Common use of Assessments and Intervention Clause in Contracts

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. DECA PREP 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 Northwest Education Association (NWEA) school’s development over time. We will also implement the NWEA Measures of Academic Progress (MAPa national, computer-adaptive assessment administered in September, December, and May) to monitor student progress and state-mandated assessmentsto provide comparative analysis with a national cohort. Staff The school director will examine MAP scores to draw comparisons to 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 performance. DECA PREP will define clear formative standards and summative assessment strategies. More importantly, it will focus reflect the structure of questions used on the efficacy Ohio Achievement Assessment, with the goal of instruction based on preparing our students to enter and succeed in demanding high schools. • Ohio Achievement Assessment (OAA): Columbus Collegiate will administer the dataOAA assessments in every year as required. CumulativeColumbus Collegiate will use the OAA, enda criterion-of- year exams and capstone projects referenced assessment, to evaluate the effectiveness of the educational program as described in our Accountability Plan. OAA scores will be introduced used by the state to fourth gradersdetermine that Adequate Yearly Progress (AYP) has been met across all qualified demographic groups and to determine the School Report Card rating. Seventh- and eighth-grade expansion Academic assessment tools The metrics OAA scores will be used by Columbus Collegiate to assess the K–8 program in literacy and STEM content are grounded determine if academic goals, set out in the Ohio content standards Accountability Plan, have been met. The OAA will drive our internal assessment system, specifically informing the scope and sequence of study and the Common Core. DECA’s commitment to ACT end-creation of internal 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, trimester assessments.14 • Northwest Educational Association Measures of Academic Progress (NWEA MAP)): Columbus Collegiate will administer the NWEA, are the specific academic assessments that will be used. DECA has committed considerable resources to addressing test-taking strategies a national adaptive test of foundational skills, in September, December, and reviewing test content outside the May of each 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 classroomsyear. The K–8 school test, administered upon enrollment, will define clear formative provide a benchmark score against which all future academic growth can be measured per student and summative assessment strategiesper cohort. More importantlyOngoing test results will allow a comparative analysis on a national level. • Trimester Comprehensive Exams (Comps): During summer institute, it will focus on teachers at Columbus Collegiate examine the efficacy of instruction based on the data. Lessons learned from the 7–12 model will content and skills that must be adapted to young learners with the same level of intensity. Promotion policy DECA PREP will not engage mastered in social promotion. Students will be promoted when they have demonstrated mastery of academic standards and exit goals for each core subject at each grade level. The use , conduct an item analysis of summer intervention will afford struggling all assessments students additional time to meet the must successfully master, and then divide all standards, skills, and content knowledge into three separate trimesters of study. Under the direction and leadership of the school director, teachers create individual trimester exams in each core subject that align with Ohio Academic Content Standards (in the future, these exams will align with the 14 Columbus Collegiate transitioned to the Common Core standards for the 2012–2013 school year. As soon as there are resources available, the school will begin preparing students to take the PARCC assessment. Common Core Standards and the PARCC assessment). Teachers then create three trimester sequences of study that guide instruction throughout the year and prepare students for these comprehensive assessments. Trimester Comps are administered in November, February, and May. To ensure rigorous exams that accurately evaluate mastery of the Ohio Academic Content Standards, the school director monitors the process of developing, standardizing, and implementing all exams, as well as their alignment with individual learning units. Teachers review results of all comps under the guidance of the school director. Teachers examine content mastery by the majority of students for information to guide general instruction (as well as content mastery by individual students to guide individual instruction and 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 are not demonstrate readiness will meeting expectations). Teachers re-teach standards that were not be promoted.met by a majority of students, using different instructional methods to ensure greater mastery. Further, teachers analyze which standards were taught most effectively for the purposes of improving their instructional practice overall. These three measures allow us to effectively measure and report student achievement on an absolute scale (OAA and Trimester Comps), within-year student gains/losses (NWEA and Trimester Comps) and year-to-year student gains/losses (NWEA and OAA). Results from Trimester Comps effect student grades and are included on trimester report cards. Analysis of these exams at the student, standard, and question level are key drivers of our intervention program. Results from the NWEA and OAA are included in aggregate in Columbus Collegiate's annual report. In addition, the school director delivers an academic report outlining all of these measures to the Board of Trustees two times each year. EXHIBIT 2: FINANCIAL PLAN

Assessments and Intervention. DECA PREP 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 Northwest Education Association (NWEA) school’s development over time. The school will also implement the NWEA Measures of Academic Progress (MAPa national, computer-adaptive assessment administered in September, December, and May) to monitor student progress and state-mandated assessments. Staff will examine MAP scores to draw comparisons to state provide comparative analysis with a local and national performancecohort. DECA PREP The school director 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 lead teachers in the Ohio content standards development and the Common Core. DECA’s commitment to ACT review of end-of-course 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 long-term exit standards; tracking college graduations makes Accountability Plan have been met. The OAA will drive our internal assessment system, specifically informing the final product transparent. This process must begin, at the latest, in Kindergarten—with clear instructional focus scope and sequence of study and the expectation that all students will meet or exceed gradecreation of internal end- of-level benchmarkstrimester assessments. Ohio Achievement Assessments (OAA) Ohio State Tests, • Northwest Educational Association Measures of Academic Progress (NWEA MAP)): Columbus Collegiate will administer the NWEA, are the specific academic assessments that will be used. DECA has committed considerable resources to addressing test-taking strategies a national adaptive test of foundational skills, in September, December, and reviewing test content outside the May of each 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 classroomsyear. The K–8 school test, administered upon enrollment, will define clear formative provide a benchmark score against which all future academic growth can be measured per student and summative assessment strategiesper cohort. More importantlyOngoing test results will allow a comparative analysis on a national level • Trimester Comprehensive Exams (Comps): During Summer Institute, it will focus on teachers at Columbus Collegiate examine the efficacy of instruction based on the data. Lessons learned from the 7–12 model will content and skills that must be adapted to young learners with the same level of intensity. Promotion policy DECA PREP will not engage mastered in social promotion. Students will be promoted when they have demonstrated mastery of academic standards and exit goals for each core subject at each grade level. The use , conduct an item analysis of summer intervention will afford struggling all assessments students additional time to meet the must successfully master, and then divide all standards, skills, and content knowledge into three separate trimesters of study. Under the direction and leadership of the school director, teachers create individual trimester exams in each core subject that align with Ohio Academic Content Standards (in the future, these exams will align with the Common Core standards and the PARCC assessment). Teachers then create three trimester sequences of study that guide instruction throughout the year and prepare students for these comprehensive assessments. Trimester Comps are administered in November, February, and May. To ensure rigorous exams that accurately evaluate mastery of the Ohio Academic Content Standards, the school director monitors the process of developing, standardizing, and implementing all exams, as well as their alignment with individual learning units. Teachers review results of all Comps under the guidance of the school director. Teachers examine content mastery by the majority of students for information to guide general instruction (as well as content mastery by individual students to guide individual instruction and tutoring for students who are not meeting expectations). Teachers re-teach standards that were not met by a majority of students, using different instructional methods to ensure greater mastery. Further, teachers analyze which standards were taught most effectively for the purposes of improving their instructional practice overall. These three measures will tutoring allow CCA-West to effectively measure and home reinforcementreport student achievement on an absolute scale (OAA and Trimester Comps), within-year student gains/losses (NWEA and Trimester Comps), and year-to-year student gains/losses (NWEA and OAA). Strict attendance policies have worked at DECA Results from Trimester Comps will affect student grades and be included on trimester report cards. Results from the NWEA and OAA will be emulated at DECA PREPincluded in aggregate on CCA-West’s annual report. Make-up time requirements have served In addition, the school director will deliver an academic report outlining all of these measures to hold students and their parents accountable for missed instructional timethe Board of Trustees two times each year. Multiple layers of student and family support will be available for all students; however, students who do not demonstrate readiness will not be promoted.EXHIBIT 2: FINANCIAL PLAN

Assessments and Intervention. DECA PREP will use 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 Education Evaluation Association (NWEA) Measures of Academic Progress (NWEA MAP) ), a national, norm-referenced computer-based adaptive test offered in both math and statereading for grades 5-mandated assessments8. Staff Offered annually to more than 5.2 million students (the largest norm reference of any test in the nation), the MAP will examine 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 scores test, allowing the XXXX Foundation to draw comparisons identify and lend support to state and national performanceany school not achieving the growth results expected from the XXXX program. DECA PREP 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 define clear formative and summative assessment strategiesprove a key metric in monitoring the overall success of the KIPP Journey Academy educational program. More importantly, it will focus on the efficacy of instruction based on the data. Cumulative, end-of- year exams and capstone projects The MAP will be introduced to fourth gradersadministered three times annually. Seventh- A fall diagnostic assessment will determine the growth goals for the year, a winter assessment will measure mid-year progress towards goals, and eighth-grade expansion Academic a final spring assessment tools will calculate overall growth.  The metrics 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 K–8 program 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 literacy new Guided Reading groups. Throughout the year, students will be actively involved in tracking their reading scores and STEM setting year-long reading goals for themselves.  Upon enrollment, students will also receive accounts to Study Island and IXL, two online programs that provide individualized instruction and assessments in math and reading. These programs allow students to review and move through content at their own pace during study halls, in-school suspensions, or whey they are grounded outside of school (eg, at a library in the Ohio content standards evenings or weekends). Some KIPP Journey Academy teachers may also choose to post specific activities or homework on students’ accounts. Special education students will also have access to i-Ready, an online reading and literacy improvement website that is tailored to a student’s reading and decoding ability. KIPP Journey Academy will also make regular use of assessment systems developed by school staff:  Three times annually, all students will participate in Interim assessments developed by the Common CoreInstructional Coach. DECA’s commitment Administered in the fall, winter, and early spring these assessments will be compiled using sample questions similar to ACT the ones that will appear in the final state tests. The assessment will test competency and mastery on both recently taught and end-of-course exams set year content standards, thus allowing KIPP Journey Academy staff to use the longdata as a measure of progress as well as a tool for identifying knowledge gaps and planning for reteaching.  Nearly every day, KIPP Journey Academy teachers will use “Do Nows” and “Exit Tickets” as day-term exit standards; tracking college graduations makes to-day assessment of mastery (see Attachment A). A “Do Now” is a brief 3-5 minute activity completed by students at the final product transparentbeginning of each class and often serves as a spiral review of previous material. Before the end of class each day, students complete an Exit Ticket (another 3-5 minute activity), which assesses mastery of the lesson’s objectives. 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 is not regularly shared with the same level of intensityInstructional Coach or School Director, but rather provides teachers with the data necessary to make quick adjustments to their lessons or instruction. Promotion policy DECA PREP Approach to Assessment KIPP Journey Academy will not engage employ 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 social promotionaggregate. Students KIPP Journey Academy will be promoted when they have demonstrated mastery of academic standards dedicate itself to data-driven instruction to ensure the School Leader, teachers and exit goals for each grade level. The use of summer intervention will afford struggling students additional time administrators think strategically and uniformly about how to meet test the standards, the quality of questions on all assessments and the value of data captured. These issues, coupled with the corresponding technology and human capital, will serve as core levers in professional development of teachers and curricular alignment. KIPP Journey Academy expects data to not only drive student achievement, but also create a culture of accountability. Student achievement data will tutoring play a central role in the performance review of the School Leader and home reinforcementall instructional staff. Strict attendance policies have worked at DECA and As such, assessment will be emulated at DECA PREPa regular part of each classroom teacher’s planning each week. MakeWhen they submit their plans to the school leader each Monday, they will also be required to have planned their accompanying assessments. Data from both norm- and criterion-up time requirements have served to hold students and their parents accountable for missed instructional time. Multiple layers of student and family support referenced assessments will be available for all students; however, students who do not demonstrate readiness will not be promotedused in ongoing coaching sessions with teachers.