Methods for Measuring Student Progress. Methods for measuring student progress will include, but not be limited to: Standards 1, 2, and 3: Data regarding the percentage of students scoring advanced or proficient on the ISAT will be pulled directly from the school’s official ISAT results.
Methods for Measuring Student Progress. Assessment and Evaluation The Academy will utilize information from both standardized evaluations and alternative assessment measurements and will emphasize assessments that enhance learning. Teachers will use assessments as an evaluation of student learning and a reflection of their teaching to help drive instructional decisions. Students will view assessments as learning experiences, challenges and opportunities to understand how they have grown. Student growth and development will reflect understanding, application and synthesis of the Idaho Core Standards and the IB Programme. Standards Based Grading Standards-based grading focuses on measuring student proficiency on a specific set of outcomes. These outcomes are shared with students at the outset of the course, along with a learning scale or rubric that explains the essential outcome in detail. Student progress toward proficiency is tracked by performance on learning tasks that align to the outcome, which encourages student ownership of learning and allows the teacher to provide accurate feedback to each student. The goal of a standards-based approach is to clearly communicate to students and parents what is expected of the students and how to help them be successful in their educational journey.
Methods for Measuring Student Progress. In order to ensure ongoing success in meeting Future Public School’s goals and mission for its student, the school will implement standards-based and performance-based assessments, both formative and summative. Testing Future will participate in all state-mandated testing as required by Idaho Code 33-5205 (3), including, but not limited to, the ISAT, ISAT Alt, IRI, WIDA Access 2.0, Science End of Course exams, and NAEP. The school will have a testing coordinator that oversees the testing program and ensures the testing process as outlined by the Idaho State Department of Education is followed with fidelity for all tests. These assessments will occur during the state-mandated testing windows outlined by the Idaho State Department of Education. Future will work with stakeholders to help them understand the importance of the assessments and the information that can be gained from them. The NWEA Measures of Academic Progress (MAP) test in literacy and mathematics will be implemented three times per year in the fall, winter, and spring windows to measure student academic growth and progress toward learning goals.
Methods for Measuring Student Progress. In evaluating the school’s success in meeting mission-based goals and objectives, the school will utilize both standards-based and performance-based assessments. Standards and standardization are the basis of assessment. Performance will be assessed on at least five levels:
Methods for Measuring Student Progress. Assessment and Evaluation: Sage International School of Boise will emphasize assessment that enhances learning. Students will be encouraged to view assessments as learning experiences and challenges. Student growth and development will reflect understanding, application and synthesis of the educational standards of the State of Idaho and the IB programme. Sage International School of Boise will sample student performance by utilizing information from both standardized evaluations and alternative assessment measures. Performance will be assessed on at least three levels:
Methods for Measuring Student Progress. To ensure a consistent and comprehensive evaluation procedure, assessment rubrics will be developed for each of these standards. These will include specific and objective evaluation criteria. As teachers are hired, they will be included in the development of these rubrics in order to provide for their input, ownership, and buy-in. The goal for every teacher at BCCLC will be to challenge each student to maximize his or her academic growth. Method for measuring student progress will include, but not be limited to: Standard 1: Classroom work that demonstrates utilization, integration, and application of acquired information. Completion of homework, research, and other assignments as designated by the classroom teacher. Demonstration of mastery learning or subject competency through classroom assessments such as quizzes, test, or other measures determined by the teacher. Assessment rubrics used for projects, individualized assignments, and other portfolio- type assignments. The BCCLC goal is for eighty-five percent (85%) of students to improve their personal scores from the previous test, on each of the standardized assessments. The following criteria will also be considered in measuring student daily and classroom progress. Communication Skills. Students will communicate with clarity, purpose, and an understanding of audience using a variety of communication forms and skills. Students will develop their talents in music, visual arts, and/or performance. Students will develop oral and written skills in a non- native language.
Methods for Measuring Student Progress. Assessment and Evaluation The Academy will utilize information from both standardized evaluations and alternative assessment measurements and will emphasize assessments that enhance learning. Teachers will use assessments as an evaluation of student learning and a reflection of their teaching to help drive instructional decisions. Students will view assessments as learning experiences, challenges and opportunities to understand how they have grown. Student growth and development will reflect understanding, application and synthesis of the Idaho Core Standards and the IB Programme. Standards Based Grading Standards-based grading focuses on measuring student proficiency on a specific set of outcomes. These outcomes are shared with students at the outset of the course, along with a learning scale or rubric that explains the essential outcome in detail. Student progress toward proficiency is tracked by performance on learning tasks that align to the outcome, which encourages student ownership of learning and allows the teacher to provide accurate feedback to each student. The goal of a standards-based approach is to clearly communicate to students and parents what is expected of the students and how to help them be successful in their educational journey. Professional Learning Communities The Academy’s teachers will meet at least one time a week to collaborate about student learning. Kindergarten through third grade; fourth and fifth grade; and sixth through eighth grade teachers will work in professional learning communities (PLCs) and collaborative teams to develop and align units of instruction based on the IB curriculum and Idaho Core Standards. PLC teams will develop student learning targets and assessments, both formative and summative, that measure proficiency of the learning targets and standards. These assessment tasks will be frequent and varied to allow students to demonstrate progress, achievement and proficiency according to the learning targets and standards identified in each unit of study. Assessment tasks include, but are not limited to: Open-ended, problem-solving activities Investigations Organized debates Hands-on experimentation Analysis and reflection Multiple choice Short answer Extended answer and essays PLC teams will analyze the data collected from the assessments and adjust their instruction to meet the needs of the various learners in the class. They also will share best teaching practices and effective teaching stra...
