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 2 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. HISD Assessment Plan 3 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/ HISD Assessment Plan 4 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. HISD Assessment Plan 5 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. HISD Assessment Plan 6 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. HISD Assessment Plan 7 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 HISD Assessment Plan 8 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. HISD Assessment Plan 9 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. HISD Assessment Plan 10 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. HISD Assessment Plan 11 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. HISD Assessment Plan 12 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. HISD Assessment Plan 13 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. HISD Assessment Plan 14 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. HISD Assessment Plan 15 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. HISD Assessment Plan 16 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. HISD Assessment Plan 17 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 HISD Assessment Plan 18 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 21 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 August 2012 Su M Tu October 2012 September 2012 W Th F S 1 2 3 4 Su M Tu W Th F S 6 7 8 9 10 11 2 3 4 5 6 7 8 12 13 14 15 16NT 17NT 18 9 10 11 12 13 14 15 19 20 21 22 23 24 25 16 17 18 19 20 21 22 26 27 28 29 30 31 23 24 25 26 27 28 Tu W Th F S 1 2 3 Su M Tu W Th 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 S Su M S 1 2 3 4 5 14 21 15 6 7 8 9 10 11 12 22 13 14 15 16 17 18 19 28 29 20 21 22 23 24 25 26 27 28 29 30 31 10 11 12 13 11 12 13 14 15 16 17 16 17 18 19 20 18 19 20 21 22 23 24 23 24 25 26 27 25 26 27 28 29 30 31 30 31 February 2013 March 2013 2 F 8 9 1 Th 7 10 S W 6 9 F Tu 5 8 Th S 4 7 W F 3 6 Tu Th 2 5 M W January 2013 F 1 4 Su Tu December 2012 November 2012 M M 1 5 Su Su Su M Tu W Th April 2013 F S 1 2 Su M Tu W Th F S 1 2 3 4 5 6 3 4 5 6 7 8 9 3 4 5 6 7 8 9 7 8 9 10 11 12 13 10 11 12 13 14 15 16 10 11 12 13 14 15 16 14 15 16 17 18 19 20 17 18 19 20 21 22 23 17 18 19 20 21 22 23 21 22 23 24 25 26 27 24 25 26 27 28 24 25 26 27 28 29 30 28 29 30 HISD Assessment Plan 23 May 2013 Su 5 12 M Tu 6 13 7 14 Th F S 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