“to meet individual student needs.” According to this document, information from criterion- referenced tests also is to be “used to evaluate specific programs in terms of stated objectives.”
Administrative Regulation 4002-R1 Policy Series—Curriculum: Pupil Evaluation is a brief regulation describing the responsibility of teachers for “the evaluation of each student’s educational growth and development.” Teachers will be expected to “interpret the evaluation through periodic written grade reports and/or parent-teacher conferences.”
Administrative Regulation 4008-R Policy Series: Experimental, Pilot, or Innovative Instructional Programs provides procedures for “the introduction and evaluation of experimental, pilot or innovative instructional programs in elementary and secondary schools.” It mandates evaluation of all pilot programs on a “cyclical schedule,” by “educators who have participated in the...programs.” The results of these evaluations will be used in determining if the Board of Directors will adopt or terminate the programs.
Board Policy 5256 Policy Series—Personnel: Program and Staff Reductions describes the Board’s responsibility in making program and staffing reductions. It states: “The Board shall, after a review of such indicators as test results, community surveys, informal and formal statements of support and/or opinion, and the district’s statement of philosophy, identify those educational programs and services which shall be reduced, modified, or eliminated.”
Because no assessment plan was provided, auditors instead examined existing policies and administrative regulations referencing student and program assessment, as well as an assessment calendar (Clover Park Assessment Program 1999–2000), against the “Characteristics of a Comprehensive Program and Student Assessment Plan and Auditors’ Assessment of District Plan” (see Exhibit 4.3.1). This set of twenty characteristics reflects essential components of a quality assessment plan, as determined by the curriculum audit. For a school system’s assessment plan to meet audit standards, it must address at least 70 percent of the twenty characteristics. The following exhibit shows overall direction of the student and program assessment practices to be inadequate to meet the needs of the Clover Park School District:
Exhibit 4.3.1 Characteristics of a Comprehensive Program and Student Assessment Plan and Auditors’ Assessment of District Plan Clover Park School District February 2001
Characteristic Describes the philosophical framework for the design of the program and student assessment plan (formative, alignment, all subjects all grades, link to mission). Gives appropriate direction through policy and administrative regulations. Provides ongoing needs assessment to establish goals of student assessment and program assessment. Provides for assessment at all levels of the system (organization, program, or student). Identifies the multi-purposes of assessment, types of assessments, appropriate data sources.
Clover Park School District Audit Report Page 92