2016-2017 DRAFT District Assessment Calendar
**Dates are subject to Change
NWEA Staff Login
Early Exam Request
M-Step Parent Video
Skilled Professionals Using Data To Guide Instruction
The Assessment Department of the Bay City Public School District is responsible for facilitating the administration of standardized assessments and promoting the effective use of assessment data within the district. National, State and Local assessments provide educators with measurable data of student performance on academic expectations. Such information can be used to evaluate student abilities, inform classroom instruction, and improve educational programs.
The purpose for the district’s assessment program is designed to achieving five goals:
1. The essential purpose of assessment is the improvement of student learning.
2. Assessments must provide a comprehensive picture of student achievement.
3. Assessments must measure student growth over time.
4. Assessments must be valid and reliable.
5. Assessment data must be responsibly and efficiently collected and managed.
The district’s comprehensive assessment program is an important set of tools used to monitor state, district, school, and student achievement.
45 Minute Dialogue - short form
Student Growth Guidance
DRA2 Teacher Observation Guides
MAISA - Social Studies
MLPP Assessment Forms
Designing & Analyzing Assessments
ABout the Assessment Department
Purpose of the District’s Assessment Program
The PURPOSE of the Assessment Program in the Bay City Public Schools is to provide decision-makers with valid and reliable information about student performance.
Assessments will be done three times every year in Math and English Language Arts. The form and content of these assessments will be intimately tied to our curriculum so that we are measuring what we are teaching as defined by our Curriculum Guides. Scoring of the assessments will be done within the district assessment office. Results will be reported to each teacher in a timely manner. Where appropriate, results will also be aggregated at the building and district level to support the work of school improvement teams, curriculum alignment, and accountability. Contextual assessments will be an integral part of regular, ongoing classroom instruction.
The district’s Assessment Program is but one of several sources of information about student performance. Observations made daily by skilled teachers, counselors and administrators are a primary source of information about student performance. Observations and evaluations of student products such as math papers, written work and projects are another source. Teacher-made tests and quizzes used every day in the classroom are the next most frequently used sources. These and other student related indicators are often summarized into a gestalt known as a report card grade.nn
A number of policies guide the District’s Assessment Program. Board of Education Policy “I6380” forms the basis. The program also adheres to the guidelines and practices contained in “The Family Educational Rights and Privacy Act” of 1974.
Posting of Student Test Results
The Bay City Public Schools maintains an electronic record of information on each student. These records are part of the student record system, and the Data Warehouse, which is managed by the Bay-Arenac Intermediate School District. Our goal of having this system produce an electronic “transcript” for each of our students is in place. The transcript is a summary of the student's record including but not limited to courses, grades, attendance, and test scores.
Out of Level Testing
Bay City Public Schools uses common matrix tests. Each test is geared to a given grade with some overlap of content and difficulty to adjoining grades.
1. ABOVE-LEVEL testing is restricted to students enrolled in our Gifted & Talented Program.
2. No student may take a test that is more than one level below or above grade level.
It is the intent of the Bay City Public Schools that all students participate in the district's Assessment Program as we are responsible to provide an education to all students. However, there are circumstances where participation by an individual student may not be to the benefit of that student or where the results of participation will not provide valid and reliable results.
Many of these circumstances are addressed in the guidelines provided by the Michigan Department of Education for the M-Step. Thus, to provide consistency for common matrix assessments, we will follow the M-Step guidelines. All students will participate in the contextual assessments that are part of their regular instructional program.