Effective evaluation of student achievement is essential to the instructional process, the measuring of student progress towards meeting the content standards of the System of Learning Results, the tracking of progress toward individual and district learning goals, and communication between schools and parents. The evaluation of student learning and achievement is based on the recognition that students have different abilities, learning styles, cultural backgrounds, and developmental rates and levels. Evaluation of student achievement provides staff with information important to assessing students’ individual educational needs, providing appropriate instruction, and identifying learning problems and areas in which remediation is required. Sharing of information among parents, staff and students is an integral part of the evaluation process.

SAD #4 will use multiple assessments, including both informal and formal measures, at the classroom, school, and district levels to evaluate each student’s performance and to monitor his/her progress toward meeting the content standards of the Learning Results. Assessments over the course of each school year shall include formats that allow students to demonstrate in different ways what they know and are able to do. Students should have multiple opportunities to practice, apply, and demonstrate their knowledge and skills.

Individual classroom assessments may include but are not limited to student tests, quizzes, reports, presentations, laboratory work, writing samples, teacher observations, portfolio constructions, and student self-assessments.

The Board encourages the development of assessment approaches that provide consistent evaluation and reporting of student knowledge and skills in the same content areas across same-grade classrooms within the school and same-grade classrooms and grade spans within the district.

Large-scale assessments will include such tests as may be mandated by the State or required for the purpose of determining Adequate Yearly Progress (AYP) under the No Child Left Behind Act. The schools may also administer other nationally normed standardized achievement tests.

Although all assessments of student achievement will be used for determining student progress toward achievement of the content standards of the Learning Results and for making decisions concerning assignment to grade levels, no single test may be used as the only measure of student achievement.

Communicating Information Concerning Student Achievement

Teachers should provide students and parents with timely information concerning student performance and, if applicable, the need for the student to participate in remediation and/or additional instruction and replacement assessments.

Parents are encouraged to confer with their child’s teacher when performance as measured by classroom assessments, standardized tests or other measures indicates a need for remediation or additional instruction.

Parents shall be informed at regular intervals of their child’s academic progress through report cards or other written means.

The principal will provide written notification to students and parents by March 15th if the student is in jeopardy of not advancing to the next grade or if the student is in jeopardy of not qualifying for a high school diploma because he/she has not met the required standards.

Assessment Accommodations and Alternate Assessments

Assessment accommodations and alternate assessments will be provided for identified students in accordance with their Individual Education Plan (IEP) or Limited English Proficiency Plan (“Lau Plan”). Assessments completed with accommodations and alternate assessments completed will be maintained until such time as the student reaches the age of 21 or graduates from a postsecondary institution.

Legal Reference:
         20-A M.R.S.A. § 6209
Ch. 127 (Me. Dept. of Ed. Rule) 

Cross Reference:        ADF – School System Commitment to Learning Results  
IKAB – Report Cards/Progress Reports 
IKE – Promotion and Retention of Students 
IKF – Graduation Requirements 

Adopted:     April 10, 1990
Revised:     February 10, 2004, December 14, 2010

M.S.A.D. #4