Common use of Student Assessments Clause in Contracts

Student Assessments. Student performance assessments will be conducted 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. 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. Students with a special education IEP will participate in district and state assessments unless an exception is identified in the IEP. During 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 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. D. The list of State or Federal required and District student performance assessments to be conducted is identified in Appendix 7. E. For grades K-2, Uupon 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. If a school Kindergarten team decides to add a Winter DRA, an additional day will be provided; ii. No less than four (4) days for 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 last day of the assessment window. If data is late, entry becomes the teacher’s responsibility.

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. Students with a special education IEP will participate in district and state assessments unless an exception is identified in the IEP. During SBA testing, special education staff will be utilized as much as possible to meet the needs Release time for scoring 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 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. D. The list of State or Federal required and District student performance assessments will be dedicated to be conducted is 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. E. For grades K-2, Uupon 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. If 7 remaining unscored after a school Kindergarten team decides to add a Winter DRA, an additional release day will be provided; ii. No less than four (4) days for 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 scored by the last day of District. The District will identify multiple release time dates for writing assessment scoring within the assessment window. If data is late, entry becomes test administration window for the teacher’s responsibilityparticipation. For the 2014- 15 school year, this section of 9.16 will be suspended.

Student Assessments. Student performance assessments will be conducted 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 the employee 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. 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. Teachers may exercise professional judgment (i.e., expertise, insight and creativity) in determining when and how to use multiple measures of student performance and data to assess student learning, including diagnostic testing and common assessments, to meet the diverse needs of students to achieve unit and lesson objectives within established curriculum. Teachers and administrators share a common desire to motivate students to be engaged in instruction and learning. Comparisons of teachers or classes shall not be used to motivate individual student achievement and engagement. C. Students with a special education IEP will participate in district and state assessments unless an exception is identified in the IEP. During 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 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. D. The list of State or Federal required and District student performance assessments to be conducted is identified in Appendix 7. E. For grades K-2, Uupon upon employee request, the following number of days of released time will be provided to each employee assigned to administer the Developmental iReady Reading Assessment II:with Oral Fluency (iRROF): i. 1. No less than one (1) day for each assigned class section for Kindergarten teachers. If a school Kindergarten team decides to add a Winter DRAiRROF, an additional day will be provided; ii2. No less than four (4) days for First and Second and Third Grade teachers; iii3. No The District will provide no less than one-half (.5) day of additional released time for classes that exceed the class size goals in Section 9.02 at the beginning of each assessment period. For the fluency assessment (iRROF), sub days shall be scheduled at the employee’s discretion. Employees may choose to divide or combine the days provided during any particular assessment period. If the assessment period needs to be expanded, the District will seek the Association’s concurrence. If a substitute is unavailable or canceled the employee shall receive the substitute rate of pay. F. Release time will be provided to each employee assigned to administer the elementary diagnostic reading and math assessments. Release time for data analysis, including diagnostic data in Appendix 7, is dedicated to collaborative professional development after the first and second assessment windows during the school day at each site. The purpose of the data analysis release sessions is to provide time for staff to collaboratively analyze, interpret, and respond to students’ diagnostic results. 1. Grades K-5 (Reading & Math): One half-day (.5) session after first and second diagnostic assessment windows, coordinated centrally to manage substitute distribution. 2. The District will provide no less than one half-day (1.5) day per assessment period of additional release time for Fourth and Fifth Grade teachers iv. Upon request classes that exceed the district will input the required DRA assessment scores for classroom teachers. Teachers must have the completed data turned class size goals in by the last day of the assessment window. If data is late, entry becomes the teacher’s responsibilitySection 9.

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 IEPIEP 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 SBA 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 SBA SBAC 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. 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. E. For 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 K-2or subjects beyond those subjects or grades assessed, Uupon employee requestthose 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, the following number no less than two (2) days per year of days of released release time will be provided to each employee assigned to administer the Developmental Reading Assessment II: i. No less than one (1) day provided. When additional release days are sought for each assigned class section for Kindergarten teachers. If a school Kindergarten team decides to add a Winter DRA, an additional day will be provided; ii. No less than four (4) days for First and Second and Third Grade teachers; iii. No less than one (1) day per student writing 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 last day elementary grade level team or secondary department level team, they will meet with the building administrator to establish the number of the assessment window. If data is late, entry becomes the teacher’s responsibilityrelease days to be granted.

Student Assessments. Student performance assessments will be conducted for the 2010-11 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. SchoolAssessments 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. Teachers conducting the ninth or tenth grade common reading and/or writing assessments may, by a consensus of the group of such teachers in a building, decide to substitute a building-based teams will use, modify, adaptwide alternative common assessment for the district-provided assessment. The building-wide alternative must be designed to assess the same skills and standards as the district common assessment, and enhance Districtbe used within the same testing window. A decision to use an identified teacher-adopted instructional materials developed alternative must be made by a consensus of the affected teachers prior to meet the state established standards. Teacher teams, working with their principals, will ensure assessments are aligned, informative, supported, and timely. From first student day of 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 district2010-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. E. Students with a special education IEP will participate in district and state be given assessments unless an exception is only as identified in the IEPIEP 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 SBA 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 SBA MSP and HSPE testing. Special education teachers administering district and state assessments shall not be required to make-up IEP designated minutes for students taking these assessments. 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 2010-11 is identified in Appendix 7. For the 2011-12 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. E. ▇. The decision to administer assessments not identified in Appendix 7, but in the school improvement plan, will be made by a consensus of the elementary grade level team or secondary department level team. 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 grades K-2high schools, Uupon 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. If a school Kindergarten team decides to add a Winter DRA, an additional day will be provided; ii. No less than four (4) days for First and Second and Third Grade teachers; iii. No less than one (1) day per assessment period for Third, Fourth and Fifth Grade teachers iv. Upon request the district will input the required DRA assessment scores for classroom 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 must may exempt ELL students who have been in the completed data turned 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 last day teacher. Teachers conducting the CBAs will only report the number of participating students to the assessment windowCurriculum 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. If data The District will also notify the Association in advance if a school is late, entry becomes the teacher’s responsibilityselected for field testing of other school-wide assessments.

Student Assessments. Student performance assessments will be conducted 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. 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. Students with a special education IEP will participate in district and state assessments unless an exception is identified in the IEP. During 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 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. D. The list of State or Federal required and District student performance assessments to be conducted is identified in Appendix 7. E. For grades K-2, Uupon 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. If a school Kindergarten team decides to add a Winter DRA, an additional day will be provided; ii. No less than four (4) days for First and First, Second and Third Grade teachers; iii. No less than one (1) day per assessment period for Fourth and Fifth Grade teachers 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 last day of the assessment window. If data is late, entry becomes the teacher’s responsibility. v. The District will provide no less than one-half (.5) day of released time for classes that exceed the class size goals in Section 9.02 at the beginning of each assessment period. Sub days shall be scheduled at the employee’s discretion. Employees may choose to divide or combine the days provided during any particular assessment period. If the assessment period needs to be expanded, the District will seek the Association’s concurrance. A teacher may choose to receive up to three (3) hours of extra pay in lieu of a full day of substitute provided for DRA assessment purposes. F. 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 English Language Proficiency Assessment 21 (ELPA 21) coordinating duties for a school (e.g., scheduling, distributing, organizing, etc. of testing materials). G. 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. H. 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. I. Employees will not be required to serve as testing coordinators to prepare, schedule, organize or distribute assessment materials. J. Employees will be notified prior to when assessment data is drawn from their gradebooks. The notification will inform the teacher why the data is being drawn and when it will be extracted. The District will not generate lists of failing student grades with less than five (5) days prior notice to the teacher and an explanation of how it will be used or presented. K. Support for WaKIDS (Teaching Strategies GOLD) and LAP Extended Day Screener will continue at the levels provided in the 2014-15 school year. L. Each school will develop and publicize a fair and equitable plan to distribute Chromebooks to educate and prepare students for SBA. Assessed grade level and subject areas (ELA, math, and science) shall have priority within this plan. M. The PSAT, SAT, CMPT and AP testing will continue to be administered in our high schools.

Student Assessments. Student performance assessments will be conducted 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. 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. Students with a special education IEP will participate in district and state assessments unless an exception is identified in the IEP. During 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 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. D. The list of State or Federal required and District student performance assessments to be conducted is identified in Appendix 7. E. For grades K-2, Uupon 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. If a school Kindergarten team decides to add a Winter DRA, an additional day will be provided; ii. No less than four (4) days for First and Second and Third Grade teachers; iii. No The District will provide no less than one-half (.5) day of additional released time for classes that exceed the class size goals in Section 9.02 at the beginning of each assessment period. For the fluency assessment (DRA), sub days shall be scheduled at the employee’s discretion. Employees may choose to divide or combine the days provided during any particular assessment period. If the assessment period needs to be expanded, the District will seek the Association’s concurrance. F. Release time will be provided to each employee assigned to administer the i-Ready diagnostic reading and math assessment. Release time for i-Ready is dedicated to collaborative professional development after the first and second assessment windows during the school day at each site. The purpose of the i-Ready release sessions is to provide time for staff to analyze, interpret, and and respond to students’ diagnostic results. Professional development release sessions in schools using i-Ready for the first year will be facilitated by an on-site i-Ready trainer. Subsequent years will be facilitated by reading and math teachers on special assignment at each building. i. Grades One and Two (Math only): One half-day (.5) i-Ready session after first and second diagnostic assessment windows, coordinated centrally to manage subsitutute distribution. ii. Grades Three, Four, and Five (Reading & Math): One half-day (.5) i-Ready session after first and second diagnostic assessment windows, coordinated centrally to manage substitute distribution. iii. The District will provide no less than one half-day (1.5) day per assessment period of additional release time for Fourth and Fifth Grade teachers iv. Upon request classes that exceed the district will input the required DRA assessment scores for classroom teachers. Teachers must have the completed data turned class size goals in by the last day of the assessment window. If data is late, entry becomes the teacher’s responsibilitySection 9.