The district will use assessments as one (1) indication of the success and quality of the district's
education program. Further, the Board recognizes its obligation to provide for and administer
assessments as required by law. The Board directs the superintendent or designee to create
procedures governing assessments consistent with law and Board policy.
In cooperation with the administrative and instructional staff, the Board will annually review student
performance data and use this information to evaluate the effectiveness of the district’s instructional
programs, making adjustments as necessary.
The district will comply with all assessment requirements for students with disabilities mandated by
federal and state law, including the Individuals with Disabilities Education Act (IDEA).
District Assessment Plan
The superintendent or designee shall ensure that the district has a written assessment plan that will
test competency in the subject areas of English, reading, language arts, science, mathematics, social
studies and civics, as required by law.
The purposes of the districtwide assessment plan are to facilitate and provide information for the
following:
1. Student Achievement – To produce information about relative student achievement so that
parents/guardians, students and teachers have a baseline against which to monitor academic
progress. Within the limitations of group testing instruments, the information should be
useful to serve as a validation device for other measures of student progress.
2. Student Guidance – To serve as a tool for implementing the district's student guidance
program.
3. Instructional Change – To provide data that will assist in the preparation of
recommendations for instructional program changes to:
a. Help teachers with instructional decisions, plans and changes regarding classroom
objectives and program implementation.
b. Help the professional staff formulate and recommend instructional policy.
c. Help the Board of Education adopt instructional policies.
4. School and District Evaluation – To provide indicators of the progress of the district toward
established goals.
5. Adequate Yearly Progress – To determine student progress toward meeting the goals
established by the Missouri State Board of Education pursuant to the No Child Left Behind
Act.
There shall be broad-based involvement in the development of the assessment program and its
implementation. Instructional staff will be given training and responsibilities in coordinating the
program.
Reading Assessments
The district administers reading assessments as required by state and federal law. Specific criteria
have been developed to determine who will receive additional reading services at the elementary and
middle school levels. The No Child Left Behind Handbook outlines district methods for all
elementary schools and all Title I schools.
The district’s reading assessment program will be comprehensive in nature and include a
combination of effective assessment methods. At least one (1) reading assessment method will result
in a grade level determination. The superintendent or designee will determine which methods of
reading assessment the district will utilize.
English Proficiency Assessments
The district will annually assess the English reading, writing and oral language skills of its students
with limited English proficiency.
Statewide Assessments
The district will implement the components of the Missouri Assessment Program (MAP) in order
to monitor the progress of all students in meeting the Show-Me Standards, as set forth by the
Missouri State Board of Education.
End-of-course (EOC) assessments will be administered in accordance with law and the rules of the
Department of Elementary and Secondary Education (DESE). In courses where EOC assessments
are given, the superintendent will determine what percent of the course grade will be decided by
performance on EOC assessments.
If a student is taking a course that requires an EOC assessment and is failing the course or for some
other reason may be required to retake the course, the district may choose to delay administration
of the EOC assessment until the student has completed the course the second time. A team
consisting of the course instructor, the principal and a counselor will determine when delayed
administration of an EOC assessment is appropriate. In the case of a student with an Individualized
Education Program (IEP), the IEP team will make the determination.
The School Board authorizes the superintendent to establish a process designed to encourage the
students of this district to give their best efforts on each portion of any statewide assessment, which
may include, but is not limited to, incentives or supplementary work as a consequence of
performance.
The district’s policy on student participation in statewide assessments shall be provided at the
beginning of the school year to each student and the parent or guardian (or other person responsible)
for every student under 18 years of age. The policy will also be kept in the district office and be
available for viewing by the public during business hours of the district office.
National Assessment of Educational Progress
If chosen, the district will participate in the National Assessment of Educational Progress (NAEP)
as required by law.
* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this section
for other pertinent policies and to review administrative procedures and/or forms for
related information.
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Adopted: 02/11/2003
Revised: 09/14/2004; 07/19/2005; 06/08/2010
Cross Refs: JHD, Student Guidance and Counseling
JO, Student Records
KB, Public Information Program
MSIP Refs: 6.2
Legal Refs: §§ 160.257, .518, .570, 167.645, RSMo.
Family Educational Rights and Privacy Act of 1974, 20 U.S.C. § 1232g
No Child Left Behind Act of 2001, 20 U.S.C. §§ 6301 - 7941
North Kansas City School District, Kansas City, Missouri
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