Common use of STUDENT OUTCOMES AND ANNUAL ASSESSMENT OF PROGRESS Clause in Contracts

STUDENT OUTCOMES AND ANNUAL ASSESSMENT OF PROGRESS. The annual progress reporting on all aspects of school performance would include but not be limited to, the following achievement measures and measures of school quality: A. Measures in language arts and math (primary and intermediate levels) to be combined, including developmental stages in listening and speaking, writing and reading, and math. B. Percent of students expected to perform at the next grade level without additional support. C. Progress/growth of cohort groups over 2-3 year period: primary K-2/3; intermediate, 3-5/4-6; middle, 6-8; and high school, 9-12. D. Feedback from receiving school. E. Percent of students who take and, where applicable, pass District, Regents, and national exams, including but not limited to, SAT/ACT and other authentic measures of student performance, e.g., New York State proposed Unitary Regents Examination. F. Portfolios with evidence of strong accomplishments in writing. In addition to student achievement measures, ASAR and RCSD recognize the importance of indicators of school quality that must be included in an assessment of progress. Such school quality indicators will include but not be limited to: A. Parent Involvement, including evidence of parent direct impact on the educational process and evidence of staff connection/outreach to the parent/ home. B. Customer Satisfaction, including evidence of satisfaction with the quality of the educational experience, school environment and school/staff levels of responsiveness. ASAR and the RCSD also recognize the importance of delivery standards which ensure the opportunity to learn by describing the support appropriate to achieve established District content and performance standards.

STUDENT OUTCOMES AND ANNUAL ASSESSMENT OF PROGRESS. The annual progress reporting on all aspects of school performance would include but not be limited to, the following achievement measures and measures of school quality: A. Measures X. Xxxxxxxx in language arts and math (primary and intermediate levels) to be combined, including developmental stages in listening and speaking, writing and reading, and math. B. Percent of students expected to perform at the next grade level without additional support. C. Progress/growth of cohort groups over 2-3 year period: primary K-2/3; intermediate, 3-5/4-6; middle, 6-8; and high school, 9-12. D. Feedback X. Xxxxxxxx from receiving school. E. Percent X. Xxxxxxx of students who take and, where applicable, pass District, Regents, and national exams, including but not limited to, SAT/ACT and other authentic measures of student performance, e.g., New York State proposed Unitary Regents Examination. F. Portfolios with evidence of strong accomplishments in writing. In addition to student achievement measures, ASAR and RCSD recognize the importance of indicators of school quality that must be included in an assessment of progress. Such school quality indicators will include but not be limited to: A. Parent Involvement, including evidence of parent direct impact on the educational process and evidence of staff connection/outreach to the parent/ home. B. Customer Satisfaction, including evidence of satisfaction with the quality of the educational experience, school environment and school/staff levels of responsiveness. ASAR and the RCSD also recognize the importance of delivery standards which ensure the opportunity to learn by describing the support appropriate to achieve established District content and performance standards.