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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.

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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.


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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