented;
 Support campuses in the assessment process;
 Provide support for analysis and interpretation of assessment data;
 Monitor campuses to ensure assessment procedures are being followed;
 Work with teams to review and interpret assessment data, set goals, and plan for continuous
improvement of achievement;
 Provide district student assessment training sessions.
Principals
Principals will:
 Develop a working knowledge of the district assessment program;
 Monitor campuses to ensure assessment procedures are being followed;
 Work with teams to review and interpret assessment data, set goals, and plan for continuous
improvement of achievement;
 Update Campus Improvement Plans to support the district assessment goals;
 Facilitate and participate in campus assessment training.
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2. Roles and Responsibilities (continued)
Counselors/Curriculum Coaches/Campus Testing Coordinators
Counselors/Curriculum Coaches/Campus Testing Coordinators will:
 Facilitate district and state testing;
 Work with teams to review and interpret assessment data, set goals, and plan for continuous
improvement of achievement;
 Facilitate and participate in campus assessment training;
 Monitor campuses to ensure assessment procedures are being followed.
Teachers
Teachers will:
 Assess student learning with a variety of classroom, district, and state assessments;
 Use assessment data to drive instructional decisions;
 Involve students in the learning and assessing process;
 Report to parents assessment results;
 Participate in district and campus assessment training.
Students
Students will:
 Be an active partner in the learning and assessing process;
 Adhere to district and state testing regulations.
Parents
Parents will:
 Be valued partners in the learning process.
The individuals involved in the analysis of data will include, but will not be limited to, administrators,
counselors, curriculum coaches, and teachers.
The district recognizes that utilizing data to make needed changes is an ongoing process. The
Curriculum Team meets with individual campuses as needed to review test scores and develop
specialized data analyses. Principals, counselors, curriculum coaches, and teachers use this information
to make adjustments in curriculum, lesson plans, and instructional strategies. The same format is used to
facilitate teacher collaboration and planning. Determining future staff development activities are also
considered during this process.
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3. Assessment and Curriculum
Effective disaggregation and use of student achievement data is critical to assessing student mastery of
the student objectives. Data driven instruction occurs when assessment data is used to guide
instructional decisions at the student, classroom, grade level, campus, and district levels. The assessed
curriculum should:
 Measure student progress.
 Guide teachers’ instruction at appropriate levels of depth and complexity.
 Pre-assess students’ learning levels for diagnostic purposes.
 Focus/narrow instruction by teaching to objectives not mastered.
 Vary the instructional time, setting, and/or presentation for reteaching and enrichment
opportunities based on student achievement data.
 Allow students to work with teachers to set learning goals for themselves and the classroom.
 Guide district/campus improvement of curriculum alignment and programmatic decisions.
 Identify general achievement trends of various student groups.
 Communicate progress to parents.
The assessed curriculum should include the following components:
 On-going classroom level assessment of student learning in a variety of formats.
 A variety of tools to assess students, resources, and curriculum.
 Adequate practice and assessment in the testing format (context) of required state assessments.
 A district-wide criterion-referenced information management system that provides timely, efficient
assessment feedback to students, teachers, and administrators.
 An assessment process that allows students to demonstrate and receive credit with no prior
instruction in a particular course.
 A program evaluation component that guides curriculum redesign, instructional planning, and
programmatic decisions based on student achievement within each program area.
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4. Types of Assessments
Hooks ISD currently uses data from norm-referenced tests, statewide criterion-referenced tests, and
commercially and locally designed benchmark assessments in order to measure student learning.
Formative and summative assessments are used to evaluate student progress toward mastery of the
written curriculum and state assessment goals. Student assessment must provide for the acquisition,
analysis, and communication of student achievement data to:
 Guide teachers’ instruction at appropriate levels of depth and challenge.
 Guide students’ learning.
 Guide district/campus improvement of curriculum alignment and programmatic decisions.
 Communicate progress to parents to support learning at home.
The district data from formative and summative assessments will be monitored in order to evaluate overall
effectiveness and student achievement results. This will be achieved through the development and use of
assessment items that are aligned to the district curriculum.
The table below is an overview of the district assessment program. For specific details, see Appendix B.
Hooks ISD Student Assessment Program Overview
Nationally-Normed
Testing
Statewide Testing
Program
District-Wide Testing
Program
Program Testing
Classroom Testing
Program
PSAT
TAKS/ TAKS
(Accommodated)/ TAKS
Modified/ TAKS LAT
Benchmarks
Gifted/Talented
Unit
SAT/ACT
STAAR/ STAAR
Modified/ STAAR L
Mid-Semester
Checkpoints
ESL
Lesson
SAT 10
STAAR End of Course/
STAAR Modified End of
Course/ STAAR L End of
Course
Semester Exams
Special Education
MSTAR
OLSAT
TELPAS
Dyslexia
Pre-Assessments
PLAN
TPRI
Response to
Intervention
(RtI)
Credit by Examination
EXPLORE
FITNESSGRAM
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5. Assessment Strategies
Effective use of student achievement data is critical to achieving the district’s standards. This type of
data-driven instruction occurs when students are regularly assessed for mastery of the curriculum and the
assessment data is used to guide instructional decisions at the student, campus, and district levels.
Diverse assessment strategies utilized include the following:
 Using pre-assessments to determine learning levels for diagnostic purposes.
 Focusing and narrowing instruction by teaching to objectives not mastered and differentiating
curriculum to address individual needs.
 Using flexible grouping and regrouping of students within the classroom based upon student
achievement data.
 Varying instructional time, setting, and/or presentation for reteaching and enrichment
opportunities based on student achievement data.
 Communicating information about student achievement to parents in a timely, understandable
fashion.
 Encouraging parents and students to work with teachers to establish learning targets for students
in order to achieve mastery of the curriculum.
 Offering opportunities for students to accelerate through the curriculum requirements.
 Using tutorials and other special programs to provide needed help and assistance to students
who have not demonstrated mastery.
 Using data to identify general achievement trends across the district for the purpose of curriculum
and instructional improvements.
 Developing improvement plans at the district, campus, and classroom levels.
 Evaluating and improving instructional programs based on student achievement data and other
relevant data.
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6. District Assessment Calendar
The district assessment calendar is a collaboration between assessment, curriculum, and individual
campuses. Campuses have direct input on district testing dates and a draft of the calendar is submitted
for approval prior to implementation. The Texas Education Agency determines the dates for state
assessments. The district assessment calendar can be found in its entirety in Appendix A.
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7. Relationship Between District, State, and National Assessments
Hooks Independent School District administers district, state, and national assessments. The district uses
local semester exams to assess course objectives taught and to provide information to teachers as to
what areas need to be addressed. The semester exams are formative in nature. In addition to semester
exams, the district uses mid-semester checkpoints and local benchmarks that are aligned in content and
context with state assessments. Typically the district utilizes state released exams in areas in which they
are available. The purpose of district assessments is to provide feedback to students, teachers, and
parents during the learning process.
Statewide tests are administered according to the timeline provided by the state to students in specific
grade levels and in particular content areas. The purpose of the statewide assessment is to provide
feedback and accountability for learning at the end of a grade or course. Assessment results are used to
conduct effective needs assessments at the district and campus levels to guide instructional decisions
and refine teaching practices to best meet the needs of students.
Nationally-normed assessments are used to analyze how students are doing compared with other
students throughout the nation.
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8. Assessment Data Used to Determine Curriculum Effectiveness
Assessment data from state level testing is analyzed at the end of each school year to determine if the
curriculum needs to be adjusted in any way. Areas of curriculum shortfall are determined by analyzing
the results by objective and identifying patterns of low scores. Based on this analysis, teachers meet to
re-evaluate the district scope and sequence and to make adjustments as needed to the current
curriculum. If it is just one campus that is having difficulty in a particular area, the district curriculum
department and principal work together to modify what changes need to be implemented.
In other areas in which state testing are not available, other assessment data such as mid-semester
exam results and district exam results form the data base for curriculum review.
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9. Aligned Assessment Model
The following assessment model is used to maintain and improve student performance.
Step 1: Understanding the Assessment
STAAR/TAKS:
1. Which reporting categories/objectives are assessed?
2. Which TEKS/SE are assessed?
3. At what level are the questions asked?
4. What formats are used to ask questions?
All Other Assessments:
1. What is measured?
2. What is our process for reporting?
Step 2: Analyzing STAAR/TAKS Data
1. Based on the data, teachers identify the reporting categories/objectives (TEKS/SE) that need
improvement.
2. Results are analyzed by TEKS from the weakest to the strongest performance.
3. Each grade level/department in all core subject areas completes an item analysis of each
STAAR/TAKS released test.
4. Causal factors for low success rate test items are identified.
5. Strategies for improvement are identified.
Step 3: Planning Instructional Sequence
1. Analysis data are used to determine the time allocations of identified STAAR reporting
categories and TAKS objectives (TEKS).
2. An instructional calendar is established based on inclusion of TAKS objectives in the
curriculum.
3. Assessment dates are included in the instructional calendar.
Step 4: Administering District Assessments and Benchmarks
1. District assessments are administered at designated times during the year.
2. The mid-point assessment evaluates mastery of taught objectives. The district benchmarks
evaluate mastery of all state-tested objectives.
3. Teacher use assessment data to guide instruction
Step 5: Monitoring
1. Teachers and administrators use test results to assess the status of individual student
achievement, to identify general achievement trends of various groups of students, and to
modify curriculum and/or instruction as warranted by assessment results.
2. Principals and campus curriculum coaches monitor to ensure implementation of these plans.
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10. Controls for Bias
Hooks Independent School District shall ensure that tests and other evaluation materials used to assess
any student are selected and administered so as not to be discriminatory on a racial or cultural basis.
When possible, assessments are provided in the student’s native language or other mode of
communication. Any standardized assessments given to the student are validated for the specific
purpose for which they are used, are administered by trained and knowledgeable personnel, and are
administered in accordance with any instructions provided by the testing company.
Fair and equitable assessment, evaluation and reporting practices ensure reliability and validity by
assembling information from a variety of sources to support the final judgments about students’ level of
achievement. Fair and equitable assessment, evaluation and reporting practices examine both the
content that the students have learned and how well they understand such content. Quality assessments
are fair to all students.
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11. Program Assessment
The district will establish appropriate measures for determining the effectiveness of curricular design and
instructional programming at the district, campus, and classroom levels. One of the purposes of
assessing student learning is to determine the extent to which students are achieving and maintaining
their mastery of appropriate specific learning objectives and the extent to which teachers are displaying
effective conveyance of curriculum in the classrooms. To this end, the tested curriculum includes the
critical components as follows:
 Utilization of Data Management for Assessment and Curriculum (DMAC), a district-wide
data management system that documents, records, and reports student mastery on local
and state assessments. This tool provides timely, efficient feedback to teachers,
principals, curriculum coaches, and district administrators.
 A variety of assessment tools to assess students, programs and curriculum. These
include, but are not limited to local pre- and post-assessments, SAT 10 Online, PSAT,
Explore, PLAN, TAKS and STAAR/STAAR End-of-Course Exams and college entrance
exams (SAT/ACT).
 On-going classroom level assessments of student learning in a variety of formats,
including locally validated items and targeted authentic assessments.
 Adequate practice and assessments in the testing format of required tests such as ACT,
SAT, and STAAR/TAKS.
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12. Assessment Training
It is a priority for Hooks ISD to employ regular and systematic procedures for assessing the effectiveness
of curriculum and instruction. The district provides assessment training throughout the school year on
various topics including the following:
 Student accommodations
 General STAAR/TAKS testing (including changes to manuals, policy changes, dyslexia, test
security and integrity of testing programs, reporting systems, special education assessments, and
campus preparation)
 TELPAS
 Campus Testing Procedures
In addition to trainings, each campus is given specific instructions prior to assessments. Examples are
included in Appendix C.
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13. Communicating Results
Timely assessment, evaluation and reporting methods are imperative. This includes providing
information about student progress throughout the school year (mid-semester exams, benchmarks). The
Hooks Independent School District has campus improvement plans that assist campuses in developing
their strategies to increase student achievement. Assessment data is used to analyze strengths and
weaknesses at each campus. Assessment data is disaggregated by gender, race, economically
disadvantaged status, special education classification, and other special groups of students to determine
student progress. The Curriculum Team analyzes data to determine trends in student achievement.
These trends are examined to determine revisions or refinement of curriculum content, instructional
methods, and professional development opportunities. Quality assessment provides students with timely
and constructive feedback with clear directions for improvement in advance of the formal reporting
process.
Timely communication ensures that, when a student is not meeting curriculum expectations, parents are
notified of the situation and possible solutions are discussed. Campuses and individual teachers are
responsible for report cards, student progress reports, and disseminating state assessment results. On
the district level, campuses receive immediate notification once results are sent to the district. The district
is also responsible for updating the website, contacting the media, and communicating assessment
results to all stakeholders.
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14. Budget Ramifications
The budget process ensures that district goals and priorities are met and that decisions related to
reduction or increase in funding levels will be aligned with curriculum design delivery implications.
Budgeting decisions will reflect a program costing process that is driven by the district’s curriculum and
instructional focus, legal requirements, growth, and district-established priorities.
District Assessment Costs:
 Non-Personnel Costs: supplies, materials, computers, software, tests, books, required
state assessment materials
 Personnel Costs: tutors, substitutes, stipends
District Assessment Benefits:
 Increased student achievement
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Appendix A.1
District Assessment Calendar
Hooks Independent School District
District Assessment Calendar
2012-2013
Testing Date
Test
Grade Level
AUGUST 2012
6-9
27
27-31
28-31
Credit By Examination
Classes Begin
STAR Reading/Math (Renaissance)
TPRI
9-12
PK-12
1-4
K-3
SEPTEMBER 2012
3
4-7
4-7
8
27-28
Labor Day
mCLASS CIRCLE Assessment
Children’s Progress
ACT
Writing Benchmark ( Regular Schedule)
PK-12
PK
K-3
HS
K-4
SAT
Stanford Achievement Test 10
PSAT
TAKS Exit English Language Arts Retest
TAKS Exit Math Retest
TAKS Exit Science Retest
TAKS Exit Social Studies Retest
ACT
HS
6
HS
HS
HS
HS
HS
HS
OCTOBER 2012
6
16-17
17
22
23
24
25
27
NOVEMBER 2012
3
8-9
12-16
19-20
21-23
SAT
Math/Reading Benchmark (Regular Schedule)
STAR Reading/Math (Renaissance)
Staff Development/No Classes
Thanksgiving Holidays
HS
K-4
K-4
PK-12
PK-12
DECEMBER 2012
1
3
4
3-14
HISD Assessment Plan
SAT
STAAR EOC English I Writing Retest
STAAR EOC English I Reading Retest
STAAR EOC Retest Window
HS
HS
HS
HS
19
4-5
3-7
8
17-20
17-20
17-20
19-20
24-Jan 4
EXPLORE
PLAN
ACT
TPRI
mCLASS CIRCLE Assessment
Children’s Progress
Writing Mock STAAR Benchmark
Christmas Holidays
9
10
HS
K-3
PK
K-3
K-4
PK-12
OLSAT
Stanford Achievement Test 10 Online
Martin Luther King Day
SAT
STAAR Mock Benchmark
K&2
4
PK-12
HS
5-8
JANUARY 2013
7-11
7-11
21
26
2-31
FEBRUARY 2013
9
18
21-22
25-March 1
ACT
Staff Development/No Classes
Math/Reading Mock STAAR Benchmark
STAR Reading/Math (Renaissance)
HS
PK-12
K-4
K-4
TAKS Exit English Language Arts
TAKS Exit English Language Arts Retest
TAKS Exit Math Retest
TAKS Exit Science Retest
TAKS Exit Social Studies Retest
Staff Development/No Classes
SAT
Spring Break
TELPAS Assessment Window
Weather Day
11
HS
HS
HS
HS
PK-12
HS
PK-12
K-12
PK-12
STAAR EOC English I Writing
STAAR EOC English I Reading
STAAR Writing (Day 1)
STAAR Math
STAAR Writing (Day2)
STAAR Reading
STAAR EOC English II Writing
STAAR EOC English II Reading
ACT
TAKS Exit ELA Retest
9
9
4&7
5&8
4&7
5&8
10
10
HS
HS
MARCH 2013
4
4
5
6
7
8
9
11-15
18-April 10
29
APRIL 2013
1
2
2
2
3
3
3
4
13
22
HISD Assessment Plan
20
23
23
23
24
24
24
24
25
25
25
TAKS Exit Math Retest
TAKS Exit Math
STAAR Math
STAAR Reading
STAAR Science
TAKS Exit Science
TAKS Exit Science Retest
TAKS Exit Social Studies Retest
TAKS Exit Social Studies
STAAR Social Studies
HS
11
3,4,6,7
3,4,6,7
5&8
11
HS
HS
11
8
SAT
STAAR EOC Algebra I
STAAR EOC Geometry
STAAR EOC Algebra II
STAAR EOC Biology
STAAR EOC Chemistry
STAAR EOC World Geography
STAAR EOC World History
STAAR Math Retest
STAAR Reading Retest
Weather Day
Memorial Day
TPRI
mCLASS CIRCLE Assessment
Children’s Progress
HS
9
9,10
10
9
10
9
10
5&8
5&8
PK-12
PK-12
K-3
PK
K-3
SAT
Last Day of School Year
ACT
STAAR Math Retest
STAAR Reading Retest
HS
PK-12
HS
5&8
5&8
STAAR EOC English I Writing Retest
TAKS Exit English Language Arts Retest
STAAR EOC English I Reading Retest
TAKS Exit Math Retest
STAAR EOC English II Writing Retest
TAKS Exit Science Retest
STAAR EOC English II Reading Retest
HS
HS
HS
HS
HS
HS
HS
MAY 2013
4
6-17
14
15
24
27
28-31
28-31
28-31
JUNE 2013
1
7
9
25
26
JULY 2013
8
8
9
9
10
10
11
HISD Assessment Plan
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11
8-19
HISD Assessment Plan
TAKS Exit Social Studies Retest
STAAR EOC Retest Window
HS
HS
22
Appendix A.2
District Calendar
2012-2013
Hooks Independent School District Calendar
2012-2013
Hooks Administration Office
100 E. 5th Street
Hooks, TX 75561
903-547-6077
Hooks High School
401 Ave. A
Hooks, TX 75561
903-547-2215
Hooks Jr. High School
3921 FM RD 560
Hooks, TX 75561
903-547-2568
Hooks Elementary School
401 Precinct Rd.
Hooks, TX 75561
903-547-2291
www.hooksisd.net
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HISD Assessment Plan
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Su
M
Tu
W
Th
1
2
3
4
2
3
4
5
6
8
9
10
11
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
15
16
17
19
20
21
22
23
24
26
27
28
29
30
31
HOLIDAY
Labor Day
Thanksgiving
Christmas
MLK Holiday
Spring Break
Memorial Day
July 2013
June 2013
W
Sept 3
Nov 19-23
Dec 24-Jan 4
Jan 21
18
25
STAFF
DEVELOPMENT
Aug 16-17
WEATHER DAYS
March 29
March 8
7
S
Su
M
Tu
W
Th
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
8
Early Release
Sept. 14th
REPORTING PERIODS
1st * Aug 27 – Sept 28
(24)
2nd * Oct 1 – Nov 9
3rd * Nov 12 – Dec 21
4th * Jan 7 – Feb 22
5th * Feb 25 – Apr 19
6th * Apr 22 – June 7
(30)
(25)
(33)
(33)
(33)
homecoming
New Teacher
Aug 20-24
Nov 19 & 20
February 18
F
May 24
Dec 21
June 6, 7
KEY
Staff
Development
Reporting Periods
Holidays
Weather Days
Mar 11-15
May 27
HISD Assessment Plan
24
Appendix B.1
Elementary Assessment Matrix and Tools
Exhibit 1 displays the current assessment tools used in the district at the elementary level:
Exhibit 1
Assessment Tools Used at the Elementary Level
Hooks Independent School District 2011-2012
Assessment Tool
K
1
2
TELPAS
x
x
Texas Primary Reading Inventory
x
x
x
x
mCLASS®:CIRCLE™ Early Childhood Assessment
PK
3
4
x
x
x
x
x
x
x
x
Children’s Progress
STAAR/STAAR Modified/STAAR L Reading
x
x
STAAR/STAAR Modified/STAAR L Math
x
x
STAAR/STAAR Modified/STAAR L Writing
Class Unit and Mid-Semester Checkpoints
x
x
x
x
x
x
x
Local Benchmark Tests - Reading
x
x
x
x
x
Local Benchmark Tests - Math
x
x
x
x
x
Local Benchmark Tests - Writing
x
x
x
x
Stanford Achievement Test (SAT 10)
x
x
STAR Renaissance Reading & Math Diagnostic
x
OLSAT
x
x
x
x
x
x
Program Assessments
ESL
x
Gifted/Talented
Special Education
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Fitness Assessment
Dyslexia
RtI
HISD Assessment Plan
x
x
25
Appendix B.2
Junior High Assessment Matrix and Tools
Exhibit 2 displays the current assessment tools used in the district at the secondary level:
Exhibit 2
Assessment Tools Used at the Junior High Level
Hooks Independent School District 2011-2010
Assessment Tool
5
6
7
8
TELPAS
x
x
x
x
STAAR/STAAR Modified/STAAR L Reading
x
x
x
x
STAAR/STAAR Modified/STAAR L Math
x
x
x
x
STAAR/STAAR Modified/STAAR L Science
x
x
STAAR/STAAR Modified/STAAR L Social Studies
x
STAAR/STAAR Modified/STAAR L Writing
x
*STAAR End of Course Algebra I
Class Unit and Mid-Semester Checkpoints
x
x
x
Local Semester Exams
x
x
x
x
Local Benchmark Tests - Reading
x
x
x
x
Local Benchmark Tests - Math
x
x
x
x
Local Benchmark Tests - Social Studies
Local Benchmark Tests - Science
x
x
x
Local Benchmark Tests - Writing
MSTAR – Texas Math & Science Diagnostic System
x
x
SAT 10 Online
x
x
x
x
EXPLORE
x
Program Assessments
ESL
x
x
x
x
Gifted/Talented
x
x
x
x
Special Education
x
x
x
x
Fitness Assessment
x
x
x
x
RtI
x
x
x
x
Dyslexia
x
x
x
x
*STAAR End of Course Algebra I is administered to 8th Grade students currently enrolled in that course.
HISD Assessment Plan
26
Appendix B.3
High School Assessment Matrix and Tools
Exhibit 3 displays the current assessment tools used in the district at the secondary level:
Exhibit 3
Assessment Tools Used at the Secondary Level
Hooks Independent School District 2011-2012
Assessment Tool
TELPAS
9
10
11
12
x
x
x
x
TAKS/TAKS (Accommodated)/TAKS-M Reading/ELA
x
TAKS/ TAKS (Accommodated)/TAKS-M Math
x
TAKS/ TAKS (Accommodated)/TAKS-M Science
x
TAKS/ TAKS (Accommodated)/TAKS-M Social Studies
x
*STAAR End of Course English I
x
*STAAR End of Course English II
x
*STAAR End of Course Algebra I
x
*STAAR End of Course Geometry
x
*STAAR End of Course Algebra II
*STAAR End of Course Biology
x
x
*STAAR End of Course Chemistry
*STAAR End of Course World Geography
x
x
x
*STAAR End of Course World History
x
Class Unit and Mid-Semester Exams
x
x
x
x
Local Semester Exams
x
x
x
x
Local Benchmark Tests - Reading/ELA
x
x
x
Local Benchmark Tests - Math
x
x
x
Local Benchmark Tests - Social Studies
x
x
x
Local Benchmark Tests - Science
x
x
x
Local Benchmark Tests - Social Studies
x
x
x
Credit by Examination
x
x
x
x
PLAN
x
PSAT
x
SAT
x
x
x
ACT
x
x
x
Program Assessments
ESL
x
x
x
x
Gifted/Talented
x
x
x
x
Special Education
x
x
x
x
Fitness Assessment
x
x
x
x
Dyslexia
x
x
x
x
RtI
*STAAR End of Course Assessments are administered to 9th & 10th
Grade students according to the class they are enrolled in.
x
x
x
x
HISD Assessment Plan
27
Appendix B.4
Assessment Tools
Assessment
Instrument
Content Area
Students
Assessed
Current Data Use
ACT
High school students' general
educational development and
their ability to complete collegelevel work
Any high
school student
College entrance exam
Children’s
Progress
Math and Reading/LA skills
Students in
grades K - 3
To determine
strengths/weakness, targeted
intervention, enrichment and
GT referral; Identifier for RtI
Credit by
Examination
Course knowledge and skills
Students in
grades 9-12
To receive credit for a class
not previously taken.
STAAR End of
Course
Assessments
English I, English II, English III,
Algebra I, Geometry, Algebra II
Biology, Chemistry, Physics,
World Geography, U.S. History,
World History
STAAR Modified
End of Course
Assessments
English I, English II, English III,
Algebra I, Geometry, Biology,
World Geography, U.S. History,
World History
STAAR L End of
Course
Assessments
Algebra I, Geometry, Biology,
World Geography, U.S. History,
World History
EXPLORE
English, math, reading, science
PSAT
Verbal, math
All students,
grade 10
To predict success on the
SAT
PLAN
English, math, reading, science
All students,
grade 10
To predict success on the
ACT
HISD Assessment Plan
Students in
grade 9 & 10
currently
enrolled in
each course
Students in
grade 9 & 10
currently
enrolled in
each course
and meet
eligibility
requirements.
Students in
grade 9 & 10
currently
enrolled in
each course
and meet
eligibility
requirements.
All students,
grade 8
To evaluate knowledge and
skills for specific courses
To evaluate knowledge and
skills for specific courses
To evaluate knowledge and
skills for specific courses
Entry level assessment for
ACT program
28
TAKS/TAKS
(Accommodated)/
TAKS-M
ELA, math, science, social
studies
All students in
grade 11
To evaluate knowledge and
skills for grade level
TAKS/TAKS
(Accommodated)/
TAKS-M
ELA, math, science, social
studies
Retest for
students in
grade 12 or
post high
school
To evaluate knowledge and
skills for grade level
STAAR/
STAAR Modified/
STAAR L
Reading
All students
grade 3-8
To evaluate knowledge and
skills for grade level
STAAR/
STAAR Modified/
STAAR L
Math
All students
grades 3-8
To evaluate knowledge and
skills for grade level
STAAR/
STAAR Modified/
STAAR L
Writing
All students
grades 4 & 7
To evaluate knowledge and
skills for grade level
STAAR/
STAAR Modified/
STAAR L
Science
All students
grades 5 & 8
To evaluate knowledge and
skills for grade level
STAAR/
STAAR Modified/
STAAR L
Social Studies
All students
grade 8
To evaluate knowledge and
skills for grade level
Local
Benchmarks
Writing
All students
grades 4 & 7
Local
Benchmarks
Reading
All students
grades 3 - 8
Local
Benchmarks
Math
All students
grades 3 - 11
Local
Benchmarks
Science
All students
grades 5,
8 - 11
Local
Benchmarks
Social Studies
All students
grade 8 - 11
Local
Benchmarks
English Language Arts and
Reading
All students
grade 9 - 11
TELPAS
Texas English Language
Proficiency Assessment English language learners in
listening, speaking, reading, and
writing
All grades
HISD Assessment Plan
To evaluate knowledge and
skills for grade level; to
determine skill deficiencies
and to adjust instruction
To evaluate knowledge and
skills for grade level; to
determine skill deficiencies
and to adjust instruction
To evaluate knowledge and
skills for grade level; to
determine skill deficiencies
and to adjust instruction
To evaluate knowledge and
skills for grade level; to
determine skill deficiencies
and to adjust instruction
To evaluate knowledge and
skills for grade level; to
determine skill deficiencies
and to adjust instruction
To evaluate knowledge and
skills for grade level; to
determine skill deficiencies
and to adjust instruction
To evaluate reading skills for
English as a Second
Language students
29
TPRI
Reading
Grades K-3
To evaluate reading skills; to
measure development of
reading skills; one measure
in determination of at-risk
students
SAT
High school students' general
educational development and
their ability to complete collegelevel work
Any high
school
student
College entrance exam
Semester Exams
Course knowledge and skills
All students in
all courses,
grades 7 - 12
To evaluate knowledge and
skills for course
SAT 10 Online
Abbreviated battery, ELAR,
Math, Science and Social
Studies
All students in
grades 4 & 6
Otis-Lennon
Scholastic
Achievement Test
(OLSAT)
Abilities that relate to success in
school
K&2
Class Unit and Midsemester
Checkpoints
Course knowledge and skills
All students in
core area
courses,
grades PK-12
To evaluate knowledge and
skills for course; to evaluate
alignment of instruction with
curriculum
STAR Renaissance
Reading/Math
Diagnostic
Measures student achievement
in reading and math
K-4
To identify areas of need as
part of Response to
Intervention
mCLASS®:CIRCLE™
Early Childhood
Assessment
Measures early literacy and
math development
PreKindergarten
To identify areas of need for
early intervention.
AIMSWEB
Reading and Math
Grades 5-8
To identify areas of need as
part of Response to
Intervention
All students in
grade 5 - 8
To evaluate math and
science skills; to measure
development of math and
science skills; one measure
in determination of at-risk
students
MSTAR
HISD Assessment Plan
Math and Science
Norm Referenced
Achievement Test, one
measure for admission to
gifted/talented program;
Identifier for RtI program
To identify cognitive ability of
students; one measure for
admission to gifted/talented
program
30
Appendix B.5
Program Assessments
Assessment
Instrument
Students Assessed
Current Data
Use
Assesses students in three areas:
oral, reading and writing
Limited English proficient
students in grades 1 - 12
ESL Evaluation
Early Childhood Test that assesses
students in three areas: oral, reading
and writing
Limited English proficient
students in grades PK - K
ESL Evaluation
Otis-Lennon
Scholastic
Achievement
Test (OLSAT)
Abilities that relate to success in
school
Limited English proficient
students in grades K - 13
ESL Evaluation
Naglieri
Nonverbal Ability
Test 2nd Edition
(NNAT2)
A culturally neutral evaluation of
students’ nonverbal reasoning and
general problem-solving ability,
regardless of the individual student’s
primary language, education, culture
or socioeconomic background
Students in grade K - 12
Gifted/Talented
Program
Eligibility
All students grades 4 & 6
Part of
identification
process for
Gifted/Talented
Referral
All students grades K-3
Part of
identification
process for
Gifted/Talented
Referral
Gifted/Talented
ESL
IPT-I Oral
English
Language
Proficiency Test
Pre IPT-I Oral
English
Language
Proficiency Test
Content Area
Stanford
Achievement
Test Online
Abbreviated
Battery
(SAT 10 Online)
Achievement test helps identify what
students know and are able to do.
Children’s
Progress
A formative assessment used to
identify student strengths and
weaknesses
HISD Assessment Plan
31
Response to Intervention
State
Dyslexia
Appendix B.5 - Continued
Program Assessments
Assessment
Instrument
Content Area
Students Assessed
Current Data
Use
Gray Oral
Reading Test – 4
(GORT – 4)
Provides an efficient and objective
measure of growth in oral reading
and an aid in the diagnosis of oral
reading difficulties
Referred students,
grades 2 - 12
Dyslexia
Program
Eligibility
Assesses phonological awareness,
phonological memory, and rapid
naming
Referred students,
grades 2 - 12
Dyslexia
Program
Eligibility
Assesses reading readiness, basic
skills, and comprehension
Referred students,
grades 2 - 12
Dyslexia
Program
Eligibility
Measures verbal and nonverbal
intelligence
Referred students,
grades 2 - 12
Dyslexia
Program
Eligibility
Assesses spelling proficiency
Referred students,
grades 2 - 12
Dyslexia
Program
Eligibility
Comprehensive
Test of
Phonological
Processing
(CTOPP)
Woodcock
Reading Mastery
Test – Revised
(WRMT-R)
Kaufman Brief
Intelligence Test
Second Edition
(Kbit2)
Test of Written
Spelling
(TWS)
All students grades 3-8.
Students in grades 9-12
who participate in
Physical Education,
Athletics, Band, or
Cheerleading
Fitnessgram
Assessment tool to measure
aerobic capacity, body composition,
and muscular strength, endurance,
and flexibility
AIMSWEB
A benchmark and progress
monitoring system based on direct,
frequent and continuous student
assessment.
Students grades 5-8
RtI Referral
Children’s
Progress
A formative assessment used to
identify student strengths and
weaknesses
All students grades K-3
RtI Referral
Stanford
Achievement
Test Online
Abbreviated
Battery
(SAT 10 Online)
Achievement test helps identify what
students know and are able to do.
All students grades 4 & 6
RtI Referral
HISD Assessment Plan
State Reporting
32
Appendix B.5 - Continued
Program Assessments
Special Education assessments are available in the following areas:
Language: Speech and language skills, voice and fluency are assessed through informal observation
and formal evaluation for articulation, language dominance, expressive language and receptive
language.
Physical: Health histories, medical reports, test and rating scales are used to evaluate the student’s
health and physical status, motor coordination, and visual/motor integration.
Special Education
Emotional/Behavioral: Informal and formal assessment of the student’s social and emotional adjustment
and interpersonal relationships.
Sociological : A parent interview is conducted and a parent questionnaire is completed to obtain
information about the student’s social and developmental history, the child’s role in the family and
community, adaptive behavior and parental expectation.
Intellectual/ Adaptive Behavior: Test and rating scales are used to assess the student’s development in
verbal abilities, and/or nonverbal abilities and adaptive social behavior in the community.
Educational Learning Competencies: Group achievement tests, criterion reference tests, samples of
classroom work, classroom observations, and individual tests are studied to determine abilities and skills
in academic and vocationally related areas.
Adaptive/ Assistive Technology: Collect information from teachers, related service providers and others
to determine the needs and services to access areas and function within the educational environment.
Vocational Assessment: A functional assessment that will assess a child’s interest and aptitude.
HISD Assessment Plan
33
Appendix B.6
State Assessments
STAAR™
State of Texas Assessments of Academic Readiness
The State of Texas Assessments of Academic Readiness (STAAR™) replaced the TAKS or Texas
Assessment of Knowledge and Skills for students in grades 3-8 beginning in the 2011-2012 school year
and will continue to be the state assessment for all students in grades 3-8. Other versions of the
STAAR™ exam include the STAAR™ Modified and STAAR™ L (Linguistically Accommodated).
STAAR™ EOC
State of Texas Assessments of Academic Readiness End of Course
Exam
STAAR™ EOC or the State of Texas Assessments of Academic Readiness End of Course exams are
expanding to include students entering 9th and 10th grade. Other versions of the STAAR™ End of Course
exam include the STAAR™ Modified and STAAR™ L (Linguistically Accommodated).
There are a total of 12 End of Course Exams. Students only take an End of Course Exam in a
class for which they are currently enrolled.
STAAR™ END OF COURSE EXAMS
Math
Science
English
Social Studies
Algebra I
Geometry
Algebra II
Biology
Chemistry
Physics
English I
English II
English III
World Geography
World History
U.S. History
STAAR™ TRANSITION TIMELINE
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
GR 3-8
GR 9
GR 10
GR 11
GR 12
STAAR
STAAR
TAKS
TAKS
TAKS
HISD Assessment Plan
STAAR
STAAR
STAAR
TAKS
TAKS
STAAR
STAAR
STAAR
STAAR
TAKS
STAAR
STAAR
STAAR
STAAR
STAAR or
TAKS
STAAR
STAAR
STAAR
STAAR
STAAR or
TAKS
34
STAAR™/ STAAR™ EOC assessments differ from the TAKS test in several ways. Students will
be given a time limit of four hours to take the STAAR™/ STAAR™ EOC test. The writing test for grades 4,
7 and English I will be given over a two day period with students being required to write more than one
essay. The math and science portions will include more griddable items. Overall the tests will be longer
and more difficult, requiring students to use critical thinking and analysis to apply knowledge in everyday
situations and to transfer that knowledge to different scenarios.
When required by state law, a student’s score on the initial end-of-course (EOC) assessment
shall count for 15 percent of the student’s final grade for the course.
TAKS
Texas Assessment of Knowledge and Skills
Students in grades 11 & 12 will continue to take TAKS Exit Exams (Texas Assessment of
Knowledge and Skills) for the 2012-2013 school year.
HISD Assessment Plan
35