Assessments
Learn more about testing, grading and report cardsThe Data and Assessment Division in Osseo Area Schools enhances student learning by serving the needs of administration, staff, parents, and students for:
- Quality and timely achievement and survey data in forms useful for decision making and improvement planning;
- Support of data interpretation and use; and
- Management and support of mandated and local assessments.
Department staff oversees the Osseo Area Schools Assessment Plan and the testing calendar for all local and state-mandated tests.
Main Contacts
Tammy Djerf
Coordinator of Testing, Assessment & Accountability
763-391-7094
DjerfT@district279.org
Jenna Johnshoy-Aarestad
Coordinator, Data & Assessment
763-391-7104
Johnshoy-AarestadJ@district279.org
Tom Watkins
Coordinator, Data & Assessment
763-391-7234
WatkinsT@district279.org
Testing Resources
Additional information about Minnesota Department of Education's testing can be found on their website.
- Districtwide Testing Calendar
- State Test Schedule by School
- Accessing Test History in ParentVUE
- State-Mandated Assessments Parent Fact Sheets: عربى, 中文, ខ្មែរ, ພາສາລາວ, Afaan Oromoo, ကညီကျိာ်, Lus Hmoob, русский, Soomaali, Español, Tiếng Việt
- Parent/Guardian Refusal for Student Participation in Districtwide Assessments/Testing
- Parent/Guardian Refusal for Student Participation in Statewide Assessments/Testing
- Research Approval Process
Districtwide Testing Calendar
Upcoming Events
State Test Schedule by School
Accessing Test History in ParentVUE
Parents and guardians can access their student’s test history online via ParentVUE. (If you do not have ParentVUE, please contact your child’s school for an access key.)
To access test history:
- Log into ParentVUE and select the child you want records for.
- Click on "Test History."
- Below the student's picture, click on "Test History" again. This will take you to an external website that shows your child's current and past test scores.
State-Mandated Assessments Parent Fact Sheets: عربى, 中文, ខ្មែរ, ພາສາລາວ, Afaan Oromoo, ကညီကျိာ်, Lus Hmoob, русский, Soomaali, Español, Tiếng Việt
Parent/Guardian Refusal for Student Participation in Districtwide Assessments/Testing
Parents and guardians may refuse (opt out) to have their student participate in district-required standardized assessments by submitting this completed form to their student’s School Assessment Coordinator. To ensure that your child’s school can fulfill this request, please submit this completed form prior to the assessment window (listed below) to allow time for the School Assessment Coordinator to notify building staff as well as make other arrangements for your child during testing. A new form must be completed annually.
Parent/Guardian Refusal for Student Participation in Statewide Assessments/Testing
This information will help parents/guardians make informed decisions that benefit their children, schools, and communities.
Why statewide testing?
Minnesota values its educational system and the professionalism of its educators. Minnesota educators created the academic standards which are rigorous and prepare our students for career and college. The statewide assessments are how we as a state measure that curriculum and daily instruction in our schools are being aligned to the academics standards, ensuring all students are being provided an equitable education. Statewide assessment results are just one tool to monitor that we are providing our students with the education that will ensure a strong workforce and knowledgeable citizens.
Research Approval Process
Action Research Application & Applicant Agreement
Save a copy of this file, complete it, and return as directed. If you cannot access this document, please call 763-391-7148.
Stakeholder Surveys: Measuring Progress on Our Mission
- Information for Parents and Opt Out Form
- 2018 Summary (English)
- Midiendo el progreso de nuestra misión: resultados de la encuesta de partes interesadas del 2018
- Ntsuas peb lub hom phiaj kev kawm: xyoo 2016 daim ntawv ntsuam xyuas ntawm cov neeg muaj feem
- Cabirida horumarka hawlgalkeenna: 2018 Natiijooyinka sahanka daneeyayaasha
- Đo lường quá trình tiến bộ trong sứ mệnh của chúng tôi: Kết quả khảo sát các thành viên trong quận 2018
Information for Parents and Opt Out Form
The Student Stakeholder Survey is administered in Osseo Area Schools each year from November to March in grades K-12. Each student may respond to one full Stakeholder Survey specific to their grade range. The survey serves the following purposes:
- Collecting feedback from students on their engagement in class.
- Providing teachers with student feedback for reflection on their classroom instruction and student engagement strategies.
- Providing leaders with student feedback to learn about strengths and opportunities for school and district improvement.
- Meeting state requirements for Principal and Teacher Development and Evaluation.
Student Stakeholder Survey results have been encouraging so far. Over the first six years, student perceptions have improved in five of the six areas the district measures as part of its continuous improvement work: Achieving Dreams, Contributing to Community, Lifelong Learning, Welcome, Respect and Trust.
The survey is voluntary for students. Student survey responses are kept confidential. After students log in to the survey system using their regular username and password, all of the questions are optional. Teachers and other school staff only see summary information for groups of at least five students. Only specific staff in the Department of Learning and Achievement has access to individual student responses.
You may choose to have your son or daughter not participate in the survey by completing and returning this online opt-out form by October 31, 2019. If you have questions about the survey or would like to see all of the questions and scales on the survey, please contact the Department of Learning and Achievement at GustAmy@District279.org or at 763-391-7147.
2018 Summary (English)
Our school district has a bold mission for all students: “To inspire and prepare all students with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.” In order to measure our progress in helping students achieve that mission, Osseo Area Schools staff gathers information in a variety of ways.
One of the most significant measurement efforts is the Stakeholder Survey through which students, staff and parents/guardians provide feedback on several key mission-related areas. The results from the 2018 survey provide evidence of growth to celebrate as well as some areas in which we can improve.
Participation
- More than 12,000 students in grades 3-12 took the survey during the 2017-18 school year.
- Parent/guardian participants were selected by random sample to ensure that respondents were representative of the parent/guardian population in Osseo Area Schools (over 1,000 parent/guardian participants in 2018). Surveys were administered in English, Hmong, Spanish, Vietnamese and Somali.
- All employees were invited to take the survey in 2018; 1,106 participated.
What we learned
The stakeholder survey is designed to help administrators measure how we’re doing to help students meet the three strategic objectives found in the district’s mission: achieving dreams, contributing to community, and engaging in lifelong learning. We found the following trends from the Spring 2014 to the Spring 2018 surveys:
Achieving Dreams
- More students reported that “someone who works at my school has helped me set goals so I can get closer to achieving my dreams.” This increased from 51% in 2014 to 60% in 2018.
- Parents were also more likely to say that someone at school helped their son or daughter set goals. This increased from 47% to 52%.
- This year, teachers were more likely to agree with the statement: “I am able to help students identify and work toward their dreams.” This increased from 82% to 85%.
- One challenge in this area is that perceptions of students having a vision or dream for the future has not increased for students (staying at 74%) and has slightly decreased for parents (from 75% to 73%). Teachers were more likely to indicate that “most students I have gotten to know this year have talked with me about their dreams for the future (from 63% to 68%).
Contributing to Community
- More students said that in their school, students are treated with respect. This increased from 50% to 64%.
- In both years (2014 and 2018), about four out of five parents indicated that their son or daughter is treated with respect at school.
- Also in both years, about four out of five teachers indicated that students are treated with respect at school.”
- One area for growth regarding community contribution is around perceptions that students have “helped meet the needs of others through leadership, service, or some other way.” Although students indicate an increase in this area (from 58% to 68%), this is the question with the lowest percent agreement and there were slight decreases for parents (69% to 67%) and teachers (46% to 40%).
Engaging in Lifelong Learning Skills
- More students are saying “Once I have decided I'm going to do something that's hard to do, I always follow through and do it.” This percentage increased from 60% in 2014 to 73% in 2018.
- In both years, two thirds or more of parents said of their child: “Once he/she has decided he/she's going to do something that's hard to do, he/she always follows through and does it.”
- In contrast, this year, 30% of teachers agreed with the statement: “Most students I have gotten to know demonstrate a lot of persistence and follow-through.”
- For lifelong learning, time management is an area for growth. Although students perceived an increase in this area (from 63% to 69%), there was lower agreement perceived by parents (from 64% to 65%) and teachers (from 39% to 32%).
Another part of the survey measured how we’re doing in helping students and families feel welcome at school and respected and trusted by school staff.
Welcome
- More students are saying that they feel they belong at school, increasing from 62% to 71%.
- Slightly more parents are saying that school as a whole is welcoming to their family, increasing from 83% to 84%.
- Although there have been increases over time, in 2018, only about 3 in 5 students agreed with these questions: “I am comfortable sharing my thoughts and ideas at school” and “Students are treated fairly at school.”
- For parents, there is room for growth on the question: “I feel that staff at my son/daughter's school care about me.” This decreased from 70% to 67%.
Respect
- More students are saying that adults treat them with respect, increasing from 74% to 81%.
- In both years, almost all parents (92% to 95%) reported that their son or daughter’s school treats them with respect.
- Student perceptions that “Adults at school act on my concerns when possible” have increased three percent, but are still only at 69%.
- There was a lower perception and a decrease (from 80% to 76%) in parent perceptions that “school staff follow through on their promises.”
Trust
- More students are saying that adults at school trust them, increasing from 72% to 79%.
- In both years, nine out of 10 parents indicated that school staff trusts them.
* For districtwide results, the margin for error is +/- 2% at the 95% confidence level.
What’s next?
School and district leaders will continue to use these results and other data for improvement planning. The survey will continue to be administered to students and staff every year, and parents/guardians every other year.
Midiendo el progreso de nuestra misión: resultados de la encuesta de partes interesadas del 2018
Nuestro distrito escolar tiene una importante misión para todos nuestros estudiantes: “Inspirar y preparar a todos los estudiantes con confianza, coraje y competencia para alcanzar sus sueños; contribuir a la comunidad; y la participación en un aprendizaje para toda la vida. Para poder medir nuestro progreso al ayudar a los estudiantes a alcanzar esa misión, el personal de las Escuelas del Área de Osseo reúne información de varias maneras.
Uno de los esfuerzos más significativos hasta el momento es la Encuesta para la comunidad escolar a través de las cuales los estudiantes, el personal y los padres/tutores proporcionan su punto de vista en varias áreas claves relacionadas a nuestra misión. Los resultados de la encuesta del 2016 proveen evidencia de crecimiento para celebrar así como también áreas en las cuales podemos mejorar.
Participación
- Más de 12,000 estudiantes en los grados 3 al12 tomaron la encuesta durante el año escolar 2015-16.
- Los Padres/tutores que participaron fueron seleccionados al azar para asegurarnos que las personas que respondieron fueran una representación de la población de padres/tutores en las Escuelas del Área de Osseo (más de 1,000 padres/tutores participaron en el 2016). Las encuestas se administraron en inglés, hmong, español, vietnamita y somalí.
- Todos los empleados fueron invitados a tomar la encuesta en el 2016; participaron 1,323 empleados.
Lo que aprendimos
La encuesta para la comunidad escolar está diseñada para ayudar a los administradores a medir nuestros logros al ayudar a los estudiantes a alcanzar los tres objetivos estratégicos que se encuentran en la misión del distrito: la realización de sueños, contribución a la comunidad, y la participación en un aprendizaje para toda la vida. Encontramos las siguientes tendencias en las encuestas de la primavera del 2014 a la primavera del 2016:
Realización de Sueños
- Más estudiantes reportaron que “alguien que trabaja en mi escuela me ha ayudado a fijarme objetivos de manera que pueda acercarme a realizar mis sueños.” Esto incrementó del 51% en el 2014 al 58% en el 2016.
- Los padres también fueron más propensos a decir que alguien en la escuela ayudó a su hijo o hija a fijarse objetivos. Este se incrementó de 47% a 54%.
- En ambos años, más del 80% de los maestros estuvieron de acuerdo con la consigna: “Puedo ayudar a los estudiantes a identificar y trabajar hacia el logro de sus sueños.”
- Uno de los retos en esta área es la percepción de que los estudiantes tengan una visión o un sueño para el futuro no se ha incrementado en los estudiantes (74% ambos años) y ha disminuido ligeramente para los padres (de 75% a 72%). Los maestros fueron un poco más propensos a indicar que “la mayoría de los estudiantes con los cuales he interactuado este año me han comentado sobre sus sueños para el futuro” (de 63% en el 2014 a 64% en el 2016).
Contribución a la Comunidad
- Más estudiantes dicen que in su escuela, los estudiantes son tratados con respeto. Esto incrementó de 50% en el 2014 a 67% en el 2016.
- En ambos años, de cinco padres, cuatro de ellos indicaron que su hijo o hija es tratado(a) con respeto en la escuela.
- También en ambos años, de cinco maestros, cuatro de ellos indicaron que los estudiantes son tratados con respeto en la escuela.”
- Un área de crecimiento con respecto a la contribución a la comunidad es acerca de las percepciones de que los estudiantes han “ayudado a cubrir las necesidades de otros a través de liderazgo, servicio, o de alguna otra manera.” A pesar de que los estudiantes indicaron un incremento en este área (de 58% a 68%), esta es la pregunta con el menor porcentaje de personas que concuerdan en una misma opinión y hay una ligera disminución de parte de los padres (69% a 68%) y maestros (46% a 43%).
Participación en la adquisición de habilidades para un Aprendizaje de por Vida
- Más estudiantes están diciendo “Una vez que he decidido que voy a hacer algo que es difícil, siempre continúo esforzándome y lo logro.” Este porcentaje incrementó de 60% en el 2014 a 74% en el 2016.
- En ambos años, más de dos tercios de los padres dijeron “Una vez que él/ella ha decidido hacer algo que le resulta difícil, él/ella continúa esforzándose y lo hace”.
- En contraste, 36% de los maestros estuvieron de acuerdo con la declaración que dice: “La mayoría de los estudiantes que he conocido demuestran mucha persistencia y continúan esforzándose.”
- Para un aprendizaje de por vida, el manejo del tiempo es un área de crecimiento. A pesar de que los estudiantes perciben un incremento en este área (de 63% a 70%), hubo un bajo acuerdo y una reducción en la percepción de los padres (de 64% a 62%) y los maestros (de 39% a 32%).
Otra parte de le encuesta midió nuestro rendimiento al ayudar a los estudiantes y familias a sentirse bienvenidos en la escuela y respetados por el personal de la escuela.
Bienvenidos
- La mayoría de los estudiantes dicen que sienten que pertenecen a la escuela, incrementando de 62% a 75%.
- Más padres están diciendo que la escuela, como unidad, les da la bienvenida a sus familias, aumentando de 83% a 86%.
- A pesar de que ha habido crecimiento a través del tiempo, en el 2016, menos de dos tercios de los estudiantes (64%) estuvieron de acuerdo con estas preguntas: “Me siento cómodo(a) compartiendo mis pensamientos e ideas en la escuela” y “Los estudiantes son tratados justamente en la escuela.”
- Para los padres, hay lugar para seguir creciendo en la pregunta: “Siento que el personal de la escuela de mi hijo/hija se preocupan por mí.” Esto incrementó ligeramente de 70% a 71%.
Respeto
- Más estudiantes dicen que los adultos los tratan con respeto, incrementando de 74% a 83%.
- En ambos años, casi todos los padres (92% a 93%) reportaron que la escuela de su hijo o hija los trata con respeto.
- La percepción de los estudiantes que “Los adultos en la escuela siempre que les resulta posible trabajan en mis preocupaciones.” ha incrementado 4% pero continúa solamente en un 70%.
- Hubo una percepción más baja y un decremento ligero (de 80% a 78%) en la percepción de los padres sobre la declaración “el personal de la escuela mantienen sus promesas.”
Confiabilidad
- La mayoría de los estudiantes dice que los adultos en la escuela tienen confianza en ellos, aumentando de 72% a 81%.
- En ambos años, nueve de diez padres indicaron que el personal de la escuela confía en ellos.
* Con respecto a los resultados de todo el distrito, el margen de error es +/- 2% en el 95% de nivel de confiabilidad.
¿Cuál es el próximo paso a seguir?
Los líderes de la escuela y del distrito continuarán usando estos resultados y otra información para mejorar la planificación. La encuesta continuará siendo administrada a los estudiantes y al personal cada año, y a los padres/tutores cada dos años.
Ntsuas peb lub hom phiaj kev kawm: xyoo 2016 daim ntawv ntsuam xyuas ntawm cov neeg muaj feem
Peb koog tsev kawm ntawv muaj lub hom phiaj siab rau tag nrho cov tub ntxhais kawm ntawv. “ua kom lawv mob saib thiab los npaj txhua tus menyuam kawm ntawv kom muaj kev ntseeg siab, siab tuab siab tawv thiab kev txawj ntse kom lawv caum cuag lawv txoj kev npau suav; pab rau zej zog; thiab kom Koom nrog kawm txuj ci kav tas lub neej.” Yuav kom ntsuas tau peb cov kev vam meej pab rau cov tub ntxhais kawm ntawv ua kom tau qhov hom phiaj no, Osseo koog tsev kawm ntawv cov neeg ua haujlwm mus sawb swm ntaub ntawv ntau thiab lwm txoj hauv kev.
Ib qho kev ntsuas tseem ceeb tshaj plaws yog kev soj ntsuam los ntawm cov tub ntxhais kawm ntawv, cov neeg ua haujlwm thiab cov niamtxiv /tus saib xyuas tus memyuam qhia rau peb paub txog ntawm lawv txoj kev tau ntsib thiab pom. Tom qab ua cov ntawv tshawb fawb 2018 ua tiav, pom tias yeej muaj qho ua tau zoo thiab kuj muaj qho yuav tau txhim kho kom zoo tau.
Koom Nrog
- Ntau tshaj li ntawm 12,000 tus tub ntxhais kawm ntawv nyob rau qib 3 txog 12 tau teb dai ntawv tshawb fawb nug lus 2017-18.
- Ib cov niamtxiv/tus saibxyuas memyuam raug lam tau lam xaiv los sawv cev rau cov niamtxiv/tus saibxyuas memyuam ua hauv Osseo koog tsev kawm ntawv (tshaj 1,000 tus niamtxiv/tus saibxyuas memyuam koom nrog hauv 2018). Cov ntawv tshawb fawb nug lus sau lus askiv, lus hmoob, lus mev, lus nyab laj, lus xoomosliam.
- Caw tag nrho cov neeg ua hawjlwm mus teb cov ntawv tshawb fawb lus nug hauv 2018; muaj li 1,106 tus nrog koom ua.
Peb kawm tau dab tsi?
2018 Daim Ntawv Tshawb fawb Lus Nug rau cov neeg muaj feem xyuam (Stakeholder survey) ua taiv tau zoo li cas
Daim ntawv tshawb fawb lus nug rau cov neeg mauj feem xyuam yog tsim los pab cov thawj coj tsev kawm ntawv ntsuas seb peb pab cov tub ntxhias kawv ntawv kom mus cuag koog tsev kawn ntawv 3 txoj hom plias tau zoo li cas: ua tau li cov kev npau suav; pab rau zej zog; thiab kom muaj koom nrog txoj kev kawm mus tag ib sim neej. Peb pom li cov nram qab no los ntawm Spring 2014 rau Spring 2018cov ntawv tshawb fawb nug lus.
Raws cuag tus npau suav
- Muaj cov tub ntxhais kawm ntawv ntau dua tshaj tawm qhia tias "tus neeg ua haujlwm hauv kuv lub tsev kawm ntawv tau pab kuv teeb hom phiaj kom kuv tiaj yuav mus caug tau kev cov kev npau suav." Qhov no nce ntawm 51% hauv 2014 mus rau 60% ntawm xyoo 2018.
- Cov niam txiv kuj hais tias yeej muaj ib tug neeg haus tsev kawm ntawv pab lawv tus tub los yog tus ntxhais teeb hom phiaj cia. Qhov no nce ntawm 47% mus rau 52%.
- Xyoo no, feem ntau cov xibfwb pomzoo nrog ntsiab lus no: "Kuv muaj peevxwm pab tau cov menyuam kawm ntawv paub thiab khwv mus rau lawv cov kev npau suav." Qhov no nce ntawm 82% mus rau 85%.
- Ib qho nyuaj ntawm taj ntsab muaj lus zeem muag lossis kev npau sauv rau yav tom tej tsis tau nce rau cov tub ntxhais kawm ntawv (tseem nyob ntawm 74%) thiab ib nyuag qis rau cov niamtxiv (los ntawm 75% mus rau 73%). Cov xibfwb hais ntau dau hais tias “feem ntau cov tub ntxhais kawm ntawv kuv tau paub xyoo no nrog kuv tam txoj lawv cov kev npau sauv rau yav tom tej” (ntawm 63% mus rau 68%).
Pab rau Zej Zog
- Ntau cov tub ntxhais kawm hais tias hauv lawv lub tsev kawm ntawv, cov tub ntxhais kawm ntawv raug saib taus. Qhov no nce ntawm 50% mus rau 64%
- Ob xyoos (2014 thiab 2018), li plaub los ntawm tsib leej niam txiv tau pom hais tias lawv tus tub los yog tus ntxhais raug saib taus tom tsev kawm ntawv.
- Ob xyoos ntawm, li plaub ntawm tsib tus xibfwb tau qhia tias cov tub ntxhais kawm ntawv raug saib taus tom tsev kawm ntawv. "
- Ib qho ntawm kev loj hlob txog kev pab rau zej zog yog cov tub ntxhais kawm ntawv tau "pab lwm tus neeg los ntawm kev cob qhia kev ua thawj coj, ua haujlwm, lossis lwm txoj hau kev." Txawm tias cov tub ntxhais kawm ntawv tau qhia tiam qhov no nce (ntawm 58% mus rau 68%), lo lus nug no yog qho feem pua qis tshaj plaw sib pom zoo thiab ib nyuag qis rau cov niamtxiv ( 69% mus rau 67%) thiab cov xibfwb (46% mus rau 40%).
Koom nrog kawm txuj ci kav tas lub neej
- Muaj ntau tus tub ntxhais kawm ntawv tau hais tiam “thaum kuv tau txiav txim siab ua ib yam dab tsi nyuaj, kuv yeej yuav ua kom tiav tas li”. Qho feem pua no nce ntawm 60% ntawm xyoo 2014 mus rau 73% ntawm xyoo 2018.
- Ob xyoo no, muaj li 75% lossis ntau zog cov niamtxiv hais txog lawv cov memyuam: “thaum nws tau txiav txim siab ua ib yam dab tsi nyuaj, nwd yeej yuav ua kom tiav.”
- Xyoo no, 30% cov xibfwb pom zoo txoj kab ntawv no: “feem ntau cov tub txhais kawm ntawv ua pom tiam lawv yeej yuav pheej kom dhau thiab ua kom tiav.
- Rau kawm mus tas ib sim neej, paub tswj sijhawm yog ib cheeb tsam ua kom loj hlob tuaj. Txwm pom nce rau cov tub ntxhais kawm ntawv (ntawm 63% mus rau 32%), taimsis cov niamtxiv pom muaj tsaw dua (ntawm 64% mus rau 69%) thiab cov xibfwb (ntawm 39% mus rau 32%).
Ib feem ntawm daim ntawv tshawb fawb lus nug ntsuas seb peb pab cov tub ntxhais kawm ntawv tau li cas thiab lawv tsev neeg xav li cas txog ntawv tsev kawm ntawv txais tos lawv thiab hwm lawv thiab ntseeg tau lawv los ntawm cov neeg ua haujlwm hauv tsev kawm ntawv.
Txais tos
- Muaj ntau cov tub txhais kawm ntawv hais tias tsev kawm ntawv yog lawv teej tug, nce ntawm 62% mus rau 71%.
- Ib nyuag ntau zog cov niamtxiv hais tias tsev kawm ntawv yeej txais tos lawv tsev neeg zoo, nco ntawm 83% mus rau 84%.
- Txawm yog nce mus zuj zus xyoo dhau xyoo, ntawm 2018, tsuas muaj li ntawm 3 leeg los ntawm 5 leeg tub txhais kawm ntawv pom zoo nrog cov lus nug: “kuv tsis txaj muag qhia kuv txoj kev xav thiab cov tswv yim pem tsev kawm ntawv” thiab “cov tub txhais kawm ntawv raug saib xyuas ncaj ncees tom tsev kawm ntawv.”
- Rau cov niamtxiv, yeej muaj chaw ua kom nce loj hlob tuaj ntawm cov lus nug: “kuv xav tias cov neeg ua haujlwm ntawm kuv tus tub/txhais lub tsev kawm ntawv hlub tshua kuv." Qhov no qis los ntawm 70% mus rau 67%.
Hwm
- Cov tub ntxhais kawm ntau hais tias cov neeg laus saib taus lawv, nce ntawm 74% mus rau 81%.
- Ob xyoos no, yuav luag tag nrho cov niam txiv (92% mus rau 95%) qhia tias lawv tus tub los yog tus ntxhais lub tsev kawm ntawv saib taus lawv.
- Cov menyuam kawm ntawv xav tias "Cov neeg laus hauv tsev kawm ntawv pab txhawj xeeb rau kuv thaum tsim nyog" tau nce ntxiv peb feem pua, tiam sis tseem yog 69% xwb.
- kev xav muaj tsawg zog thiab qis (ntawm 80% mus rau 76%) hauv niamtxiv txoj kev xav tias "cov neeg ua haujlwm hauv tsev kawm ntawv ua raws li lawv cov lus cog tseg."
Ntseeg Siab
- Ntau tus menyuam kawm ntawv hais tias cov laus hauv tsev kawm ntawv tso siab rau lawv, nce ntawm 72% mus rau 79%.
- Ob xyoos ntawm, 9 le egntawm 10 leeg niamtxiv tau pom tias cov neeg ua haujlwm hauv tsev kawm ntawv tso siab rau lawv.
* Rau kev tshwm sim hauv koog tsev kawm ntawv, cov lus sib tw rau kev yuam kev yog +/- 2% ntawm 95% kev ntseeg siab.
Dab tsi ntxiv rau yav tom ntej?
Tsev kawm ntawv thiab thawj coj hauv koog tsev kawm ntawv yuav siv cov ntsiab lus no thiab lwm cov ntaub ntawv los txhim kho kev npaj. Daim ntawv tshawb fawb tseem yuav ua kom tiav rau cov tub ntxhais kawm thiab cov neeg ua haujlwm txhua xyoo, thiab niam txiv / tus saib xyuas txhua txhua xyoo.
Cabirida horumarka hawlgalkeenna: 2018 Natiijooyinka sahanka daneeyayaasha
Degmada dugsigeenu waxay leedahay ujeeddo cad oo loogu talagalay ardayda oo idil: "Inay dhiirrigeliso oo ay u diyaariso ardayda oo dhan kalsooni, dhiirranaan iyo karti ay ku gaari karaan riyooyinkooda; wax ku biiriyaan bulshada; oo ku hawlan noloshii barashada. "Si loo qiyaaso horumarka aan ka gaarno ka caawinta ardayda inay gaaraan hadafkaas, shaqaalaha Dugsiyada Osseo waxay ururiyaan macluumaad siyaabo kala duwan.
Mid ka mid ah dadaalka ugu muhiimsan cabiraad weyn waa Sahanka Dareemaha ee iyada oo ardaydu, shaqaalaha iyo waalidiinta / masuulka ay bixiyaan jawaab celin ku saabsan dhowr qaybood oo muhiim ah oo la xidhiidha howlgalka. Natiijooyinka ka soo baxa sahaminta 2018 waxay caddayn u yihiin kobcinta si ay u dabaaldegaan iyo sidoo kale meelaha qaarkood oo aan horumarin karno.
Kaqaybgalka
- In ka badan 12,000 oo ardayda dhigata fasalada 3-aad 12-aad waxay sahamiyeen sahanka sanad dugsiyeedka 2017-18.
· Ka-qaybgalayaasha waalidka / masuulka waxaa lagu soo xulay shaandho-marin si loo hubiyo in jawaab-celiyeyaashu ay wakiil ka ahaayeen waalidka / masuulka bulshada ee Dugsiyada Aagga Osseo (in ka badan 1,000 waalidiinta/ masuulka ka qaybgalayaasha sannadka 2018). Cilmi-baaris ayaa lagu maamuley Ingiriisi, Hmong, Spanish, Vietnamese iyo Soomaali.
- Dhammaan shaqaalaha ayaa lagu martiqaaday in ay sahanka sameeyaan sannadka 2018; 1,106 ayaa ka qayb qaatay.
Waxa aan ka baranay
Daraasadda daneeyayaasha waxaa loogu talagalay in lagu caawiyo maamulayaasha inay cabbiraan sida aan u sameyneyno si aan u caawino ardayda inay la kulmaan sadexda ujeedo ee istaraatiijiyadeed ee laga heley hawlgalka degmada: helitaanka riyooyin, wax ku biirin jaaliyada, iyo ku hawlan waxbarashada barashada. Waxaan ka helnay isbeddellada soo socda ee laga bilaabo Bisha Sagaalaad 2014 ilaa sahaminta guga 2018:
Gaaritaanka Riyada
- Arday badan ayaa soo wariyay "qof ka shaqeeya dugsigeyga ayaa iga caawiyay inaan dajiyo goolal si aan u helo meel u dhow si aan u gaaro riyooyinkayga." Tani waxay kordhay 51% sannadka 2014 ilaa 60% sannadka 2018.
- Waalidiinta ayaa sidoo kale waxay u badan tahay inay sheegaan in qof dugsi ka caawiyay wiilkooda ama gabadooda inay bartilmaameed u yihiin. Tani waxay kordhay 47% ilaa 52%.
- Sannadkan, macalimiintu waxay u badan tahay inay ku heshiiyaan bayaankan: "Waxaan awoodaa inaan ka caawiyo ardayda inay aqoonsadaan oo ay ka shaqeeyaan riyooyinkooda." Tani waxay kor u kacday 82% ilaa 85% ".
- Mid ka mid ah caqabadaha ka jira aaggan ayaa ah in fikradaha ardayda ee aragtida ama riyada mustaqbalka aaney kor u qaadin ardayda (74% joogitaanka) iyo waxoogaa hoos u dhacay waalidka (laga bilaabo 75% ilaa 73%). Macallimiintu wax ayay u badan tahay in ay tilmaamayaan in "ardayda badankood ee aan helay in ay ogaadaan sanadkan waxay iila hadleen riyooyinkooda mustaqbalka (laga bilaabo 63% 2014 ilaa 68% sannadka 2018.
Ka qayb qaadashada Bulshada
- Arday badan ayaa sheegaya in dugsigooda, ardayda loola dhaqmo si ixtiraam leh. Tani waxay kordhay 50% ilaa 64%.
- Labada sanoba,(2014 ilaa 2018) ku saabsan afar ka mid ah shan ka mid ah waalidiinta waxay muujiyeen in wiilkooda ama gabadhoodu si ixtiraam leh ula dhaqmaan dugsiga.
- Sidoo kale labadii sanno, in ka badan afar ka mid ah shan macallin ayaa tilmaamaya in ardayda loola dhaqmo si ixtiraam leh dugsiga. "
- Hal meel oo loogu talagalay kobcinta waxtarka bulshada ayaa ku salaysan fikrado ah in ardaydu 'ay ka caawiyeen in ay daboolaan baahida dadka kale iyada oo loo marayo hogaaminta, adeegga, ama habab kale' 'inkastoo ardaydu muujinayaan koror aagga (58% ilaa 68%), tan waa su'aasha ah heshiiska hooseeya ee ugu hooseeya, waxaana jiray hoos u dhac ku yimid waalidiinta (69% ilaa 67%) iyo macalimiin (46% ilaa 40%).
Ka shaqeynta Xirfadaha Barashada Nolosha dheer
- Arday badan ayaa leh "Mar haddii aan go'aansaday inaan sameeyo wax adag in la sameeyo, mar walbana waan raacaa oo sameeya." Boqolkiiba wuxuu kordhay 60% 2014 ilaa 73% ee sannadka 2018.
- Labada sanno labadoodaba, laba-meelood laba ama in ka badan oo ka mid ah waalidiintu waxay yiraahdeen "Marka uu / iyadu go'aan ku gaadhey inuu sameynayo wax adag oo la sameeyo, isaga / iyadu had iyo jeer way raacaan oo sameeyaan.
- Taas bedelkeeda, 30% macallimiinta ayaa isku raacay bayaanka: "Ardayda intooda badan waxaan helay inay ogaadaan inay muujinayaan wax badan oo joogtayn ah oo la raaco."
- Wixii waxbarashada dheeraadka ah, maareynta waqtiga ayaa ah goob loogu talagalay koritaanka. Inkasta oo ay ardaydu dareemeen koror ah aaggan (laga bilaabo 63% ilaa 69%), waxaa jiray heshiis hoose iyo hoos udhaca waalidiinta (laga bilaabo 64% ilaa 65%) iyo macallimiin (laga bilaabo 39% ilaa 32%).
Qayb kale oo ka mid ah sahaminta ayaa qiyaastay sida aan u sameyneyno si aan u caawino ardayda iyo qoysaska inay dareemaan soo dhaweyn dugsiga iyo ixtiraam iyo kalsooni ay qabaan shaqaalaha dugsiga.
Soo dhawee
- Arday badan ayaa leh waxay dareensanyihiin inay ka tirsan yihiin dugsiga, taasoo kor u kacday 62% ilaa 71%.
- Waalidiin badan ayaa sheegaya in iskuulka guud ahaan uu soo dhaweynayo qoyskooda, ayagoo kordhaya 83% ilaa 84%.
· Inkasta oo ay jireen wakhti sii kordhaya, sannadka 2018, kaliya 3 ilaa 5 arday : "Waan ku faraxsanahay inaan la wadaago fikradahayga iyo fikradahayga dugsiga" iyo "Ardayda waxaa laguula dhaqmayaa si caddaalad ah dugsiga."
- Waalidiinta, waxaa jira meel lagu kobciyo su'aasha: "Waxaan dareensanahay in shaqaalaheyga xanaanada / wiilkeeyga ay i daryeelayaan" Tani waxay xoogaa kor u kacday 70% ilaa 67%.
Ixtiraam
- Arday badan ayaa sheegaya in dadka waaweyni ay ula dhaqmaan si xushmad leh, iyagoo sii kordhaya min 74% ilaa 81%.
- Labada sanno, dhammaan waalidiinta (92% ilaa 95%) waxay soo sheegeen in dugsiga ama wiilkeeda ama gabadhiisa ay ula dhaqmaan si ixtiraam leh.
- Fikradaha ardayda "Dadka waaweyn ee dugsiga ayaa wax uga qabtaan walaaceyda marka ay suurtogal tahay." Waxay kordhiyeen afar boqolkiiba, laakiin waxay weli yihiin 69% oo keliya.
- Waxaa jiray fikrad hoose iyo hoos u dhac yar (laga soo bilaabo 80% ilaa 76%) ee aragtida waalidka "shaqaalaha dugsiga waxay raacaan ballanqaadyadooda."
Aaminto
- Arday badan ayaa sheegaya in dadka waaweyn ee iskuulku ku kalsoon yihiin, in ka badan 72% ilaa 79%.
- Labada sano ee la soo dhaafay, sagaal ka mid ah 10kii waalidba waxay muujiyeen in shaqaalaha dugsiga ay ku kalsoon yihiin.
* Natiijooyinka degmada, natiijada qaladka waa +/- 2% 95% kalsoonida kalsoonida.
Maxaa xiga?
Hogaamiyayaasha dugsiga iyo degmooyinka ayaa sii wadi doona inay isticmaalaan natiijooyinkan iyo xogta kale ee qorshaynta hagaajinta. Sahankan ayaa sii wadi doona in loo maamulo ardayda iyo shaqaalaha sanad kasta, iyo waalidiinta / masuuliyiinta sannad kasta.
Đo lường quá trình tiến bộ trong sứ mệnh của chúng tôi: Kết quả khảo sát các thành viên trong quận 2018
Trung tâm quận của chúng tôi có một sứ mệnh mãnh liệt cho tất cả học sinh: “Truyền cảm hứng và chuẩn bị cho tất cả học sinh sự tự tin, can đảm và năng lực để đạt được ước mơ của mình; đóng góp cho cộng đồng; và để tham gia vào cả đời học tập. ”Để đo lường sự tiến bộ của chúng tôi trong việc giúp học sinh đạt được sứ mệnh đó, nhân viên của Trường Osseo thu thập thông tin theo nhiều cách khác nhau.
Một trong những nỗ lực đo lường quan trọng nhất là Khảo sát các thành viên thông qua đó các học sinh, nhân viên và phụ huynh / người giám hộ cung cấp ý kiến về một số lĩnh vực liên quan đến sứ mệnh quan trọng. Kết quả từ cuộc khảo sát năm 2018 cung cấp bằng chứng về tăng trưởng để ăn mừng cũng như một số lĩnh vực mà chúng tôi có thể cải thiện.
Sự tham gia
- Hơn 12.000 học sinh từ lớp 3-12 đã tham gia cuộc khảo sát trong năm học 2017-18.
- Những người tham gia phụ huynh / người giám hộ được lựa chọn theo sự ngẫu nhiên để đảm bảo rằng người trả lời đã đại diện cho phụ huynh / người giám hộ trong các Trường Khu vực Osseo (hơn 1.000 phụ huynh / người giám hộ năm 2018). Khảo sát được thực hiện bằng tiếng Anh, tiếng Hmông, tiếng Tây Ban Nha, tiếng Việt và tiếng Somali.
- Tất cả nhân viên được mời tham gia khảo sát vào năm 2018; 1.106 tham gia.
Chúng tôi đã học hỏi được gì
Cuộc khảo sát các thành viên trong quận được thiết kế để giúp các quản trị viên đo lường cách chúng tôi đang làm để giúp học sinh đạt được ba mục tiêu chiến lược được tìm thấy trong sứ mệnh của trung tâm: đạt được ước mơ, đóng góp cho cộng đồng và tham gia vào việc học tập suốt đời. Chúng tôi đã tìm thấy các xu hướng sau từ mùa xuân 2014 đến khảo sát mùa xuân 2018:
Thực hiện các ước mơ
- Nhiều học sinh báo cáo rằng “có một người làm việc tại trường tôi đã giúp tôi đặt ra mục tiêu để tôi có thể tiến gần hơn tới việc đạt được ước mơ của mình.” Điều này đã tăng từ 51% trong năm 2014 lên 60% vào năm 2018.
- Phụ huynh cũng có nhiều khả năng nói rằng một người nào đó ở trường đã giúp con trai hoặc con gái đặt mục tiêu. Điều này đã tăng từ 47% lên 52%.
- Năm nay, giáo viên có nhiều khả năng đồng ý với tuyên bố: “Tôi có thể giúp học sinh xác định và làm việc theo hướng mơ ước của họ.” Điều này đã tăng từ 82% lên 85%.
- Một thách thức trong lĩnh vực này là nhận thức của sinh viên có tầm nhìn hoặc ước mơ cho tương lai không tăng đối với sinh viên (ở mức 74%) và giảm nhẹ cho bố mẹ (từ 75% đến 73%). Giáo viên có nhiều khả năng chỉ ra rằng “hầu hết các học sinh tôi đã biết trong năm nay đã nói chuyện với tôi về ước mơ của họ cho tương lai (từ 63% đến 68%).
Đóng góp cho cộng đồng
- Nhiều học sinh nói rằng trong trường học, học sinh được đối xử tôn trọng. Điều này đã tăng từ 50% lên 64%.
- Trong cả hai năm (2014 và 2018), khoảng bốn trong năm phụ huynh cho biết con trai hoặc con gái của họ được đối xử tôn trọng ở trường.
- Cũng trong cả hai năm, khoảng bốn trong số năm giáo viên chỉ ra rằng học sinh được đối xử tôn trọng ở trường. ”
- Một khu vực cho sự tăng trưởng liên quan đến sự đóng góp của cộng đồng là xung quanh nhận thức rằng học sinh đã "giúp đáp ứng nhu cầu của người khác thông qua lãnh đạo, dịch vụ, hoặc một số cách khác." Mặc dù học sinh cho thấy sự gia tăng trong lĩnh vực này (58% đến 68%), là câu hỏi có tỷ lệ phần trăm thấp nhất và có sự giảm nhẹ đối với cha mẹ (69% đến 67%) và giáo viên (46% đến 40%).
Tham gia vào các kỹ năng học tập suốt đời
- Nhiều học sinh đang nói “Khi tôi quyết định tôi sẽ làm điều gì đó khó làm, tôi luôn quyết tâm và làm điều đó.” Tỷ lệ này tăng từ 60% năm 2014 lên 73% vào năm 2018.
- Trong cả hai năm, hai phần ba hoặc nhiều cha mẹ nói về con của họ: "Một khi anh / cô ấy đã quyết định anh ta / cô ấy sẽ làm điều gì đó khó làm, anh / cô ấy luôn quyết tâm và làm điều đó."
- Ngược lại, năm nay, 30% giáo viên đã đồng ý với tuyên bố: “Hầu hết các học sinh tôi đã biết chứng minh rất nhiều về sự kiên trì và lòng quyết tâm”.
- Đối với việc học tập suốt đời, quản lý thời gian là một lĩnh vực để phát triển. Mặc dù học sinh nhận thấy sự gia tăng trong lĩnh vực này (từ 63% đến 69%), nhưng cha mẹ (từ 64% đến 65%) và giáo viên (từ 39% đến 32%) nhận được sự đồng ý thấp hơn.
Một phần khác của cuộc khảo sát đo lường cách chúng tôi đang làm trong việc giúp học sinh và gia đình cảm thấy được chào đón ở trường và được nhân viên nhà trường tôn trọng và đáng tin cậy.
Chào đón
- Nhiều học sinh nói rằng họ cảm thấy họ thích ứng với trường, tăng từ 62% lên 71%.
- Nhiều phụ huynh nói rằng trường học nói chung là chào đón gia đình của họ, tăng từ 83% lên 84%.
- Mặc dù đã tăng lên theo thời gian, năm 2018, chỉ có khoảng 3 trong 5 học sinh đồng ý với những câu hỏi sau: “Tôi cảm thấy thoải mái khi chia sẻ suy nghĩ và ý tưởng ở trường” và “Học sinh được đối xử công bằng ở trường”.
- Đối với phụ huynh, có chỗ cho sự tăng trưởng về câu hỏi: “Tôi cảm thấy rằng nhân viên tại trường học của con tôi quan tâm đến tôi.” Điều này giảm từ 70% xuống còn 67%.
Tôn trọng
- Nhiều học sinh nói rằng người lớn đối xử với họ một cách tôn trọng, tăng từ 74% lên 81%.
- Trong cả hai năm, hầu như tất cả các bậc cha mẹ (92% đến 95%) đều báo cáo rằng trường học của con trai hoặc con gái đối xử với họ một cách tôn trọng.
- Nhận thức của học sinh rằng “Người lớn ở trường hành động vì lo ngại của tôi khi có thể” đã tăng ba phần trăm, nhưng vẫn chỉ ở mức 69%.
- Có nhận thức thấp hơn và giảm (từ 80% xuống 76%) theo nhận thức của phụ huynh rằng “nhân viên nhà trường làm theo lời hứa của họ”.
Tin tưởng
- Nhiều học sinh nói rằng người lớn ở trường tin tưởng họ, tăng từ 72% lên 79%.
- Trong cả hai năm, chín trong số 10 phụ huynh cho biết nhân viên nhà trường tin tưởng họ.
* Đối với kết quả trên toàn học khu, biên độ cho sai lầm là +/- 2% ở mức độ tin cậy 95%.
Cái gì tiếp theo?
Lãnh đạo nhà trường và học khu sẽ tiếp tục sử dụng những kết quả này và các dữ liệu khác để lập kế hoạch cải tiến. Cuộc khảo sát sẽ tiếp tục được quản lý cho học sinh và nhân viên hàng năm, và phụ huynh / người giám hộ mỗi năm.
Grading & Report Cards
Instruction, assessment and grading in Osseo Area Schools is based upon district, state and/or national standards. As a result, it is called “standards-based” across our school district. A “standard” is a specific skill or concept students are expected to learn following instruction. District, state and national standards give us clear learning targets, instructional activities, materials, and assessments. The goal of standards-based grading and reporting is to share what each student knows and is able to do according to the standards.
Elementary Grading Rubrics
A rubric is a document that describes expectations for an assignment. It also has learning targets (what the student is expected to learn) and levels of quality used to measure a student’s progress. A rubric helps students see the connections between what they are learning and how they will be assessed.
A task rubric with scores ranging from 4-1 is used in our elementary schools. Task marks are used for formative assessments (e.g., classwork and homework) and summative assessments (e.g., projects and tests). They are both aligned to categories listed on the elementary report card.
Elementary Report Cards
The elementary report card shows marks for reporting standards in each subject area. An example of a reporting standard in math is “Understands and uses numbers to solve problems.” Teachers look at multiple examples of student work collected throughout the trimester that show what a student has learned. The elementary report cards use a 4-1 scale. Teacher comments are on a separate page.
Report Card Descriptors
Secondary Grading Rubrics
A rubric is a document that describes expectations for an assignment. It also has learning targets (what the student is expected to learn) and levels of quality used to measure a student’s progress. A rubric helps students see the connections between what they are learning and how they will be assessed.
A task rubric with scores ranging from 4-0 is used in middle school and high school. Task marks are used for formative assessments (e.g., classwork and homework) and summative assessments (e.g., papers and tests). They are both aligned to reporting standards and are recorded in the electronic grade book. Parents/guardians can access this grade book through ParentVUE.
Secondary Report Cards
COVID-19 Health & Safety Guidelines for Assessments
Osseo Area Schools is committed to providing a safe and healthy place for all students and staff during the administration of assessments.
Osseo Area Schools Data and Assessment Division has developed the following COVID-19 Preparedness Plan in response to the COVID-19 Pandemic. The Osseo Area Schools Data and Assessment Department’s COVID-19 Preparedness Plan follows state guidance, which is based upon guidance from Centers for Disease Control and Prevention (CDC), the Minnesota Department of Health (MDH), and the Minnesota Department of Education (MDE).
Health Screening
Prior to entering any district facility, all staff and students are required to conduct a health screening for COVID-19 symptoms using the Minnesota Department of Health COVID-19 Decision Tree for People in Schools. Any staff or student who responds “yes” to any of the following health screening questions should stay home and not come to school.
Health Screening Questions
Do you have one or more of these symptoms?
- Fever of 100.4 degrees Fahrenheit or higher
- Difficulty or trouble breathing
- New cough or a cough that gets worse
- New loss of taste or smell
Do you have at least two of these symptoms?
- Sore throat
- Nausea
- Vomiting
- Diarrhea
- Chills
- Muscle pain
- Excessive fatigue (extreme tiredness)
- New or severe headache
- New nasal congestion or runny nose
Have you been diagnosed with COVID-19 since you last went to school?
Have you had close contact (within 6 feet for at least 15 minutes) in the last 14 days with someone diagnosed with COVID-19, or has any health department or doctor or other health care provider contacted you and said you should stay home (quarantine?)
Social Distancing
Social distancing of at least three feet will be implemented and maintained between staff and students at all times. The number of occupants in each testing room will be reduced to maintain social distancing between examinees and staff. Examinees and testing staff will be alert to signage, markings, and instructions that will address social distancing and in-building movement.
Promoting a Safe Environment
Staff and students will do the following to ensure a safe and healthy assessment environment:
- Staff and students are required to wear face coverings indoors per Governor Walz’s Executive Order 20-81.
- Staff and students are encouraged to wash their hands prior to entering the testing room. Staff will be available to provide the nearest restroom location.
- Hand sanitizer will also be available in all testing rooms.
- All rooms will be clean and sanitized prior to the assessment and sanitizer will be available in each room for staff to use as needed.
- There should be no sharing of materials.
- The district will be extending start/stop of the times of the heating and cooling system to ensure more air is brought into the space both before and after school. During school we will increase fresh air being brought into the space whenever possible.