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618 ASSESSMENT OF STANDARD ACHIEVEMENT

Mabel Canton Schools
Adopted 2000
Revised:

618 ASSESSMENT OF STANDARD ACHIEVEMENT

I. PURPOSE
`The purpose of this policy is to institute a process for the establishment and revision of assessments to be used to determine how well students have achieved Graduation Standards in compliance with the requirements set forth in the Rules Relating to Graduation Standards, Minnesota Rules Chapter 3501.

II. GENERAL STATEMENT OF POLICY
The school district has established a procedure by which students shall complete the Graduation Standards. This procedure includes the adoption of performance packages to be used in assessing student performance. The school district encourages teachers to be creative in designing performance packages which are rigorous and may be adapted to the needs of individual students. The school district strives to continually enhance, through training and collegial collaboration, the capacity of teachers to identify required versus honors level performance and to score student performance against exemplars of excellent student achievement of the Graduation Standards.

III. DEFINITIONS
A. Exemplar means an actual example of student work on a performance package determined by the Commissioner of Children, Families and Learning to represent student performance that earns a score of 3" or 4.

B. Performance package means a group of assignments and application activities that a student shall perform to demonstrate completion of the specifications of a content standard.

1. State model performance package means a state-developed performance package that is an example of assignments and application activities.

2. Local performance package means a performance package other than a state model performance package adopted by a district to show that a student has completed all specifications of a content standard at a level that equals or exceeds the difficulty and complexity of the state model performance package.

C. Rubric means the criteria set by the commissioner to be used by a district to assign a score to student work on a performance package.

D. Specifications means what a student must know and be able to do to complete a content standard.

IV. ESTABLISHMENT OF CRITERIA FOR ASSESSMENT

A. The superintendent, with the approval of the board of education, shall establish criteria by which student performance of the Graduation Standards are to be evaluated and approved. The criteria will be submitted to the school board for approval. Upon approval by the school board, the criteria shall be deemed part of this policy. Criteria scoring shall be in compliance with the rules established by the Commissioner of the Department of Children, Families and Learning.

B. The superintendent shall ensure that students and parents or guardians are provided with notice of the process by which program Graduation Standards will be assessed.

C. Teachers shall have the authority to adapt performance packages to individual student needs, including students with special needs, and shall be encouraged to submit new and alternative packages that equal or exceed the difficulty of the state model performance package for use in the school district. The school district will place a high priority on providing staff with training in state model and local performance packages for their students and opportunities to work with other staff members to enhance their skills in scoring student work against exemplars of excellent student performance. Staff members will be expected to utilize staff development opportunities to the extent necessary to ensure effective implementation and continued improvement of the implementation of the Graduation Standards at all levels.

V. STANDARDS FOR PERFORMANCE PACKAGES

A. Performance packages are expected to provide opportunities for students to demonstrate their achievement of the Graduation Standards.

B. The school district may use the state model performance packages and adaptations of those packages according to state guidelines.

C. Local performance packages may be submitted to the District Curriculum Coordinator, who shall establish and implement a process for performance package approval. The superintendent shall serve as the District Curriculum Coordinator. The process for performance package approval shall be reviewed by the school board on an annual basis.

D. The school district will convene an annual meeting of selected teachers and administrators to review performance packages used, student work, and the scoring of student work. Recommendations and comments regarding the procedures for assessment of student achievement will be submitted to the District Curriculum Coordinator for review.

VI. ADJUSTED PERFORMANCE PACKAGES

A. The school district may adjust the difficulty or complexity of a performance package for a high school or preparatory content standard according to state guidelines.

B. The District Curriculum Coordinator will develop criteria for adjustment of performance packages which shall be submitted for review on an annual basis to the school board.

C. The school district’s decision to adjust the difficulty or complexity of a performance package for a student shall be subject to the written approval of the student’s parent or guardian.

D. Students who complete all assignments and activities on an adjusted performance package shall be assigned a score of pass. A student shall not be assigned a score for incomplete work on an adjusted performance package.

Legal References: Minn. Rule Parts 3501.0010 to 3501.0180 (Rules relating to Graduation Standards mathematics and reading); Minn. Rule Parts 3501.0200-3501.0290 (Rules relating to Graduation Standards written composition); Minn. Rule Parts 3501.0300 to 3501.0469 (Rules relating to Graduation Standards Profile of Learning); Minn. Rule Part 3501.0320 (Definitions); Minn. Rule Part 3501.0360 (Adjusted Performance Packages); Minn. Rule Part 3501.0370 (Assessment and Scoring of Student Achievement); Minn. Rule Part 3501.0420 (Implementation Reporting); Minn. Stat. 120B.02 (Results-oriented Graduation Rule); Minn. Stat. 120B.03, Subd. 2 (Implementing the Profile of Learning); Minn. Stat. 120B.11 (School District Process)

Cross References: MSBA/MASA Model Policy 104 (School District Mission Statement)
MSBA/MASA Model Policy 601 (School District Curriculum and Instruction Goals)
MSBA/MASA Model Policy 613 (Graduation Requirements)
MSBA/MASA Model Policy 614 (School District Testing Plan and Procedure)
MSBA/MASA Model Policy 615 (Basic Standards Testing, Accommodations, Modifications, and Exemptions for IEP, Section 504 Accommodation and LEP Students)
MSBA/MASA Model Policy 616 (School District System Accountability)

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