Assessments and Intervention. The school uses two primary modes of internal assessments: i-Ready and curriculum-based assessments (formative and summative).
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. Seventh- and eighth-grade expansion Academic assessment tools The metrics to assess the K–8 program in literacy and STEM content are grounded in the Ohio content standards and the Common Core. DECA’s commitment to ACT end-of-course exams set the long-term exit standards; tracking college graduations makes the final product transparent. This process must begin, at the latest, in Kindergarten—with clear instructional focus and the expectation that all students will meet or exceed grade-level benchmarks. Ohio Achievement Assessments (OAA) Ohio State Tests, Measures of Academic Progress (MAP), are the specific academic assessments that will be used. DECA has committed considerable resources to addressing test-taking strategies and reviewing test content outside the school day. Programs such as Saturday OAA Boot Camp and intensive language-arts study groups have positively impacted scores. However, the strongest interventions have resulted from consistent use of diagnostic data to inform the next day’s tutorials in DECA classrooms. The K–8 school will define clear formative and summative assessment strategies. More importantly, it will focus on the efficacy of instruction based on the data. Lessons learned from the 7–12 model will be adapted to young learners with the same level of intensity. Promotion policy DECA PREP will not engage in social promotion. Students will be promoted when they have demonstrated mastery of academic standards and exit goals for each grade level. The use of summer intervention will afford struggling students additional time to meet the standards, as will tutoring and home reinforcement. Strict attendance policies have worked at DECA and will be emulated at DECA PREP. Make-up time requirements have served to hold students and their parents accountable for missed instructional time. Multiple layers of student and family support will be available for all students; however, students who do not demonstrate readiness will not be promoted.
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. 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. 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. SCS often adds new students to its enrollment. As new students enroll, the school has developed a system to assess these students in order to quickly identify areas of strengths and weakness. An instructional plan is then developed to incorporate any intervention necessary for students to begin a path to proficiency and mastery. SCS utilizes Renaissance Learning and STAR Reading and Math programs each Friday to assess students’ pathways to proficiency in reading and math and to identify focus areas for instruction. SCS staff utilize the Ohio Improvement Process’s teacher- based, building-based, administrator-based, and district-based leadership teams to meet weekly and monthly to discuss student data, students’ pathways to proficiency, mastery of standards, and instructional/assessment strategies to assist our students in meeting proficiency and mastery goals. All members of the SCS staff analyze student data to determine adequate progress toward proficiency and mastery. SCS staff have set “nonnegotiable” basic skills students must master for effective and efficient vertical standards progression (sight-words mastery for reading fluency and math-fact mastery for math fluency). SCS relies upon the guidelines of the third-grade reading guarantee to determine the promotion and retention of students in grades K–3 and relies upon teacher data, student-assessment results, and parental input regarding adequate student progress and mastery of standards to determine promotion and retention in grades 4–12. Support Structures for Students Who Have Fallen Behind Students receive intervention based upon the essential standards they have not yet mastered. Reading intervention is our first priority, and students will receive this intervention during each day that school is in session. The schedule has been adjusted so that students will have time while they are here at school to receive reading-intervention services. Once growth has occurred in reading, students will then be targeted to receive intervention services in math in any of the deficit areas within the essential standards in math. Student data will be discussed regularly in teacher- based team meetings, building-based team meetings, and district-based team meetings. If students are not making expected growth, they will be targeted for after-school intervention services. If needed, students will also be targeted to attend summer school.
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. Benchmark assessments K–8 and item banks (Thinkgate, NWEA, and LINKIT) for SCAs (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. Prior to the pandemic, we had begun to problem solve ways in which we could meet our students who are not progressing academically. Our achievement data has not been impressive, and we know that while the pandemic did not cause this, it certainly did exacerbate the problem. As a strategic solution, we have begun the necessary steps to implement learning acceleration. In the past, we have worked to “meet students where they are.” Although this was done with the best of intentions, we realize now that we have quite simply not been able to grow students, catch them up, or close achievement gaps. Meeting students where they were, more often than not, resulted in instruction that fell below grade level and did not hold students accountable for grade-appropriate work. Now, in pursuit of learning acceleration, we are asking teachers to teach grade-appropriate content at all times in their classrooms and to offer the necessary interventions and scaffolds for students who are behind so that they are able to access the content along with everyone else. This is an incredibly difficult task for teachers and has been made more difficult as we try to rebound from a pandemic year. In order to support teachers, we have put a number of things in place.
Assessments and Intervention. NWEA MAP (an ODE-approved alternative assessment) assesses reading and math for students in grades 3–8. It is administered three times a year: September, January, and May. NWEA is used to inform instruction in the classroom and enable teachers to differentiate their instruction based on the strengths and weaknesses of their students. It aligns with school goals to follow the CCSS and Ohio Standards in science and social studies. NWEA breaks down the elements that teachers can match to their instructional goals in order to meet the needs of their students. The Kindergarten Readiness Assessment (KRA) is used to determine school readiness in the following areas: social skills, mathematics, science, social studies, language and literacy, and physical and motor development. It informs teachers of where their kindergarten students are and the skills they need to work on. The KRA identifies individual strengths and educational needs that inform the teacher’s plan for 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 DLA’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 and DLA’s Race to the Top Scope of Work. EXHIBIT 2: FINANCIAL PLAN
