The district will use assessments as one 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 at least 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).
In order to achieve the purposes of the student assessment program, the district requires all enrolled
students to participate in all applicable aspects of the assessment program.
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
1. Student Achievement – To produce information about relative student achievement so that
parents/guardians, students and teachers can monitor academic progress.
2. Student Guidance – To serve as a tool for implementing the district's student guidance
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 and
individual schools toward established goals.
5. Accreditation – To ensure the district maintains accreditation.
There shall be broad-based involvement of staff and others with appropriate expertise in the
development of the assessment program and its implementation. Instructional staff will be trained
in administering assessments and analyzing data. Every effort will be made to ensure that testing
contributes to the learning process rather than detracts from it and that cultural bias does not affect
the accuracy of assessments.
The district will administer a reading assessment to students in third, fourth, fifth and sixth grades
to determine whether additional reading instruction and retention are needed, as required by law.
The district will also administer a reading assessment to all students who transfer to the district in
grades four, five or six, and to all students attending summer school due to a reading deficiency, as
required by law.
The reading assessment will be a recognized method, or combination of methods, of assessing a
student’s reading ability. Results of assessments will be expressed as reading at a particular grade
level. 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 district
students with limited English proficiency.
The district will implement the components of the Missouri Assessment Program (MAP) in order
to monitor the progress of all students in meeting the standards adopted by the Missouri State Board
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
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/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
Revised: 09/10/1998; 01/13/2000; 01/10/2002; 07/11/2002; 05/12/2005; 08/12/2010;
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
St. Charles School District, St. Charles, Missouri
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