Assessments and Intervention Clause Samples
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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. 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 ▇▇▇▇ Foundation to identify and lend support to any school not achieving the growth results expected from the ▇▇▇▇ 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 & ▇▇▇▇▇▇▇ 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 & ▇▇▇▇▇▇▇ 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 iReady (an ODE-approved alternative assessment) assesses reading and math for students in grades 3–8. 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 (grade three). The assessments are given in the spring to measure student progress over the course of the school year. They align with DLADV’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. CWC Cincinnati aims to meaningfully integrate standards across the curriculum and to implement multiple and varied measures of assessment in order to ensure that school leaders have a holistic picture of academic proficiency and progress. In addition, CWC Cincinnati will use social-emotional learning assessments. CWC Cincinnati defines assessment as the systematic and ongoing process of collecting, describing, and analyzing information about student progress and achievement in relation to curriculum expectations. We believe assessment serves a dual purpose:
1. To assess the academic performance of individual students, cohorts, and the school as a whole
2. To assess the quality of instruction and the academic program in order to improve future learning The data collected from assessment assists the school in analyzing progress so that we can modify and refine the teaching-learning cycle to better meet student needs. CWC Cincinnati believes that assessment is vital to ongoing school success and will use multiple measures of assessment to provide a richer and more in-depth view of each student’s progress. We use assessment data to evaluate the progress of the school as a whole, to inform instruction, to create differentiated instructional programs for individual students, to communicate with parents about their students’ progress, to help empower students to self-reflect on their own learning, and to ensure the school is meeting accountability expectations. Additional, curriculum aligned assessments incorporated in the English Language Arts and Mathematics curriculum selections may be selected by CWC Cincinnati’s leadership. If ARC is selected for the ELA curriculum, some assessments below will be redundant and would not be used.
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. Identifying Students Who Are Not Making Progress in the General Curriculum
Assessments and Intervention. Language arts, mathematics, science, and social studies are assessed as part of a comprehensive and dynamic system.