Students in grades K - 8 Teachers use the information to plan instruction for individuals and groups of students and to make instructional decisions. 60 minutes K - 5 - Fall, Spring 6 - 8 – Winter PSAT 8/9 PSAT 8/9 includes a Reading Test, a Writing and Language Test and a Math Test. Students in grade 9 Teachers use the information to plan instruction for individuals and groups of students and to make instructional decisions (including placement). 2.5 hours Spring 9 ASSESSMENT NAME OVERVIEW/PURPOSE POPULATION HOW DATA ARE USED AND SHARED ESTIMATED STUDENT TIME REQUIRED TESTING WINDOW PSAT 10 The PSAT 10 includes a Reading Test, a Writing and Language Test and a Math Test. Students in grade 10 Teachers use the information to plan instruction for individuals and groups of students and to make instructional decisions (including placement). 2.5 hours Spring PSAT/NMSQT The PSAT National Merit Scholarship Qualifying Test includes a Writing and Language Test and a Math Test Students in grades 11 Teachers use the information to plan instruction for individuals and groups of students and to make instructional decisions (including placement). Students who score high enough could qualify for the National Merit Scholarship Competition. 2.5 hours Fall SAT The SAT includes a Reading Test, a Writing and Language Test, Math Test and essay. Students in grade 11 Student level reports are shared with parents. Students can use results as a part of the college entrance process. Data are used at the State level for accountability (MSIP5). At the district level, data are used to monitor student progress and make instructional decisions. 3.5 hours Spring 10

Data are used at the State level for accountability (MSIP5). At the district level, data are used to monitor student progress and make instructional decisions. 3.5 hours Spring 10 ASSESSMENT NAME OVERVIEW/PURPOSE POPULATION HOW DATA ARE USED AND SHARED ESTIMATED STUDENT TIME REQUIRED TESTING WINDOW Naglieri Nonverbal Ability Test - Version 3 (NNAT-3) The NNAT test is a nonverbal measure of general ability that yields a norm-based score, helpful in identifying students with the potential for advanced scholastic achievement. NNAT provides a nonverbal, culturally neutral assessment of general ability that is ideal for use with a diverse student population. Students in grades 1, 3 & 5 (or new to District and previously in a gifted program) Teachers use the information to plan instruction for individuals and groups of students. Additionally, this assessment is used as a universal screener to determine students needing additional testing to determine placement in the gifted program. 30 minutes Winter The Cognitive Abilities Test (CogAT) An assessment that measures reasoning skills with different types of verbal, quantitative and nonverbal questions. Students identified through universal screener as needing follow up assessment for consideration for entry into the gifted program. Teachers use the data (in conjunction with other data points) to determine placement in the gifted program. 2 hours Fall, Spring HOPE Teacher Rating Scale The HOPE is designed to help guide teachers in identifying gifted students for programming. It measures academic and social/affective components of giftedness. Students identified through universal screener as needing follow up assessment for consideration for entry into the gifted program. Teachers use the data (in conjunction with other data points) to determine placement in the gifted program. N/A Fall, Spring 11

Teachers use the data (in conjunction with other data points) to determine placement in the gifted program. N/A Fall, Spring 11 ASSESSMENT NAME OVERVIEW/PURPOSE POPULATION HOW DATA ARE USED AND SHARED ESTIMATED STUDENT TIME REQUIRED TESTING WINDOW Torrance Tests of Creative Thinking A test of creativity involving simple tests of divergent thinking and other problem-solving skills. Students identified through universal screener as needing follow up assessment for consideration for entry into the gifted program. Teachers use the data (in conjunction with other data points) to determine placement in the gifted program. 40 minutes Spring NWEA-MAP- Math A computer adaptive growth assessment in mathematics. Students in grades K-8; 9-12 based on enrollment Teachers use data to plan instruction for groups of students and individual students. 35-90 minutes Fall, Winter, Spring ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) / ALIRA (Latin) The AAPPL is an assessment of standards-based world language learning across the three modes of communication (Interpersonal, Presentational, and Interpretive). Students in grades 5 and 8; 9-12 based on enrollment Teachers use data to plan instruction for groups of students and individual students. Data can be used for qualification for the Seal of Biliteracy. 120 minutes 5 and 8 - Winter 9-12 - Spring Panorama Feedback survey focused on social emotional learning. All students grades 3-12 Schools use data to determine perceptions and to plan instruction and improve school culture for groups of students and individual students. 15 minutes Fall, Spring 12

Data can be used for qualification for the Seal of Biliteracy. 120 minutes 5 and 8 - Winter 9-12 - Spring Panorama Feedback survey focused on social emotional learning. All students grades 3-12 Schools use data to determine perceptions and to plan instruction and improve school culture for groups of students and individual students. 15 minutes Fall, Spring 12 ASSESSMENT NAME OVERVIEW/PURPOSE POPULATION HOW DATA ARE USED AND SHARED ESTIMATED STUDENT TIME REQUIRED TESTING WINDOW Kindergarten Observation Form (KOF) A part of the State Assessment Plan. The KOF is designed as an assessment that describes the range of child, family and community experiences that shape children’s preparedness to transition to kindergarten; the items are leveled at desired proficiencies for children as they enter kindergarten. Kindergarten Teachers use data to plan instruction for groups of students and individual students. The District reports these data to the state in meeting the requirement for a kindergarten readiness assessment. 30 minutes Fall WIDA MODEL (Measure of Developing English Language This flexible, on-demand language proficiency assessment is a suite of English language proficiency assessments for Grades K-12 to be used with EL students. K-12 Teachers use data to plan instruction for groups of students and individual students. 140-160 minutes Fall, Spring 13

The District reports these data to the state in meeting the requirement for a kindergarten readiness assessment. 30 minutes Fall WIDA MODEL (Measure of Developing English Language This flexible, on-demand language proficiency assessment is a suite of English language proficiency assessments for Grades K-12 to be used with EL students. K-12 Teachers use data to plan instruction for groups of students and individual students. 140-160 minutes Fall, Spring 13 PART III: CHANGES FROM 2021-2022 SCHOOL YEAR TO 2022-2023 SCHOOL YEAR State Required Assessments: Kindergarten Observation Form (KOF) - The state is requiring a new assessment for incoming kindergarten students. This assessment must be administered after school has started but close to the beginning of the year. The state recommended assessment for kindergarten readiness is the KOF. The District will train all kindergarten teachers in the administration of this assessment. The KOF parallels practices already in place within the District to gather baseline data on incoming students. The timing requirements are different from previous District practices. End of Course (EOC) Exams- The state has changed requirements for the administration of EOCs. While previously districts had freedom to determine the best time to administer the assessments (generally after all standards for the course were covered), now, districts must administer the assessment during the school year that the credit was awarded. This change would only affect the School District of Clayton in the area of mathematics. Prior to the 2022-2023 school year, District administrators had viewed EOCs as high school assessments and as such, even though most students take a course called algebra in eighth grade, administered the Algebra I EOC after the first semester of Algebra 2. Beginning in the 2022-2023 school year, the District will be required to administer the Algebra I EOC to all students in eighth grade registered in Algebra 8 and Challenge Algebra. As referenced in the mathematics review, this will, most likely, affect student scores as not all Algebra I standards are taught within the Algebra 8 course. Additionally, all students taking an EOC in eighth grade will be required to take a second math EOC in high school (Algebra 2). District Assessments: NWEA-MAP- Science- After the administration of the NWEA science assessment during the 2021-2022 school year, the elementary science specialists met with a consultant from NWEA to better understand the data and its potential uses moving forward. While the specialists noted that this type of assessment is beneficial for gaining an understanding of students’ content knowledge, they feel an assessment like NWEA is better fit for curriculum areas where content repeats and builds upon previous skills at a quicker pace than science curriculum. The science curriculum progression happens at a slower pace than math for example. In science, students in fifth grade focus on astronomy. They won’t study astronomy topics again until middle school. This pace does not warrant the same type of instructional intervention that other content areas may benefit from NWEA data. The science committee is recommending not moving forward with a full adoption of the NWEA assessment in science and instead to focus energy on the development and use of formative assessments that can more directly impact students' day-to-day learning in a timely manner. 14