Data, Assessment, & Accountability

We believe assessment is not merely a measure of performance, but a powerful tool for growth, guidance, and continuous improvement. Our philosophy embraces a holistic, student-centered approach, ensuring that assessment practices are meaningful, positive, and empowering, yielding timely, relevant, and actionable evidence.

Core Principles/Student Achievement

Assessment provides clear, transparent, and accessible information about relative student achievement. We empower parents/guardians, students, and teachers to collaboratively monitor academic progress, celebrating successes and addressing areas for growth. We utilize a variety of assessment methods to capture a comprehensive picture of student learning, moving beyond standardized tests to include performance tasks, portfolios, and student self-assessments.

Differentiated Support

Assessment serves as an integral part of providing Multi-Tiered Systems of Support (MTSS) for students. We use assessment data to identify individual student needs, strengths, and areas for targeted support. We ensure students receive timely, differentiated guidance, fostering self-awareness and empowering them to take ownership of their learning journey.

Instructional Change

Assessment provides actionable data to inform instructional decisions, plans, and changes. We empower teachers to use assessment data to tailor instruction, personalize learning experiences, and continuously improve classroom practices. We foster a collaborative environment where professional staff engages in dialogue around assessment data and instructional practices.

School and District Evaluation

Assessment provides valuable indicators of the progress of the district and individual schools toward established goals. We utilize assessment data to evaluate the effectiveness of our programs and initiatives, ensuring alignment with our vision and mission. We foster a culture of continuous improvement, using assessment data to identify areas for growth and celebrate successes.

Accreditation

Assessment plays a crucial role in ensuring the district obtains and maintains accreditation. We adhere to rigorous standards of assessment quality and integrity, ensuring that our practices are aligned with best practices and regulatory requirements.

Empowering Learning Experiences

Formative assessment practices provide students with timely, constructive feedback, fostering a growth mindset. We encourage student self-reflection and self-assessment, empowering them to become active participants in their learning. We strive to ensure that assessments reflect the diverse learning styles and needs of our student population.

Implementation 

This philosophy will be implemented through

• Ongoing professional development for teachers on effective assessment practices.

• The use of a variety of assessment tools and strategies, including formative, summative, and performance-based assessments.

• The use of a data management system to track student progress and inform instructional decisions.

• Regular communication with parents/guardians about student progress and assessment results.

• A culture of collaboration and continuous improvement, where assessment is viewed as a tool for growth and learning.

By embracing this assessment philosophy, we strive to create a learning environment where every student is empowered to achieve their full potential, contributing to a brighter future for our community.

The philosophy emphasizes a balanced approach to assessment, utilizing three types to provide a comprehensive picture of student learning: Teacher-made/Classroom, Common Formative and National benchmark assessments.

The goal is to use assessment data to inform instruction, support student growth, and promote continuous improvement, ensuring that assessment is a meaningful, positive, and empowering experience for all students.

To maintain the integrity and security of examinations, examinees and proctors are to follow the below protocols during test administration. 

Purpose: This practice outlines the permissible use of electronic devices during test administration, differentiating between the roles of examinees and proctors, to ensure a fair and secure testing environment for all candidates.   

Definitions:

• Examinee: An individual taking the test.
• Proctor: An individual responsible for supervising the test administration.
• Electronic Devices: Any device capable of storing, displaying, receiving, or transmitting information, including but not limited to:
  • Smartphones
  • Tablets
  • Laptops
  • Smartwatches
  • Communication devices
  • Bluetooth Earbuds/Headphones
  • AI Glasses
  • Microphone
  • Smart home devices (Alexa, Google Home, etc.)

Student Use of Electronic Devices:

• Students are strictly prohibited from possessing or using any electronic devices during standardized testing outside of accessing the assessment in a secure browser; unless explicitly authorized as a testing accommodation; such as using a cell phone for student health monitoring. 
• Students are either issued or allowed wired headphones/microphones as needed for accessing the assessment.
• All electronic devices not used for testing must be turned off and stored out of reach before the start of the examination.
• Any student found in violation of this policy will result in the immediate confiscation of the device and may lead to disqualification from the examination.

Proctor Use of Electronic Devices:

• Proctors must only use electronic devices as needed to perform their duties, including but not limited to:
  • Accessing the test administration manual or guidelines.
  • Communicating with test administration staff regarding logistical issues or emergencies.
• Proctors must ensure that their use of electronic devices does not:
  • Disturb examinees or create a distracting environment.
  • Compromise the security of the test materials.
  • Allow for unauthorized viewing of test content.
  • Facilitate cheating or any form of test misconduct.
• Proctors are prohibited from using electronic devices for personal communication, entertainment, or any purpose unrelated to their proctoring responsibilities during the active test session.
• Specific guidelines regarding proctor device usage may be provided in the test administration manual for particular exams.

Responsibilities:

• Examinees: Are responsible for adhering to the appropriate use of electronic devices during testing.
• Proctors: Are responsible for:
  • Enforcing the practice regarding examinee use of electronic devices.
  • Using their own electronic devices responsibly and in accordance with this practice.
  • Maintaining the security and integrity of the testing environment.
• Test Administration Staff: Are responsible for:
  • Training proctors on this practice.
  • Providing secure storage for examinee electronic devices, if applicable.
  • Investigating any reported violations of this policy.

Any changes to district assessments or surveys will be presented and discussed during Central Office Administration (COA) and reflected on the district assessment plan for the board to approve.

2025-2026

• Added MRH Assessment Philosophy and Core Principles Section
• Updated Testing Policy ILA
• Added Proctor Electronic Devices Section
• Removed SRSS-IE
• Removed FAST as SSD Screener
• Removed NWEA from grades 7 and 8
• Added STAR for grades 7 and 8
• Added Brigance for Preschool
• Removed Gates and Slosson
• Removed F&P

2024-2025

• Added ACT WorkKeys
• Added SAEBRS
• Removed Listen to Learn (LTL) Math Assessment
• Dyslexia Screening assessments were moved to STAR CBM per state guidance
• Added Missouri Physical Fitness assessments
• Added US Government and Civics assessments

2023-2024

• Removed 
  • IOWA Algebra Readiness
  • Math Learning Indicator
  • NWEA from 12th grade
  • Optional EOCs
• Added 
  • Preschool Assessments: DIAL and ASQ
  • SRSS-IE