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

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 PART V: ACCOMMODATIONS FOR SPECIAL POPULATIONS STUDENTS The School District of Clayton is committed to ensuring that all students have the opportunity to learn at the highest levels. As part of this learning process, it is important that all students are assessed in a fair and thorough manner to ensure that all assessment tools that are utilized accurately measure the learning and progress of all students. The District is accountable for the growth of all students and it is incumbent upon the District to accurately and comprehensively assess all students regardless of any type or level of disability. In order to assess all students in a fair and accurate way, it may be necessary to afford some students with assessment accommodations that ensure that these students are able to access methods of assessment on a level playing field with non-disabled students. Such accommodations must be included in an IEP or 504 Plan of a student and all accommodations must be carried out by the District in compliance with these support plans. All students will be expected to participate in either the MAP assessments in the various content areas or be assessed with the MAP Alternate Assessment (MAP-A). These accommodations will also be afforded to students on all forms of standardized testing administered by the District. Classroom assessments will be modified as needed as outlined in an IEP or 504 Plan. All DESE guidelines will be followed when providing accommodations on standardized assessments required by the state. These guidelines are shared as part of the annual training for all Building Test Coordinators and all Building Test Proctors working with special populations groups. The assessment program for the School District of Clayton complies with the guidelines of the following state and federal laws: ● Individuals with Disabilities in Education Act (IDEA: Public Law 105-17) ● Section 504 of the Rehabilitation Act of 1973 ● Goals 2000: Educate America Act (Public Law 103-227) ● Improving America’s Schools Act (IASA: Public Law 103-382) In order to comply with federal and state laws, the School District of Clayton has developed the following guidelines for including students with special needs in the state and district-wide assessment programs:

take into account the current level of functioning, skill level and learning characteristics of the student. The instructional and curricular goals will also be taken into account when determining the need for testing accommodations. It may be determined that students with disabilities may: a. if appropriate, engage in the assessments without accommodations and under the same conditions of other students. b. if appropriate, be provided accommodations and/or modifications to ensure that a disability does not limit the student’s access to the assessment and to ensure the District is assessing the student fairly in light of a diagnosed disability. For a small percentage of students, the severity of a disability may require that the student be assessed utilizing the MAP Alternate Assessment (MAP-A), a portfolio assessment of student work samples. MAP-A eligibility is determined annually by the student’s IEP team, using 15 DESE guidelines to determine eligibility. In order to meet MAP-A criteria, a student must be significantly delayed in cognitive ability and possess limited adaptive skills that may also be impacted by other physical and behavioral limitations. The student must also have been evaluated and found to be eligible for services through IDEA. c. be exempt from testing due to significant disabilities. This exemption must be determined by an IEP team and documented in the student’s IEP.