Code: IL-AR
Adopted: 4/8/02; 9/11/06
Orig. Code(s): R850
Achievement Testing Programs
Rationale
This testing program is designed to provide policy makers and managers with data to use in analyzing instruction and support services for their effectiveness in meeting student needs. It is critically important that policy makers and managers analyze data to determine whether programs are meeting the goals that have been set. Programs most in need of improvement may then be identified, priorities established, and commitments made in terms of available time and resources.
Achievement testing is intended to accomplish two tasks:
1. Show how the district compares to state standards.
2. Show where improvement is needed.
Achievement testing is not intended as a sole evaluation of individual student growth, placement, enrollment, retention or compensatory services, although such individual student scores may justify referral for further student evaluation.
Who Should be Tested
Annually students shall be administered in grades four, six and seven shall be administered norm referenced assessments as defined below in 3.0.
Guidelines for Including Students in Testing
All students shall be administered the district selected assessments within the testing window prescribed.
Students with disabilities, special needs or those students in advanced course work may "challenge" assessments for other grade levels or may be scheduled for alternative activities or assessments in lieu of participation in district tests. This determination shall be made by an educational team made up of the home room (or regular education) teacher, the specialist teacher, the parent and the student when appropriate.
For children with disabilities who cannot participate in the district achievement testing program, an alternative assessment must be used.
Parent requests: Parents who object to having their child participate in the Achievement Testing Program (or specific tests), may have their child excluded upon written request to the building principal.
What Should be Reported
An annual report to the Board should summarize achievement test results to the extent they reveal attainment of district goals. The report should address comparisons to Oregon norms, identify where improvement is needed, and relate test results to prior program changes, where applicable.
Program areas to be tested shall include, but are not limited to mathematics and reading.
Achievement test results may be used in district curriculum assessments.
In no case shall individual student scores on district tests be used as the sole criteria for placement, enrollment, retention or remedial placement.
Parents shall be annually notified of the school procedures for obtaining student records information, specifically, obtaining test scores for their child.
District test scores may be released to parents at their request, and only with an accompanying definition of scoring terms and uses.
Individual achievement test score reports shall not be sent home with students.
Oregon Statewide Assessments
State Testing Guidelines
The Oregon Statewide Assessment guidelines for periodic testing of Oregon students shall be followed by administration and staff. District procedures for who should be tested, who should not be tested, what should be reported and to whom results should be reported shall follow state guidelines. Where guidelines are not provided, the district testing coordinator shall develop rules and procedures.
Modified Administration:
A modification is an alteration in test administration that substantially changes the level, content or performance criteria. Modifications include alterations in test presentation or in the response format or substance. Only modifications specifically identified in the most current Modifications Table published by the Oregon Department of Education were approved.
Test Participation Determination Process:
The decision to remove a student from the regular administration of a state test shall be based solely on the recommendation of a teacher and instructional team who know the individual student, in consultation with the student’s parent or guardian and/or the student. The instructional team should include professional staff who have knowledge and evidence of each student’s strengths and areas of need. A team should, for special education students, be the IEP team; for English language learners the team should include Migrant, ESL, Bilingual, Title I (reading or mathematics) Teachers, the classroom teacher or other knowledgeable professionals.
For English language learners, the team should consider some or all of the following evidence:
1. Samples of student work which would represent an appropriate English reading level;
2. Native Language literacy which would help to determine student proficiency level;
3. The language spoken in the home;
4. Support programs, including first and second language development supports the student has received.
Where the final determination is made to modify the administration of a state test, the following documentation shall be maintained by the building test coordinator for each student, not on an Individual Education Program (IEP), removed from regular test administration:
1. Name of student;
2. Date of consultation with parents/guardian;
3. Rationale, unique to the student, for removal from regular test administration;
4. Description of the modification employed for each test modified.
Administration
The district testing coordinator and principals shall consult in developing an annual plan for the administration of statewide tests, the collection and return of testing materials, and the reporting of test results.
What Should be Reported
Where state guidelines are silent regarding the reporting of test results, procedures outlined for District Achievement Testing shall be followed.