ORRICK R-XI School District
District Assessment Plan
Updated September 2020
2020-2021
It is the Orrick R-XI School District's objective to comply with the Statewide Assessment Program Standards for the Public School Districts in Missouri. The testing involves sampling student performance so judgments and decisions can be made concerning individual students, groups of students, and educational programs. The primary justification for testing is found in the use of test information in making better and more informed educational decisions or judgments. Test results are used in this school district for instructional, guidance and counseling, and administration planning.
Parents as Teachers
Assessment: ASQ (Ages and Stages Questionnaire)
Purpose: To gauge and monitor development of children
Assessment: Functional Vision Assessment
Purpose: To gauge and monitor the development of hearing and language development.
Pre-School
Assessment: ASQ (Ages and Stages Questionnaire)
Purpose: To gauge and monitor development of children
Assessment: School Entry Profile
Purpose: To gauge readiness for kindergarten.
Pre-Kindergarten
Assessment: ASQ (Ages and Stages Questionnaire)
Purpose: To gauge and monitor development of children
Assessment: Joliet 3 minute Speech and Language Screen
Purpose: To identify children with possible speech and/or language difficulties.
Kindergarten
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics and reading.
Assessment: Fountas and Pinnell Benchmark Assessment System
Purpose: Benchmark Reading Test
1st Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics and reading.
Assessment: Fountas and Pinnell Benchmark Assessment System
Purpose: Benchmark Reading Test
2nd Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics and reading.
Assessment: Fountas and Pinnell Benchmark Assessment System
Purpose: Benchmark Reading Test
3rd Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading language, and science.
Assessment: Fountas and Pinnell Benchmark Assessment System
Purpose: Benchmark Reading Test
Assessment: Missouri Assessment Program (MAP)--COMMUNICATION ARTS, MATH
Purpose: It is designed to measure students’ progress in meeting the Show-Me Standards for third grade Communications Arts and Math. Administration of the Communication and Math assessments are mandatory.
4th Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading, language, and science.
Assessment: Fountas and Pinnell Benchmark Assessment System
Purpose: Benchmark Reading Test
Assessment: Missouri Assessment Program (MAP)—MATH & COMMUNICATION ARTS
Purpose: It is designed to measure students’ progress in meeting the Show-Me Standards for fourth grade Math and Communication Arts. Administration of the Math and Communication Arts assessments are mandatory.
5th Grade
Assessment: Measures in Academic Progress (MAP), Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading, language and science.
Assessment: Fountas and Pinnell Benchmark Assessment System
Purpose: Benchmark Reading Test
Assessment: Missouri Assessment Program (MAP) – MATH, COMMUNICATION ARTS, & SCIENCE
Purpose: Mandatory assessments designed to measure students; progress in meeting the Show-Me Standards for fifth grade Math, Communication Arts, Science.
6th Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading, language, and science.
Assessment: Fountas and Pinnell Benchmark Assessment System
Purpose: Benchmark Reading Test
Assessment: Missouri Assessment Program (MAP) – MATH AND COMMUNICATION ARTS
Purpose: Mandatory assessments designed to measure students; progress in meeting the Show-Me Standards for sixth grade Math and Communication Arts.
7th Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading, language, and science.
Assessment: Missouri Assessment Program (MAP)--COMMUNICATION ARTS & MATH,
Purpose: It is designed to measure students’ progress in meeting the Show-Me Standards for seventh grade Communication Arts & Math. The administration of these tests are mandatory.
8th Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading, language, and science.
Assessment: Missouri Assessment Program (MAP)—MATH, COMMUNICATION ARTS, & SCIENCE
Purpose: It is designed to measure students’ progress in meeting the Show-Me Standards/GLE’s for eighth grade Math, Communication Arts, and Science Administration of the tests are mandatory.
9th Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading, and language
10th Grade
Assessment: Measures in Academic Progress (MAP) Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading, and language.
Assessment: Armed Services Vocational Aptitude Battery (ASVAB)
The ASVAB consists of the following academic composites: academic, verbal, and math ability. It includes the following occupational composites: mechanical and crafts, business and clerical, electronics and electrical, social and technological, and health.
Purpose: To identify general levels of aptitude to be used for educational and guidance and counseling. This test is optional for grades 10-12.
Assessment: American College Test (ACT) or ACT Plus Writing
It is an optional test and is taken at another location. It measures achievement in English, Mathematics, Reading, Science reasoning and Writing if the student opts to take the additional writing exam.
Purpose: The ACT Assessment assists 10th graders in the transition from high school to post- secondary education by providing information that can be used for admission, course placement, advising and planning
Assessment: Preliminary Scholastic Aptitude Test (PSAT)
This is an optional test, but all students will be encouraged to take the PSAT.
Purpose: The scores are used for vocational and educational plans. It provides both verbal and mathematical scores.
11th Grade
Assessment: Preliminary Scholastic Aptitude Test (PSAT)
This is an optional test, but all students will be encouraged to take the PSAT.
Purpose: The scores are used for vocational and educational plans. It provides both verbal and mathematical scores.
Assessment: Armed Services Vocational Aptitude Battery (ASVAB)
The ASVAB consists of the following academic composites: academic, verbal, and math ability. It includes the following occupational composites: mechanical and crafts, business and clerical, electronics and electrical, social and technological, and health.
Purpose: To identify general levels of aptitude to be used for educational guidance and counseling.
Assessment: American College Test (ACT) or ACT Plus Writing
It is an optional test and is taken at another location. It measures achievement in English, Mathematics, Reading, Science reasoning and Writing if the student opts to take the additional writing exam.
Purpose: The ACT Assessment assists 11th graders in the transition from high school to post- secondary education by providing information that can be used for admission, course placement, advising and planning
Assessment: Technical Skills Assessment (TSA)
Purpose: A performance and/or written test designed to assess the attainment of a specific skill.
12th Grade
Assessment: American College Test (ACT) or ACT Plus Writing
It is an optional test and is taken at another location. It measures achievement in English, Mathematics, Reading, Science reasoning and Writing if the student opt to take the additional writing exam.
Purpose: The ACT Assessment assists 12th graders in the transition from high school to post- secondary education by providing information that can be used for admission, course placement, advising and planning
Assessment: Scholastic Aptitude Test (SAT)
The counselor provides information about this test. It is an optional test and is taken at another location.
It tests student’s abilities in Verbal and Math areas.
Purpose: These results are used in educational and vocational planning.
Assessment: Armed Services Vocational Aptitude Battery (ASVAB)
The ASVAB consists of the following academic composites: academic, verbal, and math ability. It includes the following occupational composites: mechanical and crafts, business and clerical, electronics and electrical, social and technological, and health.
Purpose: To identify general levels of aptitude to be used for educational and vocational guidance and counseling.
Assessment: Technical Skills Assessment (TSA)
Purpose: A performance and/or written test designed to assess the attainment of a specific skill
End-of Course Exams (EOC)
Assessment: Biology
Purpose: It is designed to measure 10th-12th grade students’ progress in meeting the Show-Me Standards/CLE’s for Biology. Administration of this assessment is mandatory.
Assessment: English II
Purpose: It is designed to measure 10th-12th grade students’ progress in meeting the Show-Me Standards/CLE’s for English. Administration of this assessment is mandatory.
Assessment: Algebra I
Purpose: It is designed to measure 9th-12th grade students’ progress in meeting the Show-Me Standards/CLE’s for Algebra. Administration of this assessment is mandatory.
Assessment: Government
Purpose: It is designed to measure 9th-12th grade students’ progress in meeting the Show-Me Standards/CLE’s for Government. Administration of this assessment is mandatory.
Assessment: English I
Purpose: It is designed to measure 9th grade students’ progress in meeting the Show-Me Standards/CLE’s for Government. Administration of this assessment is optional.
Assessment: Algebra II
Purpose: It is designed to measure 10th-12th grade students’ progress in meeting the Show-Me Standards/CLE’s for Algebra II. Administration of this assessment is optional. Note: Must take if used for High School Accountability (took Algebra I as an 8th grade student).
Assessment: American History
Purpose: It is designed to measure 10th-12th grade students’ progress in meeting the Show-Me Standards/CLE’s for American History. Administration of this assessment is optional.
Special Education
Although these tests are available to give to any student of the appropriate age, they are not given routinely to every student. Therefore, written permission to test is received from the students' parent or guardian prior to the tests being given. All the tests in this group can be given for initial testing or to update testing.
Cognitive:: Wechsler Preschool and Primary Scale
Intelligence (WPPSI)
Wechsler Intelligence Scale for Children- WISC-IV
Wechsler Adult Intelligence Scale (WAIS-R)
Purpose: These are tests of general intelligence. It is used as an appraisal of learning and other disabilities.
Assessment: Key Math Revised
Purpose: Key Math is an individually administered test designed to provide a diagnostic assessment of skill in essential mathematics.
Assessment: Woodcock Reading Mastery Tests - Revised
Purpose: A comprehensive set of individually administered tests of reading.
Assessment: The Behavior Evaluation Scale – 2
Burk’s Behavior Rating Scale
Purpose: Identification of ED/BD as federally defined in PL 94-142/IDEA. Ages 4.5-21
Assessment: Adaptive Behavior Evaluation Scale (ABES)
Purpose: To measure classroom adaptability such as distractibility.
Assessment: Vineland-3
Purpose: Designed to assess persons in their personal and social functioning for ages birth to 18 years and low functioning adults.
Assessment: Test of Written Language – 3
Assesses all aspects of writing: spelling, grammar, punctuation, and the Writing process Assessment: Test of Written Language -4(TOWL)-4: Age 9-17
Purpose: Identify students who write poorly and need special help. Determine strengths and weaknesses in various writing abilities.
Assessment: Wechsler Individual Achievement Test (WIAT-III): K-12
Purpose: To identify the academic strengths and weaknesses of a student. Informed decisions regarding eligibility for educational services, educational placement, or diagnosis of a specific learning disability.
Assessment: Battelle Developmental Inventory – 2 (BDI-2): Birth to 7 years.
Purpose: Identify children with disabilities in speech/language impairment or delays, social/emotional developmental delays, cognitive delays and intellectual disability, motor impairment and delays, learning disabilities, hearing impairment and deafness, and other health impairments.
Assessment: Gilliam Autism Rating Scale-2 (GARS-2)
Purpose: Norm-referenced instrument that assists in identifying autism in individuals aged 3-22 and estimating the severity of the disorder.
Assessment: Gilliam Asperger’s Disorder Scale (GADS)
Purpose: Tool for assisting with the diagnosis of Asperger Syndrome. It is a rating scale for behaviors typical to Asperger Syndrome.
Assessment: Asperger Syndrome Diagnostic Scale (ASDS)
Purpose: This scale is used to determine if a child is likely to have Asperger Disorder.
Assessment: Behavior Assessment System for Children (BASC-2)
Purpose: A comprehensive set of rating scales to help understand the behaviors and emotions of children and adolescents.
Assessment: Emotional Disturbance Decision Tree (EDDT)
Purpose: Assists in the identification of children who qualify for the special education category of emotional disturbance based on federal criteria.
Assessment: Developmental Assessment of Young Children, Second Edition (DAYC-2)
Purpose: Provides a baseline assessment of developmental delays and deficits.
Assessment: Developmental Indicators For The Assessment of Learning (DIAL-3)
Purpose: Screens all five early childhood areas: motor, language, concepts, self-help, and social development.
Assessment: Differential Test of Conduct and Emotional Problems
Purpose: Effective and comprehensive screening tool to identify conduct disorders or emotionally disturbed.
Assessment: Beery VMI (K-12 OT)
Purpose: To identify strengths and weaknesses in visual perception and motor coordination.
Assessment: Bruininks-Oseretsky Test of Developmental Motor Skills
Purpose: Provides a comprehensive overview of fine and gross motor skills in children and young adults within
school age range.
Assessment: Peabody Developmental Motor Scales
Purpose: Combines in-depth assessment with training or remediation of gross and fine motor skills of
children from Birth to 5 years of age.
Assessment: Receptive One-Word Picture Vocabulary Test
Purpose: Test of a child's (ages 12 through 15 years 11 months old) ability to identify a picture, from among a
group of pictures, that depicts the stimulus word presented orally by an examiner.
Assessment: Expressive One-Word Picture Vocabulary Test
Purpose: Provides a measure that reflects the extent of an individual's vocabulary that can be accessed and
retrieved from memory and used to produce meaningful speech.
Assessment: Test of Word Finding-2
Purpose: The TWF-2 helps you evaluate word-finding ability based on accuracy and speed. This tool provides the
information you need to formulate an intervention plan using the child's test results.
Assessment: Test of Early Language Development-3
Purpose: Yields Receptive Language and Expressive Language subtest index scores, as well as a
spoken language index score.
Assessment: Test of Language Development-4-Intermediate
Purpose: Identifies children who are significantly below their peers in oral language proficiency,
determines their specific strengths and weaknesses in oral language skills, documents their
progress in remedial programs, and measures oral language in research studies.
Assessment: Test of Language Development-4-Primary
Purpose: Identifies children who are significantly below their peers in oral language proficiency,determines
specific strengths and weaknesses in oral language skills, documents progress in remedial
programs, and measures oral language in research studies.
Assessment: Test of Auditory Processing Skills-3
Purpose: Provides a reliable measure of how children and teens process what they hear
Assessment: Peabody Picture Vocabulary Test-Revised
Purpose: Measures an individual's receptive (hearing) vocabulary for Standard American English and provides, at
the same time, a quick estimate of verbal ability or scholastic aptitude
Assessment: Preschool Language Scale-4
Purpose: Offers a comprehensive developmental language assessment with items that range from pre-verbal,
interaction-based skills to emerging language to early literacy.
Assessment: Clinical Evaluation of Language Fundamentals-4
Purpose: The Clinical Evaluation of Language Fundamentals (CELF-4) was designed to assess a. student's
language and communication skills in a variety of contexts, determine the presence. of a language
disorder, describe the nature of the language disorder and plan for intervention. or treatment.
Assessment: Wiig Assessment of Basic Concepts
Purpose: The Wiig Assessment of Basic Concepts (WABC) is a unique, norm-referenced
assessment that evaluates a child's understanding and use of basic concepts.
Title I
Assessment: Measures in Academic Progress (MAP), Northwest Evaluation Association
Purpose: To measure specific standards/skills in mathematics, reading, and language.
Assessment: Fountas and Pinnell Benchmark Assessment System
Purpose: Benchmark Reading Test
Assessment: Basic Reading Inventory (BRI)
Purpose: An informal reading assessment used to assess, interpret, and develop
responsive reading instruction for students.
State Mandated Dyslexia Screenings
Kindergarten
Assessment: DIBELS Next First Sound Fluency DIBELS Phoneme Segmentation Fluency
Purpose: To test Phonological/Phonemic Awareness
Assessment: DIBELS Next Letter Naming Fluency
Purpose: To test Letter Naming Fluency
Assessment: Arkansas Rapid Naming
Purpose: To test Rapid Automatic Naming
Assessment: DIBELS Nonsense Word Fluency
Purpose: To test Sound Symbol
First Grade:
Assessment: DIBELS Phoneme Segmentation Fluency
Purpose: To test Phonological/Phonemic Awareness
Assessment: DIBELS Next Letter Naming Fluency
Purpose: To test Letter Naming Fluency
Assessment: Arkansas Rapid Naming
Purpose: To test Rapid Automatic Naming
Assessment: DIBELS Nonsense Word Fluency
Purpose: To test Sound Symbol
Second Grade:
Assessment: PAST
Purpose: To test Phonological/Phonemic Awareness
Assessment: DIBELS Nonsense Word Fluency
Purpose: To test Phonics/Word Recognition
Assessment: MONSTER
Purpose: To test Orthography (spelling)
Assessment: DIBELS Oral Reading Fluency
Purpose: To test Oral Reading Fluency
Assessment: CORE Reading Assessment
Purpose: To test Reading Comprehension
Third Grade:
Assessment: DIBELS Nonsense Word Fluency (2nd)
Purpose: To test Phonics/Word Recognition
Assessment: MONSTER
Purpose: To test Orthography (spelling)
Assessment: DIBELS Oral Reading Fluency
Purpose: To test Oral Reading Fluency
Assessment: DIBELS DAZE
Purpose: To test Reading Comprehension
Assessment: PAST
Purpose: To test Phonological/Phonemic Awareness
Fourth, Fifth, Sixth Grade:
Assessment: PAST
Purpose: To test Phonological/Phonemic Awareness
Assessment: DIBELS Nonsense Word Fluency (2nd)
Purpose: To test Phonics/Word Recognition
Assessment: DIBELS Oral Reading Fluency
Purpose: To test Oral Reading Fluency
Assessment: MONSTER
Purpose: To test Orthography (spelling)
Assessment: DIBELS DAZE
Purpose: To test Reading Comprehension
Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth:
Assessment: PAST
Purpose: To test Phonological/Phonemic Awareness
Assessment: DIBELS Nonsense Word Fluency (2nd)
Purpose: To test Phonics/Word Recognition
Assessment: DIBELS Oral Reading Fluency
Purpose: To test Oral Reading Fluency
Assessment: MONSTER
Purpose: To test Orthography (spelling)
Assessment: DIBELS DAZE
Purpose: To test Reading Comprehension
Speech and Language
These tests are used for initial testing with written parental/guardian consent, following a referral for testing with the exception of audiometric screening.
Age Group PK-2nd Grades
Assessment: Test of Early Language Development, 3nd Edition (TELD-2)
Purpose: Comprehensive assessment of early language skills; criterion-referenced; ages
2 to 8
Age Group: 4:0-8:11
Assessment: Test of Language Development: Primary -4 (TOLD-P:4)
Purpose: To assess spoken language in young children
Age Group: 8:0 – 17:11
Assessment: Test of Language Development: Intermediate-4 (TOLD-I:4)
Purpose: To assess oral or spoken language
Age Group K, 3, 5
Assessment: Joliet 3-Minute Speech and Language Screening
Purpose: Screening to identify children at-risk for speech or language disorders.
Age Group K-7
Assessment: Test of Pragmatic Skills (TOPL)
Purpose: Assessment of pragmatic language skills; ages 5-13
Age Group PK-12th Grades
Assessment: Assessment of Phonological Processes-Revised (APP-R)
Purpose: Assessment of speech error patterns
Age Group PK-12th Grades
Assessment: Audiometric Screening
Purpose: Identify possible hearing problems through a screening using an audiometer.
Age Group: Ages 3:0-8:11
Assessment: Photo Articulation Test-3 (PAT-3)
Purpose: Assessment of articulation and skills/errors
Age Group: Ages 4:0 – 18:11
Assessment: Test of Auditory Processing Skills (TAPS-3)
Purpose: Assessment of auditory skills, specifically auditory attention, basic phonological skills, auditory skills
Age Group: Ages 2:0-18:11
Assessment: Receptive One-Word Picture Vocabulary Test – (ROWPVT, 4th Ed.)
Purpose: Assessment of an individual’s hearing vocabulary (receptive)
Age Group: Ages 2:0-18:11
Assessment: Expressive One-Word Vocabulary Test – (EOWPVT, 3rd Ed.)
Purpose: Assessment of an individual’s English speaking vocabulary.
Age Group: Ages 2:0-18:11
Assessment: Goldman Fristoe Test of Articulation
Purpose: Assessment of articulation of skills/errors
Age Group: Ages 5:0-11:11
Assessment: Language Processing Test (LPT: 3) (Elementary)
Purpose: Assessment of Language Processing Abilities
Age Group: Ages 3:0 – 7.11
Assessment: Test of Early Language Development: 3 (TELD – 3)
Purpose: Assesses the development of early language skills including receptive, expressive, and overall spoken language.
Age Group: Ages 2:6-4.0
Assessment: Peabody Picture Vocabulary Test – Revised (PPVT-R)
Purpose: Assessment of receptive (hearing)vocabulary for standard American English
Age Group: Ages Birth – 6:11
Assessment: Preschool Language Scales: 4 (PLS:4)
Purpose: Complete Assessment of auditory comprehension and expressive communication
Age Group: Ages 2:6-7:11
Assessment: Wiig Assessment of Basic Concepts (WABC)
Purpose: Evaluates a child’s understanding and use of basic word opposites and related concepts.
Age Group: Ages 4.0- 12:11
Assessment: Test of Word Finding-2 (TWF-2)
Purpose: Assesses word finding skills and abilities
Age Group: Ages 5:0-12:00
Assessment: Clinical Evaluation of Language Fundamental – 4 (CELF-4)
Purpose: Comprehensive evaluation of an individual’s language abilities
Health-Related
Assessment: Snellen E Vision Test (PK, K, 1, 3; new students & referrals)
Purpose: This is used for vision defect screening.
Assessment: Audiometer (PK, K, 1, 3; new students & referrals)
Purpose: To identify possible hearing problems through a screening using an audiometer.
Assessment: Depression Screening as needed
Purpose: To identify possible depression
Assessment: Adverse Childhood Experiences (ACE) Questionnaire
Purpose: To help identify at-risk children
Assessment: Amblyopia Screening (PK, K, 1; yearly test by Lion’s Club)
Purpose: This test is to detect lazy eye
Assessment: Dental Screenings/Fluoride (optional)
Purpose: Promote dental care
Test Taking Skills
Grades K-12 will be given a pre-test or practice materials for the MAP/EOC to practice their skills at test taking and following instruction. The high school guidance counselor will provide study guides and practice materials for grades 8-12 for the EXPLORE, PLAN, PSAT, ACT, SAT, and the ASVAB. The major portion of these test taking skills will be taught throughout the year in the regular classroom setting.
WeMET ACT Prep Workshops could be offered during the school year. High School students have the option to register and pay for these workshops. Workshops are usually offered on Saturday morning, one week prior to a national testing date, and cover all subject tests and various test taking strategies to improve student ACT scores. Workshop is delivered through iTV for grades 9-12.
Beginning in January, 11th grade students will use several seminar periods to do test preparation for the upcoming Spring ACT Test. Students may also participate in the spring ACT Prep Workshop through WeMET.
Additional Testing
Other testing is available through contractual services as needed. Examples include occupational therapy, physical therapy, etc.
Testing Procedure In-Service
For grades K-12 the counselors will conduct an informational meeting with the teachers and aides that are administering the standardized tests. The following topics will be covered: pre-test procedures, testing guidelines, test instructions and safeguard materials collection and any questions from teachers.
Policy for Test Security
For grades K-12, all testing materials are kept in a locked closet or vault when not being used for test administration purposes. Tests are not distributed to teachers until the first day of testing. During test administration, the testing coordinators collect tests at the end of each testing period (daily) and keep them locked in a closet or in a vault until the next scheduled testing period. When test administration is complete, the tests are mailed promptly for scoring.
Staff Development Activities
The Professional Development Committee (PDC) consults with the superintendent and other building administrators to plan and deliver staff development activities related to the district’s assessment program through yearly in-service presentations.
Guidelines for Students with Disabilities in
District Testing Program
For grades K-12, a student’s Individual Educational Plan (IEP) or 504 will be followed to provide any necessary testing accommodations during test administration.
Assessment Result Disseminating
A. Teachers
The elementary teachers will meet individually with the principal at which time the principal will give the individual and class test results to the appropriate teachers. They may review the results at that time, or review them at a later date.
The high school teachers are informed of the test results by reports from the building principal. The principal meets with individual teachers to discuss student test results as needed.
In relationship to the tests that are individually administered, the appropriate people are informed of the results. (Counselor, Principal, Special Education teacher, Remedial teacher, Speech & Hearing teacher and appropriate classroom teachers).
B. Public
The general public will be informed of the test results through the school newspaper and the county newspaper. The principals will provide this information to the paper. The counselor may also provide information upon request. The principals will verbally inform the Board of Education of test result information.
C. Parents
At the elementary level the results will be sent home with the students, if the results are available while school is in session. Test results will be mailed home if the results come in after the close of the school year.
At the high school level test results, in the form of a home report or student report, will be given out with first quarter grade cards during Parent/Teacher conferences in October. Test interpretation can be done on an individual basis during the conferences.
Special education students' parents receive their child's test results at a meeting with parents and special education teacher. Principal, counselor and appropriate teachers may also be present.
D. Students
At the elementary level, the classroom teachers provide test results and interpretation.
In grades 7-12, classroom teachers provide test results and interpretation.