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Littleton Public Schools Regulation |
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Policy Code ILBA-R Policy Name District Program Assessments July 2, 1984 April 7, 1992 |
Assessment is the process of gathering and interpreting data to provide meaningful measures of growth that are used for instructional decisions. Written district assessment standards shall serve as criteria for effectiveness. Indicators of effectiveness shall be measured against those standards.
The Littleton Public Schools instructional assessment program shall provide essential data for the following purposes:
Monitor student growth.
Establish student placement in a beneficial learning environment.
Improve instruction.
Evaluate programs.
Validate learning.
Set goals.
Report to parents, Board, Coordinating Council for School Improvement, and the public in accordance with accountability requirements.
Components of the District instructional assessment program shall be:
Teacher measurements of daily, weekly, unit, and/or semester learning in each class or course.
Board-approved standardized testing at selected grades to compare local achievement with national achievement and to compare obtained achievement with anticipated achievement.
Program evaluation to determine the effectiveness of District systems for learning.
Reporting of assessment outcomes at the District and building levels to honor accountability requirements.
The purposes of instructional assessment shall be accomplished through efforts of teachers, principals, and district-level personnel. These responsibilities are distinct, yet related.
Teachers’ Responsibilities
Frequently measure the learning progress of individual students with respect to the District curriculum outcomes.
Determine the design and content of classroom testing materials. Measures may include teacher observation, objective tests, essay tests, student performances, and/or student-made products.
Use instructional methodology that ensures optimal learning.
Report regularly and frequently to students and parents the achievement of each student.
Effectively administer District standardized tests.
Use assessment data in making instructional decisions.
Principals’ Responsibilities
Develop overall school procedures for effective evaluation and reporting of student achievement.
Monitor instructional strategies, use of learning materials, educational services, and instructional assessment efforts within the school to ensure their contribution in the development of individual student learning.
Ensure that an appropriate variety of assessment measures is used.
Annually report individual student standardized test outcomes to parents.
Annually report school standardized test outcomes to staff, parents, and the community.
Report progress on student learning and school goals.
District Responsibilities
Provide each school with necessary support in the evaluation of student learning, including in-service for school staff in the design of tests, selection of published instruments, interpretation of assessment results, development of grading practices, and appropriate use of evaluation data.
Lead the effective administration, reporting, and use of standardized test results and other comprehensive assessment strategies.
Obtain statistical information about student achievement and interpret the data gathered to identify areas of need.
Evaluate District programs and practices.
Specify what needs to be done by the District, the District staff, and individual schools to ensure that necessary improvements in student learning can be achieved.
Legal Reference: C.R.S. 22-7-102(2)(b)
C.R.S. 22-32-109.5
C.R.S. 22-53-205
C.R.S. 22-53-207 (3),(5)
1 CCR 301-1, Rule 2202-R-3.10 (4)
Cross Reference: GCS, Professional Research and Publishing
ILBB, State Program Assessments
JLDAC, Screening/Testing of Students (& Treatment of Mental Disorders)
LC, Relations with Education Research Agencies