Testing and Assessment

The Teaching & Learning Department provides support to the district for administration, analysis, and reporting of the following:

  • district-selected assessments
  • state-mandated assessments
  • curriculum-related assessments
  • program evaluation and schools/district special projects

Comprehensive reports for the District will be available on this page on a regular basis. These reports present updated district/school demographic information, current year and longitudinal assessment results.

Our goal is to collect reliable, valid and meaningful information, to analyze, and to report in a timely fashion and in a clear and user-friendly form for administrators, teachers, students, parents and the community.

BHM Student Achievement Goals for 2016-17

Each year the School Board adopts goals designed to impact instruction and student achievement within the district.  All schools develop site plans that are based on these student achievement goals.  The following are the three district student achievement goals for 2017-18:

A.   District Proficiency

Demonstrate a 4% increase in the overall percentage of students meeting proficiency standards on the MCA in math, and demonstrate a 4% increase in the overall percentage of students meeting proficiency standards on the MCA in reading. The 4% increase represents a meaningful difference for a district our size.

        MCA Student Proficiency

Math

Reading

      Actual results 2016-17

68.9%

66.3%

      Target results 2017-18

72.9%

70.3%

B.  District Academic Growth

The district will increase proficiency on All Accountability Tests in Reading from 66.3% in 2017 to 70.3% in 2018. The proficiency in math will increase from 68.9% in 2017 to 72.9% in 2018.


C.   Achievement Gap Reduction

By 2019, the proficiency gap between the students who qualify for free/reduced price lunch and all BHM students, in all grades tested on state reading accountability tests, will decrease by 6.6%.

Thursday Dec 15, 16

2017 MCA-III, MTAS, and ACCESS Accountability Tests (PDF - 81.17 KB)

The Minnesota Department of Education released results from the Minnesota Comprehensive Assessments (MCA-III) along with All Accountabillity tests including the MTAS and ACCESS tests. BHM Schools continue to score above the state average on All Accountability Tests in Reading, Math , and Science. To view detailed reports, go the the Minnesota Report Card on the MDE site and choose Test Results. All district accountability scores can be filtered and viewed on this site.

Thursday Dec 15, 16

BHM District Assessments 2017-2018 (PDF - 49.1 KB)

An updated one-page document with information on assessments administered district wide.

Friday Sep 23, 16

BHM Assessment Calendar 2017-2018 (PDF - 78.94 KB)

You can download a copy of the BHM Assessment Calendar below which includes all required district and state testing.

Statewide Testing Parent Opt-Out Form-Click Here

Why does participation matter? A statewide assessment is just one measure of your student’s achievement, but your student’s participation is important to understand how effectively the education at your student’s school is aligned to the academic standards.

• In Minnesota's implementation of the federal Every Student Succeeds Act, a student not participating in the statewide assessments will be counted as "not proficient" for the purposes of school and district accountability, including opportunities for support and recognition.

• Students who receive a college-ready score on the high school MCA are not required to take a remedial, noncredit course at a Minnesota State college or university in the corresponding subject area, potentially saving time and money.

• Educators and policy makers use information from assessments to make decisions about resources and support provided.

• Parents and the general public use assessment information to compare schools and make decisions about where to purchase a home or to enroll their children.

• School performance results that are publicly released and used by families and communities, are negatively impacted if students do not participate in assessments.