ILBA
POLICY
Assessment
It is the
policy of the board that the principals, under the direction of the
Superintendent, will develop and manage an assessment program that provides an
ongoing evaluation of the effectiveness of the curriculum on improving student
performance.
The program
must adhere to the processes for selection, administration, and interpretation
of assessment instruments specified below.
This program will include both local and statewide assessment tools.
The program
must be aligned with the goals of the district and be designed to assess each
student’s progress toward meeting the defined curriculum objectives.
Test
results will be analyzed and used with other data for the following purposes:
·
To identify
individual student strengths and weaknesses in skill development;
·
To diagnose
strengths and weaknesses of groups;
·
To individualize
instruction;
·
To report
progress to parents;
·
To select
curriculum materials;
·
To set the pace
of instruction;
·
To select methods
of instruction;
·
To counsel
students;
·
To help determine
revisions needed in the curriculum.
Selection
The
selection process will include the professional staff in its efforts to
investigate new assessment tools and evaluate existing ones.
Assessment
instruments selected will provide a comprehensive evaluation of student
learning and achievement and include both formative and summative assessment
instruments including, but not limited to, project-based learning; various
forms of authentic assessment like portfolios, exhibitions and, when possible,
off-site learning opportunities; competency-based assessments; standardized
tests; as well as teacher-designed quizzes and tests. Additional instruments may include written
and oral exams, performances, and group and individual projects.
State Standards Compliance – Ed. 306.24 (b)
APPROVED: September,
2006
Administration
The
assessment program will include a schedule for administration to students.
Each
building principal will provide assurance that test procedures are followed at
the school level including the distribution and collection of test materials,
test security, use of test results and testing dates as well as other pertinent
requirements.
Handicapped
students must be provided the opportunity to participate in all student
assessments. Any modifications in
administration should be made and documented during the Individualized
Education Program (IEP) review.
Interpretation
The
principals, under the supervision of the Superintendent, will ensure that data
from standardized testing programs such as NECAP and MAP are compiled, analyzed
and reported to the Board annually. The
scores of individual students shall be made available only to appropriate
personnel within the school in which the student is enrolled and to parent(s)
or legal guardian(s) of each student as provided by law. Interpretation of test results shall be made
available to parents and students.
The board
will provide funding for the student assessment program, including professional
development for teachers in the use of tools to understand assessment results,
to adjust instruction to meet personalized needs of students, and to monitor
progress.
The
principals, under the direction of the Superintendent, will provide an ongoing
evaluation of the assessment program, and will provide regular reports to the
board showing the effectiveness of the curriculum on improving student
performance.