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https://stepupconsultingservices.my.canva.site

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STEP Up Consulting Product Overview and Samples

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STEP Up Consulting Product Overview and Samples

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Priority Standards | Missouri Department of Elementary and Secondary Education

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Priority standards serve as a solid frame upon which specific teaching and learning decisions are built. They identify what students need to know but not how students learn or how teachers teach. Teachers can use these essential, enduring skills or concepts when developing units to help their studen…

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https://dese.mo.gov/quality-schools/assessment/map-a

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DESE supports educators and parents as we continue to: focus on the health and well-being of your students; find innovative ways to continue teaching and learning; and provide as much normalcy as possible for students, faculty and staff. Refer to the DESE-related COVID-19 webpage for links to useful information. If you have questions about assessment, please send them to assessment@dese.mo.gov or call 573-751-3545.
The Missouri Assessment Program-Alternate Assessment (MAP-A) is administered to students with the most significant cognitive disabilities who meet grade level and eligibility criteria that are determined by the student's Individualized Education Program (IEP) team using DESE-established eligibility criteria. No student may be tested outside of his or her assigned grade level.

If the MAP-A assessment is given to more than 1% of the total tested population (per content area), the district must provide justification for exceeding the 1% participation rule for Special Education Compliance monitoring purposes.

The MAP-A achievement standards are aligned with Missouri's Learning Standards, and students who take the MAP-A Assessment do not participate in Grade-Level, End-of-Course, or the ACT Assessments. MAP-A uses the Dynamic Learning Map (DLM®) instructionally embedded assessment model.

The MAP-A is administered by educators in three content areas:

English language arts in grades 3-8 and 11

Mathematics in grades 3-8 and 11

Science in grades 5, 8 and 11

NOTE: Districts may wish to also administer the MAP-A ELA and Math assessments to students in grade 9 and 10 (plus 12 for ELA); the Science assessment in grades 3, 4, 6, 7, 9, 10, and 12 for local assessment use. Please refer to Form E.

The Dynamic Learning Maps® (DLM ®) alternate assessment project offers an innovative way for all students with significant cognitive disabilities to demonstrate their learning throughout the school year via the DLM Alternate Assessment System (see http://www.dynamiclearningmaps.org). By integrating assessment with instruction during the year and providing a year-end assessment, the DLM system aligns student learning with college and career readiness standards in English language arts, mathematics and science.

The DLM system is accessible by students with significant cognitive disabilities, including those who have hearing/visual disabilities, and/or neuromuscular or orthopedic motor disabilities. Assessments produced by the DLM consortium are flexible. They allow for the use of common assistive technologies in addition to keyboard and mouse and touch-screen technology.

Missouri uses the Instructionally Embedded Assessment Model for ELA and math; and the Year End Assessment Model for science.

Administration

Administration Resources

Eligibility

MAP-A Eligibility

Manuals

Resources

Blueprints

Similar to a blueprint for a building, a test blueprint serves as a guide for test construction and content areas covered to guide educators' instruction on the Essential Elements.

Essential Elements

Performance Level Descriptions

Other Resources

Training

Parent Information

Parent Information

Explanation of the MAP-A Program:

Individual Student Report Information:

Remote Learning:

Build Your Own Curriculum-Learning activities for students with severe cognitive disabilities. Curriculum units are aligned with the strands and domains of the Missouri Learning Standards, on which the Essential Elements for the MAP-A achievement standards are based.

DLM Instructional Resources for Instructionally Embedded States-View Essential Elements, Familiar Texts, and Sample Testlets for ELA, math, and science.

DLM Missouri Resources for Parents and School Staff-View the entire collection of resource documents and videos for ELA, math, and science

Guide to Practice Activities and Released Testlets (Updated 08/2/2021)-A manual to with practice testlets for educators, parents, and students.

Home Learning Resources for Parents-English language arts, math, and science links from DLM.

Home Learning Resources for Teachers-English language arts, math, and science links from DLM.

Social Media Connections-View home learning resources links from Atlas on Twitter and Facebook.

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DESE supports educators and parents as we continue to: focus on the health and well-being of your students; find innovative ways to continue teaching and learning; and provide as much normalcy as possible for students, faculty and staff. Refer to the DESE-related COVID-19 webpage for links to useful information.

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https://dese.mo.gov/quality-schools/assessment/end-course

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The Missouri Assessment Program assesses students' progress toward the Missouri Learning Standards, which are Missouri's content standards. End-of-Course assessments are taken when a student has received instruction on the Missouri Learning Standards for an assessment, regardless of grade level. All EOC assessments are available only online, unless a student's IEP indicates that a Braille, Large Print, or Paper/Pencil form is needed. Missouri's suite of available End-of-Course assessments includes: English I, English II, Algebra I, Algebra II, Geometry, American History, Government, Biology, Physical Science and Personal Finance.

Districts must ensure that students completed EOC assessments in Algebra I, English II, Biology, and Government prior to high school graduation. For students who complete the Algebra I EOC assessment prior to high school, Algebra II is the required high school mathematics assessment for accountability purposes.

All students, including Missouri Option students, are required to participate in EOC assessments designated as "required" for accountability purposes. A few groups of students are exempt from EOC assessments required for accountability purposes. Exempt student groups include:

Students whose IEP teams have determined that they are eligible to participate in the Missouri Assessment Program-Alternate (MAP-A)

English Learners (EL) who have been in the United States 12 cumulative months or fewer as of April 1 may be exempted from one administration of ELA. Students are still required to take English II prior to graduation.

Foreign exchange students (not required to participate, but may do so at the district's discretion)

Home schooled students (not required to participate, but may do so at the local district's discretion)

Private school students

Assessment Development Recruitment
As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at https://dese.mo.gov/form/assessment-meetings-interest. Once finished, you will receive an email to the personal email address provided to confirm your submission.

Resources

Resources

Guide To Interpreting Results

Performance Level Descriptors

Manuals

Manuals

2023-2024 Manuals

Training

Training

The District Test Coordinator is responsible for training all School Test Coordinators, Test Examiners and other responsible district and/or school staff on End-Of-Course Assessment processes and procedures. Prior to test administration, test examiners must familiarize themselves with the testing manual(s) and participate in any district created training.

The information in the following Power Point can be used as part of district created training. This Power Point is not a substitution for district created training or for reading the manuals above. District training should also include local procedures such as cell phone policy, test schedule, who to contact in the district with questions, etc.

Training Resources (Fall 2023)

Practice Form
Available in the Nextera TDS platform.

The practice form mirrors the operational assessment. The practice form gives users the ability to see the types of items that will be on the assessment and, if taking the practice test online, become comfortable with answering items within the Nextera TDS testing platform.
Item Sampler
https://mo.nextera.questarai.com/tds/#practice
The question sampler offers an opportunity for students to become familiar with the test format, the question types and the tools they will experience during testing to help prepare them for testing day.

End-Of-Course Training Modules (Fall 2023)

Questar has created a series of training modules for DTCs/STCs to use in conjunction with the manuals. Districts may choose to use these modules as part of their local district training.

These training modules can be found on Nextera.
https://mo.nextera.questarai.com/admin/Accounts/Login

Trainings include but are not limited to:

Nextera Admin Overview

The Student Testing Experience

DTC Training Webinar

DITC Nextera Training

Personal Finance

Personal Finance

Testing Information

The rules around who takes the personal finance assessment, testing out of the Personal Finance course and the pass rate of the assessment differ from other EOC Assessments.

As part of their curriculum, students in Missouri must earn a 1/2 credit in the area of Personal Finance.

Students who are receiving personal finance credit from embedded coursework: The online assessment is REQUIRED. The pass rate is the district's decision.

Students attempting to "test out" and receive personal finance credit toward graduation: The online assessment is REQUIRED. Students must attain a score of 90% or higher to receive personal finance credit.

Students who are enrolled in a stand-alone personal finance course: The online assessment is OPTIONAL. Participation, however, permits the district to evaluate student achievement with an assessment fully aligned to state standards.

A student may take the Personal Finance Assessment ONE time per testing window.

The Personal Finance Assessment is provided at no cost to districts.

Frequently Asked Questions

In what grades may the state Personal Finance class and/or the Assessment be taken?

It is recommended that the Personal Finance course be completed after the ninth grade because of the specific content and its relevance for persons reaching the age at which they must begin to assume financial responsibilities. However, grade level designations are not included in the Rule, so the grade level at which Personal Finance may be taught is ultimately an individual school district's decision. Although the Graduation Handbook does refer to specific grade levels at which the course is to be offered, that document is meant for technical assistance only.

What is the "test out" option?

Districts have the option to allow students to "test out" in order for that student to receive the ½ unit of credit in Personal Finance required to graduate. To "test out," a student must attain a score of 90% or higher on the Personal Finance Assessment.

What is the pass rate for the Personal Finance Assessment?

For students attempting to "test out," the passing rate is 90%. Districts have the flexibility to set their own passing rate for all other students who take the Personal Finance Assessment.

How many times can a student take the Personal Finance Assessment?

A student may take the Personal Finance assessment one time per assessment window. This includes those students attempting to "test out."

Are English Learners (ELs) or students with Individual Education (IEP) Plans/504 plans allowed accommodations?

ELs or students with an IEP/504 plan are allowed the same accommodations they would receive on any other content assessments. Please note: The Personal Finance Assessment is not available in a paper and pencil, large print or Braille version at this time.

Can local districts use student scores on the Personal Finance Assessment as part of the student grade?

Yes, districts may, but are not required to use the scores from the Personal Finance Assessments as part of the student grade.

Where does Personal Finance fit into the curriculum and how may it be counted for credit?

Personal Finance may be counted as ½ credit as a practical arts course, a social studies course or a standalone elective course.

Who may teach Personal Finance?

The district should choose the most qualified person to teach the course. The instructor must have a valid Missouri teaching certificate for secondary education.

Additional Resources

Practice Forms

EOC Practice Forms

Practice forms aligned to the new MLS Expectations will be available online through the EOC Secure Browser and here for students who need a paper assessment.

Cost

Contact Information

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Quick Links Guide To The Missouri Assessment Program Nextera Administration MCDS Data Portal Missouri Learning Standa

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https://dese.mo.gov/quality-schools/assessment/grade-level

Practice MAP assessments

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The Missouri Assessment Program assesses students' progress toward mastery of the Show-Me Standards which are the educational standards in Missouri. The Grade-Level Assessment is a yearly standards-based test that measures specific skills defined for each grade by the state of Missouri.

Who takes the Grade-Level Assessment?

All students in grades 3-8 in Missouri will take the grade level assessment. English Language Arts and Mathematics are administered in all grades. Science is administered in grades 5 and 8. A few groups of students may be exempt from certain portions or all of the assessment. Those include:

Students whose IEP teams have determined that the MAP-A is the appropriate assessment do not have to take the Grade-Level assessment.

English Language Learners (ELL) who have been in the United States 12 cumulative months or fewer at the time of administration may be exempted from taking the English Language Arts portion. All other content areas must be assessed.

Foreign exchange students are allowed, but are not required to take the assessment. This is a district decision.

Homeschooled students may take part in the assessment at the local district's discretion.

Private school students are not required to take the Grade-Level assessment.

Assessment Development Recruitment
As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at https://dese.mo.gov/form/assessment-meetings-interest. Once finished, you will receive an email to the personal email address provided to confirm your submission.

Resources

Resources

Guide To Interpreting Results

Performance Level Descriptors

Manuals

Manuals

2023-2024 Manuals

Training

Training

The District Test Coordinator is responsible for training all School Test Coordinators, Test Examiners and other responsible district and/or school staff on MAP Grade-Level Assessment processes and procedures. Prior to test administration, test examiners must familiarize themselves with the testing manual(s) and participate in any district created training.

The information in the following Power Point can be used as part of district created training. This Power Point is not a substitution for district created training or for reading the manuals above. District trainings should also include local procedures such as cell phone policy, test schedule, who to contact in the district with questions, etc.

The MAP Grade-Level assessments have a number of resources available for LEAs to use to prepare for state testing.

Online Tools Training (OTTs)
https://wbte.drcedirect.com/MO/portals/mo

OTTs give users the ability to use the tools available in the INSIGHT testing platform on a variety of item types. Using the OTTs will allow users to become comfortable with using the built in system tools prior to the summative assessment. The OTTs are accessible at any time with no limits on usage. NOTE: The OTTs are only accessible via Google Chrome.

Test Tutorials
Available on the Portal under My Applications>General Information>Test Tutorials
https://mo.drcedirect.com/default.aspx?leapp=General+Information

Test Tutorials allow users to watch recorded videos that demonstrate the features of INSIGHT and the tools that will be used for the operational assessments. Test Tutorials are available for all subjects and are divided by content into two categories:

General testing topics include tutorials on topics such as testing basics, using the help feature and finishing the test.

Advanced Tools show grade and include tutorials on topics such as highlighting, using a ruler, graphing and more.

Practice Form
Available in the INSIGHT platform or downloadable from the Practice Forms tab on this page.

The practice form mirrors the operational assessment and gives users the ability to see the types of items that will be on the assessment and, if taking the practice test online, become comfortable with answering items within the INSIGHT testing platform.

Grade-Level Assessments Training Modules

DRC has created a series of Portal training modules for DTCs/STCs to use in conjunction with the manuals. Districts may choose to use these modules as part of their local district training.

These training modules can be found in the Portal at https://www.drcedirect.com/all/eca-portal-ui/welcome/MO.

Once in the Portal, click My Applications>General Information>Documents and choose the appropriate Administration from the drop-down. Then choose the Portal Training from the Document Type drop down. Trainings include:

Accountability Form

Add/Edit Students

Add/Edit Users

Additional Materials

Enrollments

General Info

Handling Physical Materials

Initial Login

System Updates

Test Monitoring Training

Test Sessions

Training Materials

Cost

Practice Forms

Practice Forms

Practice Forms can be accessed via eDIRECT to mimic the summative assessment. See the Test Coordinators Manual for more information.

Paper and Large Print practice forms can be downloaded from eDIRECT as well.

Braille practice forms can be ordered from DRC directly. See the TCM for more information.

Contact Information

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Quick Links Guide To The Missouri Assessment Program MCDS Data Portal Accountability Data Missouri Learning Standards

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Key Documents
https://dese.mo.gov/college-career-readiness/curriculum/mathematics

-Item Specifications
-Expanded Expectations
-Sample Stems

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Math News!
Assessment Development Recruitment
As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at https://dese.mo.gov/form/assessment-meetings-interest. Once finished, you will receive an email to the personal email address provided to confirm your submission.

Essential Resources

Essential Resources

Mathematics Item Specifications

In 2014 Missouri legislators passed House Bill 1490, mandating the development of the Missouri Learning Expectations. In April of 2016, these Missouri Learning Expectations were adopted by the State Board of Education. Groups of Missouri educators from across the state collaborated to create the documents necessary to support the implementation of these expectations.

One of the documents developed is the item specification document, which includes all Missouri grade level/course expectations arranged by domains/strands. It defines what could be measured on a variety of assessments. The document serves as the foundation of the assessment development process.

Although teachers may use this document to provide clarity to the expectations, these specifications are intended for summative, benchmark, and large‐scale assessment purposes.

Components of the item specifications include:

Expectation Unwrapped breaks down a list of clearly delineated content and skills the students are expected to know and be able to do upon mastery of the Expectation.

Depth of Knowledge (DOK) Ceiling indicates the highest level of cognitive complexity that would typically be assessed on a large scale assessment. The DOK ceiling is not intended to limit the complexity one might reach in classroom instruction.

Item Format indicates the types of items used in large scale assessment. For each expectation, the item format specifies the type best suited for that particular expectation.

Content Limits/Assessment Boundaries are parameters that item writers should consider when developing a large scale assessment. For example, some expectations should not be assessed on a large scale assessment but are better suited for local assessment.

Sample stems are examples that address the specific elements of each expectation and address varying DOK levels. The sample stems provided in this document are in no way intended to limit the depth and breadth of possible item stems. The expectation should be assessed in a variety of ways.

Calculator Designation indicates whether a calculator will be available for test questions written to a particular expectations on the large-scale assessment.

Expanded Version of the Mathematics Grade- and Course-Level Expectations

The following documents, linked below, were created by Missouri educators to provide classroom teachers a more descriptive version of the mathematics Grade- and Course-Level Expectations (GLEs and CLEs). Much of this work came from the committees that developed the new expectations; however, many other educators have read and contributed to them. Please remember, these are curriculum development documents and are not designed as an assessment resource. Additionally, the examples and lists provided are not exhaustive and are not meant to place limits on the work being done in Missouri classrooms or on assessment development.

While all efforts were made by the committees to provide a clear expectation of student learning, at times it may be difficult to ascertain exactly what the committee intended. These documents will alleviate some of the questions that inevitably arise when new expectations are released.

In the example below, which illustrates how the documents are organized, the left-hand side lists the official GLE or CLE in order. The right-hand side is the expanded expectation.

Compare and order fractions and/or decimals to the thousandths place using the symbols >, = or <, and justify the solution.

The expectation for the student is to compare and order fractions, or decimal numbers to the thousandths place, by reasoning about their size. Record the results of comparisons with symbols >, = or <, and justify the conclusions. ( e.g., by using benchmarks, number lines, manipulatives or drawings)

The reader will find instances where both the original and expanded versions are the same. In these cases it was determined the expectation was clear and any additional description could be detrimental or limiting to the original intent of the committee.

These are working documents and the authors encourage the readers to develop their own examples and lists to bring these mathematics expectations to life in their classrooms. Also note that these curriculum development documents may be updated in the future to include more detail or clarification of the intended student learning.

GRADE-LEVEL EXPECTATIONS

Kindergarten - Expanded Expectations PDF | Word

Grade 1 - Expanded Expectations PDF | Word

Grade 2 - Expanded Expectations PDF | Word

Grade 3 - Expanded Expectations PDF | Word

Grade 4 - Expanded Expectations PDF | Word

Grade 5 - Expanded Expectations PDF | Word

Grade 6 - Expanded Expectations PDF | Word

Grade 7 - Expanded Expectations PDF | Word

Grade 8 - Expanded Expectations PDF | Word

COURSE-LEVEL EXPECTATIONS

Algebra 1 - Expanded Expectations PDF | Word

Geometry - Expanded Expectations PDF | Word

Algebra 2 - Expanded Expectations PDF | Word

Performance Level Descriptors (PLD)

Additional Resources

Assessed Standards

The Revised standards, approved on April 19, 2016 are for implementation beginning in the 2016-2017 academic year. They will be assessed beginning in the 2017-2018 school year.

Mathematics - K-5: K-5 PDF | K-5 Word
Mathematics - 6-12: 6-12 PDF | 6-12 Word
Mathematics - K-12: K-12 Excel

Additional Resources

MLS-Math Resources

Math Practice Forms

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

EOC Practice Forms

Presentations

Presentations
Updates on the Implementation of the Mathematics Missouri Learning Standards

Professional Learning

Professional Learning

Math Content Meetings for 2021 - 2022 will be in September, November, January and March. This year we are currently planning on virtual sessions. Here is the link to the Curriculum calendar: https://dese.mo.gov/college-career-readiness/curriculum#Calendar to register for these meetings. On each of these months there will be a K - 5, 6 - 12, and an Assessment Update session.

Math Content meeting materials and recording at the Math Hub.

Please contact Chip Sharp at chip.sharp@dese.mo.gov with questions or for more details.

Enhanced Learning Maps (ELM)

Take advantage of a free professional development opportunity! The Missouri Department of Elementary and Secondary Education is recruiting interested teachers to participate in the Enhanced Learning Maps (ELM) project, an innovative program aimed at developing and implementing research-based instructional resources for English language arts and mathematics taught in grades 2-8. For more information, call the Office of College and Career Readiness/Curriculum and Assessment at 573-751-3545 or click this link: https://bit.ly/2q6Jy47

For over thirty years the Interface Conference has been a place where educators collaborate to improve mathematics and science instruction for the children of Missouri. Please consider presenting at one of Missouri's premier professional learning events. Feel free to forward this message to other educators that you believe would also be interested in providing high quality presentations.

The 2022 Interface dates are:

Tuesday, February 22- Thursday, February 24, 2022
*Interface A and B will held simultaneously due to the virtual nature of this conference.

2022 Interface Registration Information - available Fall 2021

Sponsored by the Missouri Department of Elementary and Secondary Education in cooperation with the MU Conference Office

Organizations

Professional Mathematics Organizations

It is vital for Missouri mathematics educators to be active life-long learners in the field of improving mathematics instruction. Two characteristics of being a life-long learner are an active engagement in professional organizations and networking with other professionals in your field. The following organizations, listed below, are available to support mathematics educators. Please consider becoming an active member in one or more of these groups. If you have questions please visit their websites or contact the individual listed for each group.

National Mathematics Organizations

National Council of Teachers of Mathematics (NCTM)

State-Wide Mathematics Organizations

Missouri Council of Teachers of Mathematics (MCTM)

Missouri Council of Supervisors of Mathematics (MoCSM)

American Regions Mathematics League (ARML)

Missouri Mathematics Association for the Advancement of Teacher Training (MAT)2

Regional Mathematics Organizations

Central Missouri Mathematics Educators (CM2E)

Kansas City Area Teachers of Mathematics (KCATM)

Mathematics Educators of Greater St. Louis (MEGSL)

Mathematics Educators of South Central Missouri (MESCM)

Southwest Missouri District Association of Mathematics Teachers (SWMDAMT)

Additional Sample Items

Released Scored Performance Events

Released Scored Performance Events

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Assessment Development Recruitment As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at https://dese.mo.gov/form/assessment-meetings-interest.

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High quality blocks of instruction that infuse ELA with Social Studies and Science. https://sites.google.com/view/moleap/home

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https://dese.mo.gov/college-career-readiness/curriculum/english-language-arts
Key Documents:
-Vocabulary
-Item Specifications
-MLS
-Practice Forms-MAP

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Missouri Poetry Out Loud Announces 2023 State Champion

Congratulations to Nick Merlo, Crossroads College Preparatory School (St. Louis), the 2023 Missouri state champion of Poetry Out Loud. This year's runner-up in the is Erin William, Pembroke Hill School (Kansas City). In addition to Nick and Erin, Missouri's other regional champions who competed for the state title are Gilberto Alexander, Stockton High School (Stockton); Hayley Brown, Cole Camp R-1 High School (Cole Camp); Bella Lutfiyya, Timberland High School (Wentzville); Zoe Skidis, Parkway West High School (Ballwin). Nick will now represent Missouri in the national finals on May 8-10 in Washington, D.C.
Assessment Development Recruitment
As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at https://dese.mo.gov/form/assessment-meetings-interest. Once finished, you will receive an email to the personal email address provided to confirm your submission.

ELA MLS

English Language Arts Missouri Learning Standards

State Literacy Plan

K-12 State Literacy Plan

The State Literacy Plan Is Currently Under Review. Check back for updates.

Overview of the State Literacy Plan

K-12 Missouri State Literacy Plan

What's Your Status Questions

SLP Walk Through: What Does Literacy Look Like in Your District?

Missouri State Literacy Plan Meeting Presentation

Reflection Questions for Twitter Activity

ELA PD

Professional Development, Conferences, and Competitions

DESE Literacy Summit

Conference for Missouri Educators July 13-14 at Stoney Creek Inn in Columbia, Missouri. Keynote speaker is Wiley Blevins. Professional development will be provided by Missouri Writing Projects Network and other state literacy experts. Reservations are required and can be made through Jessica Steele at Jessica.Steele@dese.mo.gov.

DESE English Language Arts K-5 Content Meetings

October 19, 2022, and March 8, 2023, in Jefferson City, Missouri (Reservations will be required. Watch for announcement through DESE's ELA/Library listserv. To join the listserv, go to https://lists.mo.gov/mailman/listinfo/english-language-arts.)

DESE English Language Arts 6-12 Content Meetings

October 20, 2022, and March 9, 2023, in Jefferson City, Missouri (Reservations will be required. Watch for announcement through DESE's ELA/Library listserv. To join the listserv, go to https://lists.mo.gov/mailman/listinfo/english-language-arts.)

Assessment Resources

Assessment Resources

ELA Items Specifications
Guide to Creating Quality Assessments

Use the materials in this set to see what blended writing looks like and to get an idea about how blended writing can be scored with the new EOC scoring guide.

Scoring Guide

Content Development/Elaboration (4 points)

Writing Task

Models of Blended Writing

Reading Improvement Plans (SB319)

Senate Bill 319

State Policies on Reading Assessment, "Reading Improvement Plans", Student Retention and MAP Testing

Enacted in 2001, Senate Bill 319 clarified reading assessment as defined in Missouri Revised Statute § 167.645. Senate Bill 319 calls for the early assessment of students' reading skills and requires school districts to intervene with students who are reading below grade level. The law requires:

Elimination of the "retest" requirement for students scoring at "Step 1" on the MAP exams.

Limiting the use, for accreditation purposes, of MAP scores from students with limited English proficiency.

Assessment of students in grades 3-6 (with some exceptions) to determine their reading level.

Individualized "Reading Improvement Plans" for students in grades 4-6 who are substantially below grade level in reading.

Additional reading instruction for students with Reading Improvement Plans.

Retention of students in grade 4 if they are reading below the third-grade level. (Several exceptions to this requirement are specified in the law).

Frequently Asked Questions

How does the law affect MAP testing policies?

Students, with limited English proficiency, scores from the Missouri Assessment Program (MAP) shall not be counted until the students have been enrolled in school (in Missouri or another state) for at least three full years. Such students must take the appropriate MAP exams, but their scores will not be included, for accreditation purposes, in districts' results until students have met the three-year threshold.

Eliminates the requirement that students who score at "Step 1" on any MAP exam must retake the exam the following year.

How does the law affect reading instruction and assessment?

Previous regulation provided that any child who was more than one grade level below his/her current grade in reading must be retained. Section 167.645, RSMo provides specific requirements for identifying and assisting elementary students who are substantially below grade level in reading and restricts the prospect of mandatory retention to grade 4. Following are the law's key provisions related to reading assessment and remediation:

School districts must assess and determine the grade-level reading ability of students in grade 3 and students in grades 4-6 who transfer in during the year. This determination must be made within 45 days of the end of the school year. This assessment is NOT required for students who have already been determined to be reading at or above grade level. (See Question 3 for details about options for conducting reading assessment.)

Students with disabilities or limited English proficiency may be exempted from the mandatory reading assessment. In addition, assessment is not required for students who have been determined "prior to the beginning of any school year, to have a cognitive ability insufficient to meet the reading requirement [of this law]." (See page 4 for the full definition of who may be exempted from reading assessment.)

School districts must develop an individualized "Reading Improvement Plan," to be implemented during grade 4, for any third-grader who was determined to be reading below second-grade level. Each school district will determine the content of students' Reading Improvement Plans. The reading plan MUST include, at a minimum, "30 hours of additional reading instruction or practice outside the regular school day during the fourth-grade year." Such instruction may be provided during the summer before grade 4 or during the regular school term.

Summary

Minimally, school districts must have systematic assessment procedures in grade 3 to determine the reading level of students. Assessment is also required for students in grades 4-6 who transfer in during the year, unless they have already been determined to be reading at or above grade level.

Reading Improvement Plans must be implemented for identified students in grades 4-6.

(1) Students in grade 4 who are reading below third-grade level will be required to have summer reading instruction; they must be assessed again at the end of summer school. (2) Students in grade 3 who are reading below second-grade level MAY be required, by local policy, to attend summer school as a condition for promotion to fourth grade.

Mandatory retention in grade 4 will be applied for students who are still reading below third-grade level at the end of summer school (and who don't qualify for an exemption).

How is grade-level reading ability determined?

The law permits each school district to establish its own methods for assessing students. "Multiple methods of assessment" are encouraged. Reading assessment is defined as "a recognized method of judging a student's reading ability, with results expressed as reading at a particular grade level. The term reading assessment shall include, but is not limited to, standard checklists designed for use as a student reads out loud, paper-and-pencil tests promulgated by nationally recognized organizations and other recognized methods of determining a student's reading accuracy, expression, fluency and comprehension . Assessments which do not give a grade-level result may be used in combination with other assessments to reach a grade-level determination."

What happens in grade 4?

Students in grade 4 with Reading Improvement Plans must be assessed again within 45 days of the end of the school year. Those who are still reading below third-grade level "shall be required to attend summer school to receive reading instruction." The reading level of these students must be assessed again at the end of summer school. At this point, if a child is still reading below third-grade level, the district must notify the parents or guardians, "and the child shall not be promoted to fifth grade."

Mandatory retention may only be imposed once. The law states: "No student shall be denied promotion more than once solely for inability to meet the reading standards set out in this [law]." However, school districts MUST repeat the assessment procedures to monitor children's reading progress during grades 4-6, and school districts MAY continue to mandate summer school attendance.

What follow-up measures are required in grades 5 and 6?

The law states that the process of conducting annual reading assessment and developing Reading Improvement Plans "shall be repeated as necessary through the end of the sixth grade, with the target grade levels rising accordingly." Minimally, this means that school districts must re-assess students who have Reading Improvement Plans at the end of grades 5 and 6. It is recommended, however, that districts develop a comprehensive assessment plan to monitor the reading progress of all students.

Are there any exceptions to mandatory retention?

Mandatory retention does NOT apply to students who are appropriately exempted from the required reading-assessment process. (See "Exceptions," page 4). Although mandatory retention based on reading level applies only in grade 4, school districts MAY adopt policies that require retention for any student who does not fulfill local requirements to attend summer school for extra reading instruction. School districts also may adopt or maintain their own policies regarding retention of other students, regardless of age or grade level, when a decision is made that "retention is in the best interests of the student."

How long must Reading Improvement Plans be used?

The requirements related to reading assessment, Reading Improvement Plans, additional instruction and summer school participation apply from the end of grade 3 through the end of grade 6. School districts may provide other forms of reading assistance or intervention before grade 3 and beyond grade 6.

What records must be kept regarding a student's reading level?

At the end of grade 6, school districts MUST make a notation on the permanent record of any student who is determined to be reading below the fifth-grade level. This notation may be removed at any time the child reaches his/her appropriate reading level.

Are there specific requirements for summer reading programs?

School districts must offer extra reading instruction in the summer (at least 40 hours) for any student with a Reading Improvement Plan. Such instruction may be offered in conjunction with a regular summer school program, and districts may provide these services on a cooperative basis.

Will remediation under this law affect a district's accreditation?

No. The law prohibits state education officials from using remediation data from any school district as part of the accreditation process.

What information must be provided to parents and citizens?

Upon request, school districts MUST provide parents, patrons, the news media and others with information about the number and percent of students who are receiving extra reading instruction pursuant to this law. Note: School districts may wish to consider this requirement in connection with § 160.522, RSMo, concerning "school report cards."

School districts must "make a systematic effort" to inform parents and patrons about their reading programs, teaching methods and related policies. Districts also must provide clear information ("in terms understandable to a lay person") about these topics to the parents of any child with a Reading Improvement Plan.

What Are the Exceptions?

Some students may be exempted from the assessment, remediation and retention requirements of § 167.645, RSMo. Specifically, these provisions do not apply to: "[1] students receiving special education services under an individualized education plan pursuant to § 162.670 to § 162.999, RSMo, [2] to students receiving services pursuant to Section 504 of the Rehabilitation Act of 1973 whose services plan includes an element addressing reading, [3] or to students determined to have limited English proficiency [4] or to students who have been determined, prior to the beginning of any school year, to have a cognitive ability insufficient to meet the reading requirement set out in this section, [§ 167.645, RSMo], provided that districts shall provide reading improvement plans for students determined to have such insufficient cognitive ability."

DESE's Recommendations: Start Early; Update Policies

While § 167.645, RSMo, prescribes steps school districts must take in grades 3-6, the Department of Elementary and Secondary Education strongly encourages systematic reading assessment BEFORE grade 3. Procedures for monitoring student progress in reading, identifying problems and providing intervention should begin during the second semester of kindergarten and continue during grades 1-3.

School districts must be prepared to make informed, official decisions about the reading level of students in grade 3 and those who transfer in during grades 4-6. Districts must also be prepared to make informed, official decisions about mandatory summer school attendance for some students and possibly retaining students in grade 4. Therefore, districts should carefully review their existing policies and procedures regarding reading assessment; the development of Reading Improvement Plans; summer school attendance; retention in grade 4 based on reading level; retention at other levels and for other reasons; and the notification of students, parents and the public about reading-related matters.

Resources for Reading Assessment

In April 2000, the Department of Elementary and Secondary Education published and distributed Reading-Assessment Instruments as a tool to assist Missouri school districts. It was developed in response to the 1999 state law that authorized the "Read to Be Ready" grant program ( §167.346, RSMo). The guide describes 34 assessment instruments available to school districts from various sources.

For other information or assistance related to reading assessment, please contact DESE Communication Arts Curriculum Consultant at (573) 751-4898.

Curriculum Resources

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