Assessments and Testing

Measuring success in District 196

The District 196 Student Testing and Assessment Center is responsible for all district wide achievement testing. The assessment center staff work on implementation of state graduation standards; administer district, state and national tests; collect other information to support revision and development of curricular and instructional programs; and report data to the School Board, the Curriculum and Instruction Advisory Council (CIAC), and the public.

Our mission is to collect meaningful information, report it in a timely way, and communicate the results in a clear and helpful style. The District 196 Assessment Plan articulates a balanced system of assessment that:

• Aligns with Minnesota and district standards
• Supports our district mission
• Provides assessment information that is compatible with information from previous grades
• Provides data to be used by Professional Learning Communities for strengthening instructional approaches
• Utilizes an array of assessment methods which provide multiple opportunities for students to demonstrate understanding and knowledge

Assessments are an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. Assessments inspire us to ask these hard questions: "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, thereby promoting better learning?" 

HELPFUL LINKS

Apple Valley High School Assessment Calendar 

• Minnesota Report Card
• Parent/guardian guide and refusal for student participation in statewide testing

Structured Assessment Model

Assessment is a systematic process of monitoring student learning, informing instructional decisions, and ensuring accountability. Assessments helps educators understand what students know and can do, identify areas for improvement, and tailor instructional strategies to meet individual needs.

The District 196 model has four main types of assessments:

• Universal screening efficiently determines the effectiveness of instructional practices and identifies students who may require additional support.
• Diagnostic assessments determine student strengths and skill gaps along with provide insights into instruction and curriculum that impact learning.
• Progress monitoring measures student responsiveness and growth rate as well as evaluates the effectiveness of interventions.
• Outcome assessments evaluate how well students learned the intended learning goals.

Assessment Calendar

The district assessment calendar is organized by school level: elementary (PreK-5), middle (6-8), and high (9-12) school. The district assessment calendar includes date ranges. Each school has an assessment calendar with specific test dates.

District Assessment Calendar

Link to School Assessment Calendars

Minnesota Statewide Assessments

Minnesota’s statewide assessments give educators, school districts and state education leaders information in context that they can use to make decisions about education. Educators and schools use the information to help guide instruction and better support students. The state and members of the public can use the data to focus on the important goal of providing equitable opportunities for all students across the state. 

For Minnesota’s statewide assessments to reflect the full impact of district- and state-level implementation of the applicable standards, as well as district-level success at teaching the standards, it is important for all Minnesota students to take the statewide tests. The impact of this data spans the state, impacts each district, and demonstrates clear trends across time. The data on today’s third grade students, for example, helps us understand those same students learning in fifth, ninth, and twelfth grade. Also, today’s third grade students help us understand every third-grade class for years to come, and whether changes to curriculum, efforts toward equity, and emphasis on inclusion make a substantial difference to our students. In addition, English learners must take the WIDA ACCESS or WIDA Alternate ACCESS to exit English language instruction. Without these test scores, students will continue to receive English learner services.

The parent/guardian refusal form must be submitted to the school in writing before the first scheduled day of testing every school year. See the posted assessment calendar on the school’s website for specific dates.

• Parent/Guardian Participation Guide and Refusal Information - English
• Additional testing resources and translated versions of the participation guide and refusal information are available on the MDE website
   

Helpful links

• Student Readiness Tools - resources used to familiarize students and educators with the online and paper MCAs and Alternate MCAs. In each SRT, students will learn how to navigate within the test, use tools and test supports, and indicate answers to different types of questions.

• Minnesota Report Card - access to district and school results in an understandable way.

For more information on state testing, including:

• Parent Fact Sheets for MCA, MTAS and ACCESS
• Test preparation suggestions for parent and teachers
• Frequently Asked Questions: Why Statewide Test Results Matter
• Translated into Arabic, Chinese, Hmong, Karen, Khmer, Laotian, Oromo, Russian, Somali, Spanish and Vietnamese

Visit http://education.state.mn.us/MDE/fam/tests/.

District Testing Resources

• ISD 196 Assessment