Assessments and Intervention. The school uses two primary modes of internal assessments: i-Ready and curriculum-based assessments (formative and summative).
Assessments and Intervention. For the school to ensure dramatic academic results, student academic progress must be measured and analyzed frequently and action plans must be efficiently and effectively put into place. Columbus Collegiate Academy - West will administer all state-mandated assessments and will use those results to inform the school’s development over time. The school will also implement the NWEA Measures of Academic Progress (a national, computer-adaptive assessment administered in September, December, and May) to monitor student progress and provide comparative analysis with a local and national cohort. The school director will lead teachers in the development and review of end-of-trimester exams that identify those specific skills and content knowledge that students must master at discrete points in time in each subject and at each grade level. The trimester exams will align with state and national standards and reflect the structure of questions used on the Ohio Achievement Assessment, with the goal of preparing our students to succeed in demanding high schools. • Ohio Achievement Assessment (OAA): Columbus Collegiate - West will administer the OAA assessments in every year as required. Columbus Collegiate will use the OAA, a criterion-referenced assessment, to evaluate the effectiveness of the educational program as described in our Accountability Plan. OAA scores will be used by the state to determine that adequate yearly progress (AYP) has been met across all qualified demographic groups and to determine the School Report Card rating. OAA scores will be used by CCA-West to determine if the academic goals set out in the Accountability Plan have been met. The OAA will drive our internal assessment system, specifically informing the scope and sequence of study and the creation of internal end- of-trimester assessments. • Northwest Educational Association Measures of Academic Progress (NWEA MAP): Columbus Collegiate will administer the NWEA, a national adaptive test of foundational skills, in September, December, and May of each school year. The test, administered upon enrollment, will provide a benchmark score against which all future academic growth can be measured per student and per cohort. Ongoing test results will allow a comparative analysis on a national level • Trimester Comprehensive Exams (Comps): During Summer Institute, teachers at Columbus Collegiate examine the content and skills that must be mastered in each core subject at each grade level, conduct an i...
Assessments and Intervention. Ongoing assessment is an integral part of the learning process. Assessment helps teachers make instructional decisions and should reflect and enhance the active nature of learning. A variety of assessments are encouraged, including keeping anecdotal records such as conference sheets or daily observations, checklists, portfolios, videotapes/audio tapes, demonstrations and performances, and self-evaluations and reflective writings. In addition, informal reading inventories and benchmark assessments are administered at each grade level. The Literacy Framework (balanced literacy concept) and other appropriate intervention programs provide further support for students needing more time and opportunity to learn. Benchmark assessments K–8 and item banks (Thinkgate, NWEA , LINKIT) for short-cycle assessments (PI tests) provide teachers with information about students’ mastery of the New Ohio Learning Standards (Common Core). The use of portfolios is encouraged, as well as a variety of teacher-created assessment opportunities. Description of assessments ASSESSMENT WHY SELECTED USAGE Alignment with curriculum, school goals, and/or school climate OAA assessments Science and social studies Grades 4 and 6 Required Annual benchmark measure of student growth. The OAA is grounded in a student’s ability to perform at high levels of thinking which aligns with school’s mission, curricular focus, and climate of accountability and achievement. OAA assessments Reading and math Grades 5 and 8 Required Annual benchmark measure of student growth. The OAA is grounded in a student’s ability to perform at high levels of thinking, which aligns with school’s mission, curricular focus, and climate of accountability and achievement. Terra Nova Grades K–2 Local Annual benchmark measure of student growth. The Terra Nova offers multiple assessments to measure important higher-order thinking skills which aligns with school’s mission, curricular focus, and climate of accountability and achievement. NWEA assessment database Grades K–8 Aligned with Ohio’s New Learning Standards (Common Core) and Ohio revised standards Quarterly benchmark measure of student growth. Benchmark test based on students’ ability to perform at high levels of thinking, which aligns with school’s mission, curricular focus, and climate of accountability, achievement, and higher-order thinking. STAR Reading Grades K–8 Aligned with Ohio’s New Learning Standards (Common Core) and Ohio revised standards Diagnostic and evaluat...
Assessments and Intervention iReady (an ODE-approved alternative assessment) assesses reading and math for students in grades 3–8. It is administered four times each year: September, December, March, and May. iReady is used to inform instruction in the classroom and enable teachers to differentiate their instruction based on the strengths and weaknesses of their students. . ODE Diagnostic Assessments are administered in writing (grade three). The assessments are given in the spring to measure student progress over the course of the school year. They align with DLADV’s curriculum and provides data on student strengths and weaknesses. Each of these assessments was chosen based on the recommendation or requirement of ODE, and all align with the Ohio Improvement Process. EXHIBIT 2: FINANCIAL PLAN
Assessments and Intervention. XXXX Xxxxxxxx uses state- and norm-referenced tests, along with growth-oriented interim and classroom assessments, to gauge student competency, monitor progress, and inform instruction (both individually and in the aggregate). In order to supplement the data derived from state summative tests (OAA), track overall advancement of students, and inform better instruction, XXXX Xxxxxxxx uses a number of independently developed assessment systems: • Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) is a national, norm-referenced, computer-based adaptive test offered in both math and reading for grades 5–8. Offered annually to more than 5.2 million students (the largest norm reference of any test in the nation), the MAP will allow XXXX Xxxxxxxx staff and teachers to identify not only the competencies and critical areas of growth for each student, but also the performance of students relative to their peers across the country. Similarly, nearly every KIPP middle school uses the MAP test, allowing the XXXX Foundation to identify and lend support to any school not achieving the growth results expected from the XXXX program. Because of the unique adaptive nature of the assessment, the MAP can also calculate ambitious yet achievable year-long growth goals for each student. Student progress toward these goals will prove a key metric in monitoring the overall success of the XXXX Xxxxxxxx educational program. The MAP will be administered three times annually. A fall diagnostic assessment will determine the growth goals for the year, a winter assessment will measure mid-year progress towards goals and a final spring assessment will calculate overall growth. • The Fountas & Xxxxxxx Benchmark Assessment System will allow XXXX Xxxxxxxx teachers and staff to assess students' competency in reading. Upon enrollment, all students will participate in a brief diagnostic assessment. Using the scores derived from this assessment, the school literacy specialist will assign the student to a guided reading group composed of other students (regardless of grade level) reading at the same level. Every day for approximately forty minutes, the guided reading groups will meet to practice reading skills using "leveled" books—that is, books identified by Fountas & Xxxxxxx as appropriate for the applicable reading level. Every six weeks, the reading teachers will reassess each student and place him or her in new guided reading groups. Throughout the year, students will b...
Assessments and Intervention. Ongoing assessment is an integral part of the learning process. Assessment helps teachers make instructional decisions and should reflect and enhance the active nature of learning. A variety of assessments are encouraged that include keeping anecdotal records, such as conference sheets or daily observations, checklists, portfolios, videotapes/audio tapes, demonstrations, and performances, as well as self-evaluations and reflective writings. In addition, informal reading inventories and benchmark assessments are administered at each grade level. The Literacy Framework (balanced literacy concept) and other appropriate intervention programs provide further support for students needing more time and opportunity to learn. Benchmark assessments K–8 and item banks (Thinkgate, NWEA, LINKIT) for short-cycle Assessments (PI tests) provide teachers with information about students’ mastery of the New Ohio Learning Standards (Common Core). The use of portfolios is encouraged, as well as a variety of teacher-created assessment opportunities.
Assessments and Intervention. Sciotoville Elementary Academy Table of Assessments Grade K Tier(s) Data Used Frequency Who I-III ESI Pre-Registration K Teacher XXXX Pre K Teacher Progress Report Assessments/Report Cards Each 9 wks.- As Taught K Teacher, Aides, Intervention Specialists Classroom Observations Daily K Teacher Spelling Inventory Pre/Post K Teacher Aimsweb Test of Early Literacy Fall/Winter/Spring Aimsweb Test of Early Numeracy Fall/Winter/Spring Diagnostic Screener (new students) Within 30 days of arrival K Teacher II & III Progress Report, Phonemic awareness assessment Intervention Weekly, Bi-Weekly K Teacher, Intervention Specialists Aimsweb Progress Monitoring Weekly or as needed K Teacher, Intervention Specialists III Multifactored Evaluations Progress Reports As identified Intervention Staff I STAR Testing (Accelerated Reader) (As needed) Technology Teacher 1st Grade I-III Kindergarten Data Pre (Analysis Only) 1st Grade Teacher and Interv. Teacher Terra Nova Language Arts and Math Pre/Post 1st Grade Teacher Phonemic Awareness Assessment Pre/Post 1st Grade Teacher, Interv. Specialists Aimsweb Test of Early Numeracy Fall/Winter/Spring Aims Team Aimsweb Test of Early Literacy Letter Naming and Letter Sound Fluency/Fall only Nonsense Word Fluency/F, W,S R-CBM/W,S Fall/Winter/Spring Aims Team AimsWeb Progress Monitoring Weekly or as needed 1st Grade Teacher, Interv. Specialists AimsWeb M-COMP & M-CAP Fall/Winter/Spring 1st Grade Teacher, Intervention Teacher Spelling Inventory Pre/Mid/Post 1st Grade Teacher DRA II 2X Per Year (Required 2X per year, teacher may do more 1st. Grade Teacher Progress Reports/Report Cards Each 9 Weeks 1st Grade Teacher, Aides, Intervention Specialists Diagnostic Screener (new students) Within 30 days of arrival 1st Grade Teacher Diagnostics- Writing only (STATE REQUIRED) Third Nine Weeks 1st Grade Teacher II/III Phonemic awareness assessment Weekly/Bi-Weekly (Specific to student’s needs) 1st Grade Teacher/Intervention Teacher III Multifactored Evaluations Progress Reports As identified Intervention Staff I STAR Testing (Accelerated Reader) 1st Nine Weeks (As needed) Technology Teacher 2nd Grade I-III 1st Grade Data Pre (Analysis Only) 2nd Grade Teacher and Interv. Teacher Terra Nova Language Arts and Math Pre/Post 2nd Grade Teacher Cognitive Ability Test Fall 2nd Grade Teacher Phonemic Awareness Assessment Assess new students or at teacher recommendation 2nd Grade Teacher, Interv. Specialists Aimsweb RCB-M & MAZE Fall/Winter/Spring Aims Team Aims...
Assessments and Intervention. Identifying Students Who Are Not Making Progress in the General Curriculum We have a number of processes in place to identify students who are not making adequate progress. ● City Connects (CCNX) whole class/grade-review process: In the fall of each year, the teacher (grades K–4) or all of the teachers for each grade level (grades 5–8) discuss every student they serve to tier them based on their current social-emotional, academic, and behavioral standing. Students who are identified as not making progress continue in our process. ● Period data review: This review is conducted by the campus student support team using data collected by the school and Learning Circle. The team regularly reviews attendance, discipline, and class grades for all students to identify children who are failing to make adequate progress. ● Teacher or parent request: At any point, a teacher or parent can initiate concern that a child is not making progress. This request triggers a review of data and any number of next appropriate steps. ● Individual Student Review (ISR): For students who are identified as struggling, we typically will conduct an ISR. This process calls for key stakeholders (parents, teachers, administrators, mentors, counselors, etc.) to sit down to review student data, identify root causes for the student’s struggles, and develop potential interventions. The meeting culminates in the development of a ISR Plan that is reviewed on an ongoing basis and is continually revised based on the success or struggles of the plan.
Assessments and Intervention. DECA PREP will use the Northwest Education Association (NWEA) Measures of Academic Progress (MAP) and state-mandated assessments. Staff will examine MAP scores to draw comparisons to state and national performance. DECA PREP will define clear formative and summative assessment strategies. More importantly, it will focus on the efficacy of instruction based on the data. Cumulative, end-of- year exams and capstone projects will be introduced to fourth graders.
Assessments and Intervention. At XXXX Xxxxxxxx, we value the educational journey of all students. We are committed to creating opportunities for students across the region to learn and grow. We value student equity, which we define as “reducing the predictability of who succeeds and who fails, interrupting reproductive practices that negatively impact students, and cultivating the gifts and talents of every student.”11
