Alton R-IV School District

District Assessment

Plan

Central Office

2180 School Street

Alton, MO 65606

417-778-7216

Revised March 2018

Alton R-IV School District

District Assessment Plan

Why Do We Assess? The Alton R-IV School District shall assess student achievement annually using standardized assessments given at periodic grade levels as

determined by the administration and approved by the Board of Education. The District Assessment Plan includes required components of the

Missouri Assessment Program in order to monitor the progress of all students in meeting the Missouri Learning Standards, as set forth by the

Missouri State Board of Education and as required by the Missouri School Improvement Program. The District also incorporates multiple

assessment strategies in the instructional process.

The District Assessment Program will be used to:

inform students, parents, staff, School Board, and the public of student progress and achievement;

determine students’ strengths and needs;

identify students’ relative standings within groups (national, state, grade, etc.);

assist teachers in making ongoing instructional and curricular decisions;

evaluate the success of our curriculum, approaches and programs, and assist in making appropriate revisions;

guide staff development activities;

help access and/or allocate resources to meet student needs;

improve home/school partnerships by giving parents specific information that will enable them to support their child’s learning;

provide colleges, universities, and other postsecondary institutions with a profile of our students’ achievement;

identify the District’s standing in comparison to other districts;

provide mandated data to outside monitoring agencies, such as the Department of Elementary and Secondary Education.

School personnel shall work to ensure that assessments or procedures are not differentiated or stereotyped on the basis of ethnicity, religion,

gender, ancestry, national origin, or social or economic status. The District will comply with all assessment requirements for students with

disabilities mandated by federal and state law, including the Individuals with Disabilities Act (IDEA). The District will maintain confidentiality

with regard to individual student scores and other information derived from the District’s assessment program. Individual student scores will be

provided to parents. Tabulated results of standardized assessments will be made available to authorized school personnel and be released as

required by law.

The Board, in cooperation with the administrative and instructional staff, will annually review student performance data and use this information

to evaluate the effectiveness of the District’s existing curricular programs, making adjustments as necessary, as per Board Policy IL.

Components of the District Assessment Program As student learning and achievement are multi-dimensional, assessment in the Alton R-IV School District is multi-dimensional as well.

Multiple assessment strategies and measures provide a comprehensive view of individual and group achievement, are integrally linked to the

curriculum, and provide meaningful data for program evaluation. When used for these purposes, assessment will ultimately lead to improved

instructional decision-making and improved student learning.

The District Assessment Program includes the following components:

Large-Scale Assessments, listing standardized assessments required by grade level and by subject;

Supplemental Assessment Tools;

Pre-school Assessments;

English Language Assessments;

Classroom-Based Assessments;

Local Assessment of Missouri Learning Standards Not Assessed by MAP.

Provisions for Teaching Test-Taking Skills

Teachers provide students with a variety of experiences throughout the school year that prepare them for standardized assessments. They

incorporate performance tasks, scoring guides, open-ended responses, and selected response assessments into their classroom work. Unit

assessments and homework assignments include varied question formats so students are familiar with multiple ways of responding. Through these

experiences, students develop a sense of using rubrics to assess many forms of writing across the curriculum, practice strategies for approaching

various types of items, and evaluate sample responses. Teachers have access to MAP released items, when provided by the DESE, scoring guides,

and other practice items. The curriculum in the Alton School District is purposefully aligned with the Missouri Learning Standards and the

Missouri Frameworks. This alignment of a dynamic curriculum, coupled with instructional strategies that support the learning of all students,

ensures that our students are well prepared to "show what they know" on both large-scale and classroom-based assessments.

Large-Scale Assessments

Grade Assessment Purpose Dissemination and Use of Results

5th, 7

th, and 9

th

grades Presidential

Youth Fitness

Program

To provide information regarding students’ fitness in areas of aerobic capacity, abdominal

strength/endurance, upper body strength,

flexibility, and body composition. To provide

data for monitoring of fitness levels.

Student assessment results are sent to parents and submitted to the Department of Elementary and

Secondary Education. Physical education teachers use

results to determine students meet health and fitness

requirements and adjust curriculum as needed.

3 - 8 Missouri

Assessment

Program (MAP)-

Grade Level Tests

To assess individual and group achievement in English language arts, mathematics, and science. To assess our curriculum and

effectiveness of teaching in meeting the

Missouri Learning Standards.

Individual reports are mailed to parents and filed in students’ permanent record. Individual and group reports are reviewed with building counselors, principals, and

teacher teams. Teacher teams and individual teachers

consult these results as sources of data to plan instruction

and inform curricular decision-making. Group data are

shared with the Board of Education, and each building

staff by means of reports presented by the Coordinator of

Special Programs. District/building assessment data are

reported to the public through the district report card.

3 - 8,

10 and 11 Missouri

Assessment

Program –

Alternate

(MAP-A) or

(DLM)

To assess individual and group achievement in English language arts, mathematics, and

science for some special education students. To

assess our curriculum and effectiveness of

teaching in meeting the Missouri Learning

Standards.

11 Missouri

and U.S.

Constitution

Tests

To measure student knowledge of the Missouri

and U.S. Constitutions against a minimum

standard for citizenship education.

Successful performance on the assessments is a

requirement for graduation. The transcript indicates

student status regarding this test.

9-12 US Civics Test To measure student knowledge of United States citizenship.

Successful performance on the assessments is a requirement for graduation. The transcript indicates student status regarding this test.

9 - 12 Missouri

Assessment

Program-End of

Course (EOC)

Provides data regarding achievement on skills

related to some high school courses. Required

tests include Algebra I, Biology, Government,

and English II

Individual reports are distributed to parents; reports are filed in students’ permanent records. Individual and group reports are reviewed with building counselors and principals, who review them with teachers. Teachers and

individual teachers consult these results as sources of

data to plan instruction and inform curricular decision-

making.

Group data are shared with the Board of Education and building staff, by means of reports presented by the

Coordinator of Special Programs. District/building

assessment data are reported to the public through the

district report card.

Supplemental Assessment Tools

The following assessments are used for purposes noted. Participation in these assessments may, in some cases, be optional.

Grade

Assessment Purpose Dissemination and Use of Results

K-3

Developmental

Reading

Assessment

(DRA)

To determine independent reading level and

guide reading instruction for students.

Teacher teams use results as one source of data to identify students who may be in need of supplemental literacy support. Serves as diagnostic reading assessment data used in classroom instructional planning.

1-6 STAR

Reading

This assessment is given to provide information on individual student’s zone of proximal development.

The results are analyzed by teachers, and students are

informed of the results of the assessment. Parents are

provided with diagnostic reports. Parents are

provided with their child’s grade equivalent reading

level on report cards.

K-6

(as needed at

4-6)

i-READY-

English

Language Arts

This adaptive assessment leverages advanced technology to provide a deep, customized evaluation of every student and to track student growth and performance consistently and continuously over a student’s entire career.

Easy-to-read reports pinpoint students' abilities and

areas of need down to the sub-skill level and provide

educators with a detailed action plan and resources for

differentiated instruction. Reports assist district and

school leaders in allocating resources and support

teachers in providing effective whole-class, small-

group, and individual instruction.

5-12

Missouri

Connections

A web-based resource to help student’s

determine their career interests, explore

occupations, establish education plans, and develop job search strategies.

The counselors discuss results with students focusing on

academic and career information. Results are also used for

academic planning and curriculum revision.

8-12 ACT Measures academic achievement in English, mathematics, reading, and science reasoning.

College entrance examination, results are sent to students, the high school, and selected colleges and universities.

10 PSAT-10 Measures verbal reasoning, critical reading,

math problem solving, and writing skills.

Serves as the screening test for National Merit Scholarship

Corporation scholarship and recognition programs as well

as achievement assessment.

11 PSAT/NMSQT The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a standardized test administered by the College Board and cosponsored by the National Merit Scholarship Corporation (NMSC) in the United States.

Results from the PSAT/NMSQT are powerful tools for promoting college readiness and college planning, especially when explained to students and parents and shared with colleagues.

11 ASVAB-

Armed Services

Vocational

Aptitude

Battery

To gain information on students’ vocational

interests and potential vocational aptitudes that

can also be aligned with military occupations.

Reports/results are given by counselors to students for

use in career exploration.

**Results utilized in MSIP 5: CCR 1-3.

12 WorkKeys WorkKeys is a computerized test that measures

work readiness skills. The assessment measures

skills in the areas of applied math, reading for

information and locating information.

Reports are given by counselors to students. Students can earn Bronze, Silver, Gold, Platinum status which students may choose to share with future employers.

**Results utilized in MSIP 5: CCR 1-3.

12 Technical Skills

Attainment

(TSA)

Technical Skill Attainment is a Perkins IV federal

requirement. A technical skill assessment should

be given to students who are concentrators in

Vocational Business, FACS, or Vocational

Agriculture and have completed an approved

CTE program. The assessment will determine the

student’s level of proficiency.

TSA will be reported in the student’s core file in the MOSIS June cycle submission. When a student becomes a concentrator (no matter what grade-level), the MOSIS system will require the LEA to report the student’s TSA status. Results are shared with students who can then use them in certain occupations. **Results utilized in MSIP 5: CCR 4.

Preschool Assessments

Ages Assessment Purpose Dissemination and Use of Results

6 months to Pre-K

Ages and

Stages

Questionnaire

To screen children in the areas of

communication, gross motor, fine motor,

overall health, problem solving, and personal-

social development.

Parent Educators conduct screening in the home with child and parent or through mass screening. Concerns are

discussed at that time. If necessary, the parent educator

makes, or counsels the parent to make, an appropriate referral for professional assessment or intervention.

3 years to

Pre-K DIAL-4 To screen in basic areas of child development

for determination of strengths and needs,

especially in the area of language.

Parents are given a copy of a developmental screening report and are also provided with resource materials and

recommendations based on the screening results. The

parent educator may further discuss screening results

during a home visit with the family.

English Language Assessments

Grade Assessment Purpose Dissemination and Use of Results

K-12 W-APT Screening Test for English language abilities in reading, writing, etc.

Results are used by ELL (ESL) teacher and administrators to identify students in need of ESL services.

K-12 ACCESS A DESE required Missouri English language

test for ELL students given annually in the

spring to assess yearly progress in English

language proficiency.

Results are used by the ELL director, reading

teachers, classroom teachers of ELL students, parents, and

administrators.

Federal and State Required Testing-

Source of the Requirement:https://dese.mo.gov/college-career-readiness/assessment

Overview – MAP Grade-Level Assessments

The Grade-Level assessment is a yearly standards-based test that measures specific skills defined for each grade by the state of Missouri. All

students in grades 3-8 in Missouri public and charter schools take the Grade-Level assessment.

English language arts (ELA) is administered in grades 3-8.

Mathematics is administered in grades 3-8.

Science is administered in grades 5 and 8. For the 2017-2018 school year, these assessments will be a full census field test.

Timing Guidelines- Grade Level April 9-27, 2018

Assessment Session 1 Minutes Session 2 Minutes Session 3 Minutes Session 4 Minutes TOTAL Minutes

3 ELA 50-80 20-40 20-35 90-155

3 Math 35-45 35-50 15-30 85-130

4 ELA 100-130 50-80 15-25 20-35 185-270

4 Math 35-45 35-50 15-30 85-130

5 ELA 50-80 20-40 20-35 90-155

5 Math 35-45 35-50 15-30 85-130

5 Science 30-45 30-45 60-90

6 ELA 30-50 30-50 20-30 20-35 100-165

6 Math 35-45 45-60 40-45 120-150

7 ELA 50-85 20-30 20-35 90-150

7 Math 20-25 60-80 40-45 120-150

8 ELA 100-130 50-80 15-25 20-35 185-270

8 Math 15-20 65-85 40-45 120-150

8 Science 30-45 30-45 60-90

Overview – End-of-Course (EOC) Assessments

End-of- Course assessments are taken when a student has received instruction on the Missouri Learning Standards for a course, regardless of grade

level. Students in Missouri, including Missouri Option Program students, have four End-of-Course assessments that are required prior to high

school graduation: Algebra I, Biology, English II and Government. Optional assessments are available for local accountability in: Algebra II,

American History, English I, Geometry and Physical Science.

Timing Guidelines – End-of-Course April 16-19, 2018

Assessment Session I Session II

Algebra I 90-110 min 90-110 min

Biology 55-75 min

English II 90-110 min 90-110 min

Government 60-80 min

Algebra II 90-110 min

Geometry 90-110 min

Overview – MAP-Alternate (MAP-A)

MAP-A is administered to students with the most significant cognitive disabilities who meet grade level and eligibility criteria that are determined

by the student’s Individualized Education Program (IEP) team using DESE-established eligibility criteria. No student may be tested outside of his

or her assigned grade level.

The MAP-A must be administered by educators in three content areas:

English language arts in grades 3-8 and 11

Mathematics in grades 3-8 and 11

Science in grades 5, 8 and 11

Timing Guidelines – MAP-A- March 26-May 18, 2018

Timing will vary depending on the grade and level of the student, but the majority of testlets take between 5 and 20 minutes.

Overview – ACCESS for ELLs – Not applicable in 2018

The ACCESS for ELLs 2.0 assessment allows educators, students and families to monitor students’ progress in acquiring academic English in the

domains of speaking, listening, reading and writing and will be aligned with the WIDA English Language Development (ELD) Standards. The

assessment is required for K-12 students who are English Learners (ELs).

There are three assessments that fall under the umbrella of ACCESS for ELLs:

Kindergarten ACCESS – A paper based English language proficiency assessment given to Kindergarten ELs.

Alternate ACCESS – This assessment is for those severely cognitively disabled students in grades 1-12 who are English Learners and who

qualify for the MAP-A assessment. If the student is in grades 1-2, the IEP team should determine if the student would qualify for MAP-A. There is

no Alternate Kindergarten assessment, so if the student is in Kindergarten and would qualify, mark the student as NLP and reassess the following

year.

ACCESS for ELLs – This online English language proficiency assessment is given to students in grades 1-12. Students in grades 1-3 will take the

writing portion in a paper booklet.

Classroom-Based Assessments Daily, ongoing assessment is interwoven with classroom instruction. Teachers document student learning and growth by collecting information

through observations and student work. Classroom-based assessment includes, but is not limited to, the following practices: Teacher Observation

Quizzes and Tests

Performance Assessments Projects

Labs and Experiments

Reading Inventories

Participation

Checklists

Rubrics and Scoring Guides

Responses to Literature

Goal-Setting

Discussions

Guidelines for Students with Disabilities In 2004 the reauthorization of the Individuals with Disabilities Education Act (IDEA) provided clear direction for including students with

disabilities in state assessment programs. The Missouri Assessment Program (MAP) should be appropriate for all students; therefore, the State

Department of Elementary and Secondary Education have provided information to help IEP Teams with the decision-making process for

individual students. The following summary is intended to provide guidelines to the IEP Teams during this process.

If the IEP Team is faced with the question of whether the MAP-Alternate (MAP-A) and/or Dynamic Learning MAP should be used, the decision

must be based on the goals for the student's instruction. Students with disabilities whose instructional goals are expected to lead to typical work

experiences should take the MAP. Students who are working toward functional goals such as self-care and life skills will participate in the MAP-A

alternate assessment and/or Dynamic Learning MAP Assessment.

Students with disabilities should participate in all subject areas in which they are receiving instruction in the content-oriented Missouri Learning Standards. Decisions about participation should be based upon the actual instruction in the content-oriented Missouri Learning Standards and not

based on program setting, category of disability, or percentage of time in the regular classroom. Special education students should be included for

any content area of the MAP for which that student receives instruction, regardless of where that instruction occurs.

All decisions regarding participation and accommodations/adaptations must be made by the IEP Team and documented in the IEP. Reasons for

exclusion from testing must also be documented. The basic guideline is to always assume that every student, even those with disabilities (or

handicapping conditions, if the student is a Section 504 Plan student) will participate in standardized testing, though possibly with modifications.

Our district’s special education compliance plan contains comprehensive information regarding the specific processes of screening, testing, and

assessment for children referred for possible special education. Children and parents are occasionally involved in a process of Independent

Evaluations.

Guidelines for ELL Students The U.S. Department of Education issued new No Child Left Behind (NCLB) provisions concerning English Language Learners’ (ELL)

participation in state assessments in February 2004. These new provisions offer increased options in testing first-year ELL students, increased

flexibility in the administration of the MAP, and some additional latitude in the reporting of scores for APR purposes.

Assessment of ELL students is ongoing and includes program evaluation, standardized student English proficiency level assessment, reading,

writing, speaking, listening, and classroom performance evaluation. Assessment is based on WIDA (World-Class Instructional Design and

Assessment) Standards. Parents provide information about the child’s home language and perceived level of English proficiency. Identified

children are evaluated for program eligibility. Those showing need are enrolled for ELL services with parent notification.

Test Security (Measures include security measures for test booklets as well as online testing as there are students who take paper

versions based on IEP/504 accommodations.) Storage and Access Before Test Administration: All Missouri Assessment Program documents and other standardized test booklets are to be

stored, immediately upon receipt, in a secured area. Tests booklets and other allied materials will be counted out to school building personnel in

the central office, with a signature indicating verified receipt of the recorded number of booklets. Only the test coordinator and other designated

individuals will have access to test materials. No teacher shall have access to test booklets or be told what is in them before the test is distributed.

Teachers will have access to appropriate documents, including the Test Examiner’s Manual. If additional test materials are needed, they should

be sought from the central office and not from other school buildings, DESE, or the publisher.

Instructions for Administration: Prior to the first day of any standardized testing, all staff involved in test administration will be required to

participate in an in-service led by the building testing coordinator, designed to train test examiners in administration procedures. This will include

proctors to be involved with test room monitoring. Individuals trained will sign in legibly on a log of attendees as well as sign a security

statement. The in-service will stress the maintenance of test security during test administration. Security issues addressed will include handing

materials in a secure manner, providing directions to students, responding to students’ questions, and monitoring the test setting. All staff involved

directly in the assessment process will receive written information about the procedures to follow when administering a standardized test in a

secure manner.

Test Administration: All standardized tests will be administered in an appropriate manner in compliance with testing guidelines. Test booklets will

be delivered to each building before the day of the test and distributed by building staff immediately prior to testing. Students will not receive test

booklets until testing begins. All individuals administering tests will strictly follow the procedures outlined in the test administration manual. Test

examiners will not leave the testing room the entire time the test is being given. If they absolutely must leave the room, they can only be replaced

with another examiner trained in the administration of the MAP. If a test is to be administered over a series of days, test booklets and answer

sheets will be collected each day immediately following testing, counted by the building test coordinator, and stored in a locked facility. For online

exams, test tickets will be printed by the school test coordinator and will be kept secured until disseminated to test examiners on the day of the test.

Test examiners will distribute test tickets to students at the time of testing. At the conclusion of the testing session, the test examiners will collect

test tickets and scratch paper. Test tickets and scratch paper will be returned to the school test coordinator by the end of the day to be destroyed.

Cell phones are prohibited during testing and will be collected by the examiner as the student walks in the door.

Collection and Storage of Test Materials Following Testing: All test make-ups will be scheduled by the building test coordinators. Students in

each building will be grouped together for testing. Designated individuals trained in MAP administration will give make-up tests during the make-

up window according to specified administration procedures, taking all of the previously described precautions to ensure security. Test materials

will be counted. Test booklets will be collected from building test coordinators immediately following testing, organized according to instructions,

and stored in a secure area. Test booklets will be re-counted by the district test coordinator’s office and these counts will be documented and

checked against pre-administration counts. Test booklets will be sorted and packaged according to directions by the district test coordinator, or

person who has been designated as responsible, and sent for scoring as expediently as possible while allowing for make-ups.

Sanctions Against Unfair Practices:

Following is a list of unfair practices which this district considers inappropriate and serious violations of standardized testing procedures:

copying/photographing any part of a standardized test booklet/test screen for any reason;

removal of a test booklet from the secure storage area except during test administration;

failure to return all test booklets following test administration;

directly teaching any test item included on a standardized test;

altering a student’s responses to items on an answer sheet;

indications to students during testing that they have missed items or need to change their response;

giving students clues or answers to questions no matter how subtle;

allowing students to give each other answers to questions or to copy off each other’s work;

altering test administration procedures in any other way to give students an unfair advantage;

distributing copies of standardized test booklets;

leaving a room with student(s) testing in it unsupervised;

permitting a student to leave the testing area with testing materials in their possession;

letting instructional materials which could assist students in the testing process remain visible in the classroom;

distributing test tickets to students or teachers prior to the testing session;

accessing reading passages and/or classroom activities for use not consistent with test administration manual guidelines;

pressure or encouragement on the part of administrators for teachers to engage in any of the aforementioned practices.

(Modification of the standardized testing procedures is allowable only for students identified as eligible for specified modifications under federal

and/or state guidelines, such as those with specific disabling conditions or handicaps.)

If a district employee is suspected of engaging in any of the above mentioned unfair practices, an investigation to ascertain the facts of the matter

shall be initiated by the District Testing Coordinator. The results of the investigation will be forwarded to the Superintendent and will be shared

with the employee’s supervising administrator. Notice and results of the investigation will be provided to the Department of Elementary and

Secondary Education when appropriate. If allegations are proven to be true, appropriate disciplinary action will be taken against the educator for

the unethical conduct. Such violations are considered to be very serious—some errors in judgment can compromise the assessment processes

statewide, the image of the district, and educators’ futures.

Policy: IL

ASSESSMENT PROGRAM

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 regularly

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 following:

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 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 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 given training and responsibilities in coordinating the program. 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.

Reading Assessment 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.

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 standards

adopted 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/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.

Alton R-IV Adopted 2014