District Testing

White Hall School District


EVERY STUDENT SUCCEEDS ACT (ESSA): Arkansas Plan: www.ArkansasESSA.org

Every student attending an Arkansas public school shall participate in the statewide program of educational assessments required in Ark. Code Ann. §§ 6-15-419, 6-15-433, 6-15-2009 and established by the State Board. The assessments administered to Arkansas students are detailed below. Federal and state law, as well as State Board of Education regulations, mandate testing for public school students in Arkansas. All students are expected to participate in state assessments. The laws and regulations require the administration of criterion-referenced tests (CRTs) and norm-referenced test (NRT). The Arkansas Department of Education has established a program of testing that focuses on measuring application of basic skills and problem-solving skills essential to the success of students in school.

The ACT-Aspire tests have been developed to measure achievement and will identify students who may need additional instruction in language arts, mathematics and science. Students, grades three (3) through ten (10), will be tested in the spring with the ACT-Aspire exams for Achievement and Growth in English Language Arts (English, reading, writing); Mathematics; and Science (SQSS indicators).

If a student does not score at either the E-Exceeds or R-Ready levels on the examination, a Student Success Plan (SSP) will be developed for students scoring at C-Close or N-Needs Support levels. Parents/guardians are to review test results with the classroom teachers/building administrator, attend parent/teacher conferences, and provide input into the development of the Student Success Plan (SSP) as required by law.

A new developmentally appropriate assessment for Grades K, 1 & 2 has been selected and shall be administered three (3) times throughout the school year. Students who show evidence of a substantial reading deficiency based on test scores, at or below the 25% percentile, shall be provided Intensive Reading Instruction by the school. An Intensive Reading Improvement plan (IRI) shall be developed for any student identified with a substantial reading deficiency. The IRI shall be developed by the teacher for use in remediation of the student. The remediation shall occur during the school day and shall supplement the daily core literacy classroom instruction. The IRI shall include periodic monitoring assessments based on student growth which leads to grade level performance. Student achievement in each of the five essential elements, comprehension, phonics, fluency, phonemic awareness, and vocabulary, shall be monitored monthly after the student completes the intervention and meets requirements. Thirty minutes daily is required either in small group or individually by a highly qualified teacher and/or paraprofessional. The IRI contains a description of the student’s reading deficiency, a description of current services and a description of the interventions and instructional strategies that are designed to remediate the identified areas of reading deficiencies

The ELPA21 Online Assessment for Grades K-12 shall be administered within the window, January-March. The English Language Proficiency Assessment for the 21st-Century (ELPA21) measures a student's growth in English language proficiency based on English Language Proficiency (ELP) Standards. It provides valuable information that informs instruction and facilitates academic proficiency in English to help make sure all ELs leave high school prepared for college and career success.

Alternate Assessment for Students with Significant Cognitive Disabilities will be assessed with Dynamic Learning Maps for 2018. Dynamic Learning Maps test English Language Arts, grades 3–10; Math, grades 3–10; and Science, grades 3–10 (SQSS indicator).

ACT Grade 11 measures achievement with the percent meeting ACT College Readiness in Reading, Math & Science Readiness Benchmarks. Additionally, the Advanced Placement (AP) exams are required for weighted credit and scheduled during the month of May.

ACT 35 of the 2nd Extraordinary Session does not allow students who score below proficient to opt out of the remediation program. Remedial instruction provided in grades kindergarten through twelve (K–12) may not be in lieu of English, mathematics, science, or social studies or other core subjects required for graduation. The district shall determine the extent of the required participation in remediation as set forth in the Student Success Plan (SSP). ACT 35 established that students in grades one through eight (1-8) and scoring below E-Exceeds or C-Close who do not participate in remedial programs developed by the schools, shall be retained.

Any student that has a Student Success Plan (SSP) and fails to remediate, but scores at the E-Exceeds or R-Ready levels on the criterion-referenced assessments, shall not be retained.

Jennifer Menard
District Testing Coordinator

870-247-2002 (OFFICE)
870-247-3707 (FAX)