Student Progress and Growth Monitoring

  • The primary purpose of student assessment in Cambridge-Isanti Schools is to provide information to help improve student achievement through instruction and program design. The assessment plan employs a variety of assessments and standardized tests. Assessment data is reviewed with both growth and proficiency in mind. The data received from testing helps the District analyze student progress and District curriculum, learn which programs will be most helpful for each student, and hold the District accountable for offering the best possible education for all students. The areas below provide additional information on specific tools used to support student progress and growth monitoring.

    Academic Standards
    The Minnesota K-12 Academic Standards provide the statewide expectations for student achievement in all public Minnesota K-12 schools. These standards identify the knowledge and skills that all students in must achieve in each content area by the end of a grade level or grade band. The academic standards are important because they are designed to help prepare students for college and career experiences, define the common expectations for all students, define the credit requirements for graduation, and assist in the guidance of school-developed curriculum design, review, and adoption processes. 

    The Minnesota K-12 Academic Standards can be accessed through the below links:

    The Cambridge-Isanti Assessment Calendar provides an overview of assessments that are administered state-wide, district-wide, or school-wide. The Minnesota Comprehensive Assessments (MCAs) are the state tests that help districts measure student progress toward Minnesota’s academic standards and also meet federal and state legislative requirements. The Measures of Academic Progress (MAP/NWEA) are tests that are given locally that are used to monitor student growth throughout the year and over the course of multiple years.

    Committees and Roles
    District committees exist to support the continued efforts to ensure all students have positive learning experiences, resulting in academic and social/emotional growth. A process of systems accountability is established through the specific flow of information and levels of decision making authority.

District Committees and Roles

  • Building Instructional Leadership Teams (BILT)

  • District ADSIS Leadership and Implementation Team

  • District Assessment Committee

  • District Code of Conduct Team

  • District Curriculum Committee

  • District PBIS Leadership Team

  • District Professional Development Committee

  • District Special Education Advisory Committee

  • District Teaching & Learning Advisory Committee

  • District Technology Advisory Committee

  • District Title I Leadership Implementation Teams