School and District Assessment-Action Plans

Grade Level Curricula

Please click on the links below to view the entire elementary curricula documents, by grade-level.  These documents include classroom instruction in english language arts, mathematics, science, health, and social studies.  SAU #29 documents are updated on a continuous revision cycle and those updates allow the documents to change and evolve over time.  English language arts and mathematics are aligned to meet the new national Common Core State Standards and science, health, and social studies are aligned with the New Hampshire state standards. 

We are grateful to the many educators involved on curriculum committees and with summer curriculum writing projects - ensuring that guides are teacher-friendly and aim for uniform implementation.  

Parents can connect to a variety of LEARNING RESOURCES, including Common Core Standards guides developed by the National PTA by clicking on our Parents & Students tab.

School and District Assessment

Assessments have always existed in education, but today we witness a "perfect storm convergence" of conditions that make assessment a visible focal point. We are in an era of accountability, have access to more data, and are expected to provide differentiated instruction to a wide-range of learners. And while data generated from assessments can be a powerful tool, if utilized properly. 

SAU 29 believes in "triangulation"–or looking at multiple data points in an effort to drive decision making.    

  • Preassessments: assessments that gauge the learners’ prior knowledge, skill, or understanding before initial instruction occurs.  An example of this would be a teacher-created quiz about multiplication that would be given to students prior to a new multiplication math unit.  The information helps teachers understand who has already mastered the learning target.
  • Formative Assessment: assessments that occur during instruction to provide data on how to steer or “inform” subsequent instruction. An example of this is NWEA’s MAP test.
  • Summative Assessment: assessments that occur at the end of instruction to get a final read on what the learner obtained. An example of this is the NECAP test. 

NECAP  (New England Common Assessment Program):

NECAP (New England Common Assessment Program):

NECAP Results

What is Tested
Who Is Tested
When Is Testing
What is Done with Testing Data
For More Information
Math Grades 3-8 & 11 October
Individual student results provided to parents in Spring.

NHDOE uses data to determine if a school and district have made Adequate Yearly Progress (AYP) under NCLB. 

Schools use these data to help steer school improvement goals and to look at trend data about where to focus professional development.

Individual student results provided to parents in Fall.
Schools use these data to help steer school improvement goals and to look at trend data about where to focus science professional development or program changes.
Reading Grades 3-8 & 11 October
Writing Grades 5, 8, 11 October
Science Grades 4, 8, 11 May

NWEA MAP (Measures of Academic Progress):

What is Tested
Who Is Tested 
When Is Testing 
What is Done with Testing Data 
For More Information 
Math  Grades 2-10  Fall and Spring*  Students are provided a “goal sheet” listing their fall score and a target score to reach by the end of the school year.

Lexile scores are used to create reading groups and match students with texts that are at an appropriate level.

Teachers and grade-levels are provided data to target student strengths and weaknesses (such as increasing the amount of instruction around multiplication for a student that has a low numbers and operations score).
Reading  Grades 2-10  Fall and Spring* 
Language Usage  Varies per building – the language usage test is not required  Fall and Spring

*Grade 8 takes the test in the winter (instead of spring) to provide data for course selection at KHS. *some students take the test in the winter to check growth mid-point through the school year


The MAP (Measures of Academic Progress) assessment provides a understanding of each student’s academic level. These computerized adaptive tests allow students to be scored on the same measure (called a RIT Score) over their entire testing history. This also goal sheet to set school year goals and provides a "target score" to reach by the end of the school year.

In addition to a reading RIT score, students are provided a LEXILE range. The 150-point spread shows how challenging a book, text, or other reading materials should be to provide the optimal growth for reading. We all know that material that is too easy or too hard will bore or frustrate a reader. Matching quality reading material that is "just challenging enough" can cause the reader to grow faster, gain confidence, and further develop a love for reading.  

For a “map” of Lexile scores, visit

For more information visit

Assessment Results

School and District Action Plans

Schools set goals on an annual basis, based on data and priorities around student learning and the school environment.   While some schools, by virtue of their size, have more goals, it is proven that greater results can come from concentrating on fewer, more focused goals.  While the goal setting process involves principals, school board members, staff, and in some cases community/parents, some schools must respond to state and federal timelines under No Child Left Behind.  If a school and/or district is designated as a School in Need of Improvement (SINI) or a District in Need of Improvement (DINI), a focused plan must be submitted to and approved by the New Hampshire Department of Education.

What Works in Schools

Professional Learning Communities (PLCs) are a high-leverage strategy that can increase student learning. 

Click here to see SAU 29 PLC Common Understandings, created and adopted by the SAU 29 Professional Development Committee.

Gifted and Talented Parent Presentation