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 then be efficiently and effectively put into place. Columbus Collegiate will administer all state-mandated assessments and will use those results to inform the school’s development over time. We 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 to provide comparative analysis with a 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 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 enter and succeed in demanding high schools. • Ohio Achievement Assessment (OAA): Columbus Collegiate 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 Columbus Collegiate to determine if 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.14 • 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 item analysis...
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. KIPP Journey Academy uses state- and norm-referenced tests, along with growth-oriented interim and classroom assessments, to gauge student competency, monitor progress and inform instruction – individually and in aggregate. In order to supplement the data derived from state summative tests (OAA) to track overall advancement of students and inform better instruction, KIPP Journey Academy uses a number of independently-developed assessment systems: Northwest Evaluation Association Measures of Academic Progress (NWEA MAP), 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 KIPP Journey Academy staff and teachers to not only identify 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 the unique adaptive nature of the assessment, the MAP can also offer calculate ambitious yet achievable year-long growth goals for each student. Student progress towards these goals will prove a key metric in monitoring the overall success of the KIPP Journey Academy 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 KIPP JOURNEY 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 comprised 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 –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, st...
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 which 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 (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. The SEA Assessment Plan/Schedule is below. Tier 1 = everyone; Tier 2 = small group, specialized instruction for at-risk students; Tier 3 = intensive, specialized instruction for students most at risk Grade K Tier(s) Data Used Frequency Who I–III ESI Pre-registration K Teacher KRA By November 1 K Teacher ODE Reading Diagnostic Screener Within 30 Days K Teacher, Aides, Reading Specialist Progress Report Assessments/Report Cards Every 9 Weeks (as taught) K Teacher, Aides, Intervention Specialists Classroom Observations Daily K Teacher Spelling Inventory Pre-year and K Teacher Diagnostic Screener (new students) Within 30 Days of Arrival K Teacher STAR Early Literacy Quarterly Technology Teacher Terra Nova Language Arts and Math Post K Teacher II/III Progress Report, Phonemic Awareness Aassessment Intervention Weekly, Biweekly K Teacher, Intervention Specialists III Multifactored Evaluations Progress Reports As Identified Intervention Staff 1st Grade I–III Kindergarten Data Pre (analysis only) 1st Grade Teacher and Intervention Teacher Terra Nova Language Arts and Math Post 1st Grade Teacher Phonemic Awareness Assessment Pre/Post 1st Grade Teacher, Intervention Specialists Spelling Inventory Pre/Mid/Post 1st Grade Teacher Reading/Math ODE Screener Diagnostic Assessments 1x Per Year 1st. Grade Teacher Progress Reports/Report Cards Each 9 Weeks 1st Grade Teacher, Aides, Intervention Specialists ODE Reading Diagnostic Screener (new students) Within 30 Days of Arrival 1st Grade Teacher Diagnostics—Writing Only (state- required) Third 9 Weeks 1st Grade Teacher II/III Phonemic Awareness Assessment Weekly/Biweekly (specific to student’s needs) 1st Grade Teacher/Interventi on Teacher III Multifactored Evaluations Progress Reports As Identified Intervention Staff I STAR Early Literacy STAR Testing Quarterly Technology Teacher 2nd Grade I–III 1st Grade Data Pre (analysis only) 2nd Grade Teacher and Intervention Teacher Terra Nova Language Arts and Math Post 2nd Grade Teacher Phonemic Awareness Assessment Assess New Students, or At Teacher Recommendation 2nd Grade Teacher, Intervention Specialists Spelling Inventory 4x Per Year 2nd Grade Teacher ODE Reading/Math Screener Diagnostic 1x Per Year 2nd Grade Teacher Short-Cycle Skill-Based Reading/Math Assessments Weekly, Teacher Discretion 2nd Grade Teachers, Intervention Teachers Progress Reports/Report Cards Every 9 Weeks 2nd Grade Teacher, Aides, Intervention Specialists ODE Reading Diagnostic Screener (new students) Withi...
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
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. Data and Assessments IDEA uses assessments as a tool to determine whether students are achieving enough progress to be on track to enter and make it through college. In pursuit of this goal, IDEA maintains an AST to support schools, regions, and states with the work of building curriculum, interim assessments, tools, and programs that fit local needs and state accountability systems. AST staff will focus on translating and improving IDEA’s curriculum for Ohio. IDEA also maintains a robust in-house data and analytics team that collects data across all schools and grades on an ongoing basis to determine if each student, classroom, grade, school, and region is on track to meet IDEA’s organizational goals. This team compares performance across schools, which enables network leaders to highlight best practices and offer support where needed. School leaders and executive directors typically also have access to dashboards with timely data about student performance on local assessments, student and staff attendance, student and staff persistence, reading levels, and other academic and operational indicators. Campus leadership typically reviews these data at least weekly and, along with support from the regional executive director, makes decisions about how to allocate resources to provide better support and coaching for staff on how to structure interventions to increase student achievement. IDEA often utilizes longitudinal data at a school, grade, course, and student level to adjust and improve. Nationally normed data sources may include Direct Instruction, Renaissance Star, and the ACT, as well as state-mandated tests. Exams IDEA plans to use include: ELA Diagnostic Exams • Grades K–2: Direct Instruction Reading Mastery and Language Placement Testing • Grades K–5: Dibels (on Ohio’s approved assessment list) • Grades 2–8: Renaissance Learning Star Reading (on Ohio’s approved assessment list) Math Diagnostic Exams All Subjects • ACT (on Ohio’s approved assessment list) IDEA utilizes formative assessments at unit intervals (every two to four weeks) and at the semester’s end, both in the fall and spring semesters. IDEA uses these assessments to ensure that smaller units of learning (either daily or weekly) have translated to mastery of larger concepts, across various topics. Where this is not the case, IDEA teachers reteach to specific students based on gaps. IDEA’s cycle of instruction, observation, assessment, and improvement/reteaching means that frequent assessm...
