Common use of Student Assessments Clause in Contracts

Student Assessments. Student performance assessments will be conducted for the 2014-15 school year in accordance with the schedule in Appendix 7 and the following: A. No state assessments will be conducted before the state-mandated start date, except that an employee may voluntarily participate in piloting or field-testing of assessments to the extent he/she determines. Teachers are encouraged to provide opportunities for students to practice and prepare for the SBA, but the OSPI interim SBA assessments are not required. B. Assessments will to the greatest extent possible serve the instructional needs of the teacher, be designed for integration into classroom instruction, be used for planning of future instruction and serve for reporting to parents, the building and district. A joint steering committee comprised of District and Association representatives will continue to collaboratively develop an assessment system which meets the District and Association’s shared interests identified above. The District and Association shall have equal representation on the steering committee, and shall select their own representatives. Co-chairs shall be appointed by the Association President and District Superintendent. The committee will meet regulary, solicit input from all grade levels and subjects, and communicate assessment updates to all employees. Assessments must meet all of the following criteria to be administered as a classroom, school, or district assessments: aligned, informative, supported, and timely. School-based teams will use, modify, adapt, and enhance District-adopted instructional materials to meet the state established standards. Teacher teams, working with their principals, will ensure assessments are aligned, informative, supported, and timely. From the natural course of this work, teachers and principals will use data to evaluate students, provide support, improve instruction, and inform decisions made at the classroom, school, and district-level. C. Release time for scoring of student performance assessments will be dedicated to scoring. Grade level teams at each school may choose to do this scoring at their own school site rather than a central site. Any employee responsible for less than 10% of the number of students who took the assessment in a particular school may voluntarily participate as he or she determines in any release time for scoring. For secondary writing assessments, any student writing assessments identified in Appendix 7 remaining unscored after a release day will be scored by the District. The District will identify multiple release time dates for writing assessment scoring within the test administration window for the teacher’s participation. For the 2014-15 school year, this section of 9.16 will be suspended. D. C. Students with a special education IEP will be given assessments participate in district and state assessments unless an exception only as is identified in the IEP which is developed by the members of the IEP team. It is not a requirement that a student's IEP necessarily include a District grade-level assessment listed in Appendix 7 or school generated assessments for his/her grade level. During SBAC testing, special education staff will be utilized as much as possible to meet the needs of special education students. Building administrators and special education staff shall consider the needs of special education students who are not participating in assessments within the building schedule/plan for SBAC testing. E. D. The list of State or Federal required and District student performance assessments to be conducted in 2014-15 is identified in Appendix 7. For the 2014-15 school year, the District will seek the advice and input of employees and will engage in collective bargaining with the Association for the terms of this Section 9.16 as a part of bargaining the open contract. F. The decision to administer aligned, informative, supported, and timely assessments not identified in Appendix 7 will be made by a consensus of the elementary grade level team or secondary department level team. If the administration of an assessment impacts grades or subjects beyond those subjects or grades assessed, those employees must be included in the decision to administer the test. G. If an elementary grade level team or secondary department level team decides to administer a student writing assessment in the school improvement plan, no less than two (2) days per year of release time will be provided. When additional release days are sought for a student writing assessment by the elementary grade level team or secondary department level team, they will meet with the building administrator to establish the number of release days to be granted.

Student Assessments. Student performance assessments will be conducted for the 2014-15 school year in accordance with the schedule in Appendix 7 and the following: A. No state assessments will be conducted before the state-mandated start date, except that an employee may voluntarily participate in piloting or field-testing of assessments to the extent he/she determines. Teachers are encouraged to provide opportunities for students to practice and prepare for the SBA, but the OSPI interim SBA assessments are not required. B. Assessments will to the greatest extent possible serve the instructional needs of the teacher, be designed for integration into classroom instruction, be used for planning of future instruction and serve for reporting to parents, the building and district. A joint steering committee comprised of District and Association representatives will continue to collaboratively develop an assessment system which meets the District and Association’s shared interests identified above. The District and Association shall have equal representation on the steering committee, and shall select their own representatives. Co-chairs shall be appointed by the Association President and District Superintendent. The committee will meet regulary, solicit input from all grade levels and subjects, and communicate assessment updates to all employees. Assessments must meet all of the following criteria to be administered as a classroom, school, or district assessments: aligned, informative, supported, and timely. School-based teams will use, modify, adapt, and enhance District-adopted instructional materials to meet the state established standards. Teacher teams, working with their principals, will ensure assessments are aligned, informative, supported, and timely. From the natural course of this work, teachers and principals will use data to evaluate students, provide support, improve instruction, and inform decisions made at the classroom, school, and district-level. C. Release time for scoring of student performance assessments will be dedicated to scoring. Grade level teams at each school may choose to do this scoring at their own school site rather than a central site. Any employee responsible for less than 10% of the number of students who took the assessment in a particular school may voluntarily participate as he or she determines in any release time for scoring. For secondary writing assessments, any student writing assessments identified in Appendix 7 remaining unscored after a release day will be scored by the District. The District will identify multiple release time dates for writing assessment scoring within the test administration window for the teacher’s participation. For the 2014-15 school year, this section of 9.16 will be suspended. D. C. Students with a special education IEP will be given assessments participate in district and state assessments unless an exception only as is identified in the IEP which is developed by the members of the IEP team. It is not a requirement that a student's IEP necessarily include a District grade-level assessment listed in Appendix 7 or school generated assessments for his/her grade levelIEP. During SBAC SBA testing, special education staff will be utilized as much as possible to meet the needs of special education students. Building administrators and special education staff shall consider the needs of special education students who are not participating in assessments within the building schedule/plan for SBAC SBA testing. Special education teachers administering district and state assessments shall not be required to make-up IEP designated minutes for students taking these assessments. E. D. The list of State or Federal required and District student performance assessments to be conducted in 2014-15 is identified in Appendix 7. . E. For the 2014-15 school yeargrades K-2, Uupon employee request, the District will seek the advice and input following number of employees and will engage in collective bargaining with the Association for the terms days of this Section 9.16 as a part of bargaining the open contract. F. The decision to administer aligned, informative, supported, and timely assessments not identified in Appendix 7 released time will be made by a consensus of the elementary grade level team or secondary department level team. If the administration of an assessment impacts grades or subjects beyond those subjects or grades assessed, those employees must be included in the decision provided to each employee assigned to administer the test.Developmental Reading Assessment II: G. i. No less than one (1) day for each assigned class section for Kindergarten teachers. If an elementary grade level team or secondary department level a school Kindergarten team decides to administer add a student writing assessment in the school improvement planWinter DRA, no less than two (2) days per year of release time an additional day will be provided; ii. When additional release No less than four (4) days are sought for a student writing First and Second and Third Grade teachers; iii. No less than one (1) day per assessment period for Fourth and Fifth Grade teachers iv. Upon request the district will input the required DRA assessment scores for classroom teachers. Teachers must have the completed data turned in by the elementary grade level team or secondary department level teamlast day of the assessment window. If data is late, they will meet with entry becomes the building administrator to establish the number of release days to be grantedteacher’s responsibility.

Student Assessments. Student performance assessments will be conducted for the 20142010-15 11 school year in accordance with the schedule in Appendix 7 and the following: A. No state assessments will be conducted before the state-mandated state‑mandated start date, except that an employee may voluntarily participate in piloting or field-testing field‑testing of assessments to the extent he/she determines. Teachers are encouraged to provide opportunities for students to practice and prepare for the SBA, but the OSPI interim SBA assessments are not required. B. Assessments will to the greatest extent possible serve the instructional needs of the teacher, be designed for integration into classroom instruction, be used for planning of future instruction and serve for reporting to parents, the building and district. A joint steering committee comprised Teachers conducting the ninth or tenth grade common reading and/or writing assessments may, by a consensus of District and Association representatives will continue the group of such teachers in a building, decide to collaboratively develop an substitute a building-wide alternative common assessment system which meets for the District and Association’s shared interests identified abovedistrict-provided assessment. The District building-wide alternative must be designed to assess the same skills and Association shall have equal representation on standards as the steering committeedistrict common assessment, and shall select their own representativesbe used within the same testing window. CoA decision to use an identified teacher-chairs shall developed alternative must be appointed made by the Association President and District Superintendent. The committee will meet regulary, solicit input from all grade levels and subjects, and communicate assessment updates to all employees. Assessments must meet all a consensus of the following criteria affected teachers prior to be administered as a classroom, school, or district assessments: aligned, informative, supported, and timely. Schoolthe first student day of the 2010-based teams will use, modify, adapt, and enhance District-adopted instructional materials to meet the state established standards. Teacher teams, working with their principals, will ensure assessments are aligned, informative, supported, and timely. From the natural course of this work, teachers and principals will use data to evaluate students, provide support, improve instruction, and inform decisions made at the classroom, school, and district-level11 school year. C. For grades participating in a spring Measurement of Student Progress (MSP) or High School Proficiency Exam (HSPE), no district common assessments in the same subject will be required after the spring MSP or HSPE. D. Release time for scoring of student performance assessments will be dedicated to scoring. Grade level teams at each school may choose to do this scoring at their own school site rather than a central site. Any employee responsible for less than 10% of the number of students who took the assessment in a particular school may voluntarily participate as he or she determines in any release time for scoring. For secondary writing assessments, any student writing assessments identified in Appendix 7 remaining unscored after a release day will be scored by the District. The District will identify multiple release time dates for writing assessment scoring within the test administration window for the teacher’s participation. For the 2014-15 school year, this section of 9.16 will be suspended. D. C. E. Students with a special education IEP will be given assessments participate in district and state assessments unless an exception only as is identified in the IEP which is developed by the members of the IEP team. It is not a requirement that a student's IEP necessarily include a District grade-level assessment listed in Appendix 7 or school generated assessments for his/her grade level. During SBAC MSP and HSPE testing, special education staff will be utilized as much as possible to meet the needs of special education students. Building administrators and special education staff shall consider the needs of special education students who are not participating in assessments within the building schedule/plan for SBAC MSP and HSPE testing. E. D. F. The classroom teacher will determine whether to exempt from district assessments not required for graduation a student who has met the HSPE standard in a particular subject area. G. The list of State or Federal required and District student performance assessments to be conducted in 20142010-15 11 is identified in Appendix 7. For the 20142011-15 12 school year, the District will seek the advice and input of employees and will engage in collective bargaining with the Association for the terms of this Section 9.16 as a part of bargaining the open contract. F. X. The decision to administer aligned, informative, supported, and timely assessments not identified in Appendix 7 7, but in the school improvement plan, will be made by a consensus of the elementary grade level team or secondary department level team. If the administration of an assessment impacts grades or subjects beyond those subjects or grades assessed, those employees must be included in the decision to administer the test. G. I. If an elementary grade level team or secondary department level team decides to administer a student writing assessment in the school improvement plan, no less than two (2) days per year of release time will be provided. When additional release days are sought for a student writing assessment by the elementary grade level team or secondary department level team, they will meet with the building administrator to establish the number of release days to be granted. J. For high schools, no less than two (2) days of released time will be provided to each employee assigned to evaluating the Culminating Exhibition. A teacher will not be required to assess a Culminating Exhibition of a student in the teacher’s class once the student receives a final grade for the course. K. Upon employee request, the following number of days of released time will be provided to each employee assigned to administer the Developmental Reading Assessment II: i. No less than one (1) day for each assigned class section for Kindergarten teachers; ii. No less than four (4) days for First and Second Grade teachers; iii. No less than one (1) day per assessment period for Third, Fourth and Fifth Grade teachers. Such days shall be scheduled within the assessment window at the employee’s discretion. Employees may choose to divide or combine the days provided during any particular assessment period. L. Teachers may exempt ELL students who have been in the country less than one (1) year from literacy assessments. ELL students will be offered the opportunity to take other assessments. Teachers have discretion to end an assessment when the student is not productively engaged in taking it. No teacher will be assigned Washington Language Proficiency Test II (WLPT II) coordinating duties for a school (e.g., scheduling, distributing, organizing, etc. of testing materials). M. For the 2010-11 school year, state-mandated classroom based assessments (CBAs) identified in Appendix 7 will be embedded in the curriculum as a regular class assignment, assessment or performance. The scheduling and grading of the District CBA will be determined by the teacher. Teachers conducting the CBAs will only report the number of participating students to the Curriculum and Assessment Department. N. If schools are selected for other required federal or state tests, the schools and the Association will be notified as soon as possible. The District will also notify the Association in advance if a school is selected for field testing of other school-wide assessments.

Student Assessments. Student performance assessments will be conducted for the 2014-15 school year in accordance with the schedule in Appendix 7 and the following: A. No state assessments will be conducted before the state-mandated start date, except that an employee may voluntarily participate in piloting or field-testing of assessments to the extent he/she determines. Teachers are encouraged to provide opportunities for students to practice and prepare for the SBA, but the OSPI interim SBA assessments are not required. B. Assessments will to the greatest extent possible serve the instructional needs of the teacher, be designed for integration into classroom instruction, be used for planning of future instruction and serve for reporting to parents, the building and district. A joint steering committee comprised of District and Association representatives will continue to collaboratively develop an assessment system which meets the District and Association’s shared interests identified above. The District and Association shall have equal representation on the steering committee, and shall select their own representatives. Co-chairs shall be appointed by the Association President and District Superintendent. The committee will meet regulary, solicit input from all grade levels and subjects, and communicate assessment updates to all employees. Assessments must meet all of the following criteria to be administered as a classroom, school, or district assessments: aligned, informative, supported, and timely. School-based teams will use, modify, adapt, and enhance DistrictDistricted-adopted instructional materials to meet the state established standards. Teacher teams, working with their principals, will ensure assessments are aligned, informative, supported, and timely. From the natural course of this work, teachers and principals will use data to evaluate students, provide support, improve instruction, and inform decisions made at the classroom, school, and district-level. C. Release time for scoring of student performance assessments will be dedicated to scoring. Grade level teams at each school may choose to do this scoring at their own school site rather than a central site. Any employee responsible for less than 10% of the number of students who took the assessment in a particular school may voluntarily participate as he or she determines in any release time for scoring. For secondary writing assessments, any student writing assessments identified in Appendix 7 remaining unscored after a release day will be scored by the District. The District will identify multiple release time dates for writing assessment scoring within the test administration window for the teacher’s participation. For the 2014-2014- 15 school year, this section of 9.16 will be suspended. D. C. Students with a special education IEP will be given assessments participate in district and state assessments unless an exception only as is identified in the IEP which is developed by the members of the IEP team. It is not a requirement that a student's IEP necessarily include a District grade-level assessment listed in Appendix 7 or school generated assessments for his/her grade level. During SBAC testing, special education staff will be utilized as much as possible to meet the needs of special education students. Building administrators and special education staff shall consider the needs of special education students who are not participating in assessments within the building schedule/plan for SBAC testing. E. D. The list of State or Federal required and District student performance assessments to be conducted in 2014-15 is identified in Appendix 7. For the 2014-15 school year, the District will seek the advice and input of employees and will engage in collective bargaining with the Association for the terms of this Section 9.16 as a part of bargaining the open contract. F. The decision to administer aligned, informative, supported, and timely assessments not identified in Appendix 7 will be made by a consensus of the elementary grade level team or secondary department level team. If the administration of an assessment impacts grades or subjects beyond those subjects or grades assessed, those employees must be included in the decision to administer the test. G. If an elementary grade level team or secondary department level team decides to administer a student writing assessment in the school improvement plan, no less than two (2) days per year of release time will be provided. When additional release days are sought for a student writing assessment by the elementary grade level team or secondary department level team, they will meet with the building administrator to establish the number of release days to be granted.