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. 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 evaluative measure for student-placement and reading- instruction purposes. Also used to measure student growth. Aligns with PC...
Assessments and Intervention. The school uses two primary modes of internal assessments: i-Ready and curriculum-based assessments (formative and summative).
i- Ready is a nationally normed, adaptive diagnostic tool that is administered three times a year (fall, winter, and spring). Results from i-Ready are analyzed by administrators and teachers to help inform our responsive-teaching practices and to prioritize content for whole-group and small- group instruction based on any trending gaps. This responsive teaching may happen within the regular content class through minilessons, scaffolds, or just-in-time interventions. Additionally, four days a week, there is a thirty-minute intervention period. This time is used to close gaps or to teach prerequisite skills in reading and math in a small-group setting. This time allows us to reach students where they are while preserving at least 80 percent of regular class time for grade-level content. Curriculum-based formative assessments, such as unit tests, unit essays, unit quizzes, and exit tickets, are given at regular intervals by content teachers. Teachers use these formative assessments to understand how students are progressing with the content, what needs to be retaught or reinforced, and any unknown prerequisite skills that may be hindering student proficiency. Through data analysis and student-work analysis, teachers and their coaches identify critical gaps and create responsive teaching plans to address those gaps in a whole-group, small-group, or one- on-one setting. When necessary, intervention specialists are leveraged to support the needs of students with disabilities.
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. 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 iReady (an ODE-approved alternative assessment) assesses reading and math for students in grades one and two. 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 for students in grades one and two. 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.
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. 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.
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. 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. 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. The school uses two primary modes of internal assessments: i-Ready and curriculum-based assessments (formative and summative).
i- Ready is a nationally normed, adaptive diagnostic tool that is administered three times a year (in the fall, winter, and spring). Results from i-Ready are analyzed by administrators and teachers to help inform our responsive teaching practices and to prioritize content for whole-group and small- group instruction based on any trending gaps. This responsive teaching may happen within the regular content class through minilessons, scaffolds, or just-in-time interventions. Curriculum-based formative assessments such as unit tests, unit essays, unit quizzes and exit tickets are given at regular intervals by content teachers. Teachers use these formative assessments to understand how students are progressing with the content, what needs to be retaught or reinforced, and any prerequisite skills that students don’t know, which may be hindering their proficiency. Through data analysis and student-work analysis, teachers and their coaches identify critical gaps and create responsive teaching plans to address those gaps in a whole-group, small- group, or one-on-one setting. When necessary, intervention specialists are leveraged to support the needs of students with disabilities. UPAE teachers are also invited to hold after-school tutoring groups in partnership with our after- care program. This allows additional small-group tutoring to support students who are not progressing academically at the typical rate. Finally, UPAE has an advisory program, in which UPAE teachers serve as advisors for a smaller group of UPAE scholars. UPAE advisors communicate with scholar families regularly regarding academic progress and scholar growth. Advisors work to build strong and trusting relationships with families of scholars in their advisory, which enables UPAE staff members and scholar families to work together as partners in supporting scholars academically.
