Assessment Strategies Sample Clauses

Assessment Strategies. The Achievement Academy (AAD) will use performance assessment strategies that bridge and augment those utilized by the Framework Provider (FP). AAD will use the FP’s initial TABE reading assessments for placement into either its pre-GED or GED program and as a tool for helping incoming youth set challenging but realistic academic goals and accurately assess their own reading skills. Non-WIA youth are administered a TABE reading survey by AAD staff to determine initial placement. Youth entering with reading comprehension proficiency below a 9th grade equivalent are placed in the pre-GED program. On occasions when the FP or the enrolling youth question the accuracy of an intake TABE assessment, AAD staff will offer to administer an alternative assessment in an attempt to triangulate the results, then works with FP staff, the student, and the student’s family to create a clear understanding of the student’s skill level and a consensus about where to begin the program of study. AAD is frequently the first service provider to offer youth and their families a straightforward and sensitive understanding of a youth’s proficiency level or to clearly discuss accommodations and challenges related to known or suspected disabilities. Diagnostic re-administration of the TABE reading survey will done on an approximately quarterly schedule in the pre-GED program, either by AAD staff (internal data use only) or as part of the FP’s assessment program to determine if basic skills deficient students are ready to begin GED study. Instructional staff makes promotion decisions on a case by case basis, always attempting to triangulate TABE results with tutor notes, formative assessments using SRA materials, and performance on a GED pretest. Historically, AAD’s decision to use only the reading survey for pre-assessment and placement stems from the structure of the current GED, which demands consistently high reading comprehension skills in all subject areas and more limited proficiency in written language and mathematics. Scheduled changes in the GED exam for 2014 appear to call upon a broader range of skills across the curriculum, so we are adjusting our internal pre- testing and diagnostic assessment program to better prepare students for the new GED. Durham’s Framework Provider currently uses the TABE reading, math computation, and applied math surveys for basic skills assessment, and we are prepared to do the same if the Framework Provider continues this assessment structure; ...