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, students will be actively involved in tracking their reading scores and 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 outside of school (eg, at a library in the 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 Instructional Coach. Administered in the fall, winter, and early spring these assessments will be compiled using sample questions similar to the ones that will appear in the final state tests. The assessment will test competency and mastery on both recently taught and end-of-year content standards, thus allowing KIPP Journey Academy staff to use the data 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-to-day assessment of mastery (see Attachment A). A “Do Now” is a brief 3-5 minute activity completed by students at the beginning 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 data is not regularly shared with the Instructional Coach or School Director, but rather provides teachers with the data necessary to make quick adjustments to their lessons or instruction. KIPP Journey Academy will 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 aggregate. KIPP Journey Academy will dedicate itself to data-driven instruction to ensure the School Leader, teachers and administrators think strategically and uniformly about how to 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 play a central role in the performance review of the School Leader and all instructional staff. As such, assessment will be a regular part of each classroom teacher’s planning each week. When 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-referenced assessments will be used in ongoing coaching sessions with teachers.
Appears in 1 contract
Sources: Community School Contract
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 progress, and inform instruction – (both individually and in the aggregate). In order to supplement the data derived from state summative tests (OAA) to ), track overall advancement of students students, and inform better instruction, KIPP Journey Academy ▇▇▇▇ ▇▇▇▇▇▇▇▇ uses a number of independently-independently developed assessment systems: • Northwest Evaluation Association Measures of Academic Progress (NWEA MAP), ) is a national, norm-referenced referenced, computer-based adaptive test offered in both math and reading for grades 5-85–8. 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 identify 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 of 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 toward 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, 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 literacy specialist will assign the student to a Guided Reading guided reading group comprised composed of other students (regardless of grade level) reading at the same level. Every day for approximately forty minutes, the Guided Reading guided reading groups will meet to practice reading skills using “"leveled” books –" books—that is, books identified by Fountas & ▇▇▇▇▇▇▇ as appropriate for the applicable reading level. Every six weeks, the Reading reading teachers will reassess each student and place him or her in new Guided Reading guided reading groups. Throughout the year, students will be actively involved in tracking their reading scores and setting year-long reading goals for themselves. • Upon enrollment, students will also receive accounts to Study Island and IXLiXL, 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 when they are outside of school (ege.g., at a library in the 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 students’ individual reading and decoding abilityabilities. KIPP Journey Academy ▇▇▇▇ ▇▇▇▇▇▇▇▇ will also make regular use of assessment systems developed by school staff: • Three times annually, all students will participate in Interim interim assessments developed by the Instructional Coachtheir instructional coaches. Administered in the fall, winter, and early spring spring, these assessments will be compiled using sample questions similar to the ones that will appear in the final state tests. The assessment will test competency and mastery on both recently taught and end-of-year content standards, thus allowing KIPP Journey Academy ▇▇▇▇ ▇▇▇▇▇▇▇▇ staff to use the data as a measure of progress as well as a tool for identifying knowledge gaps and planning for reteachingre-teaching. • Nearly every day, KIPP Journey Academy ▇▇▇▇ ▇▇▇▇▇▇▇▇ teachers will use “"Do Nows” " and “"Exit Tickets” " as day-day- to-day assessment assessments of mastery (see Attachment A). A “"Do Now” " is a brief brief, 3– 5-5 minute activity completed by students at the beginning of each class and class; it often serves as a spiral review of previous material. Before the end of class each day, students complete an Exit Ticket (another 33–5-5 minute activity), which assesses mastery of the lesson’s 's objectives. This data is not regularly shared with the Instructional Coach instructional coach or School Directorschool director; rather, but rather it provides teachers with the data information necessary to make quick adjustments to their lessons or instruction. KIPP Journey Academy ▇▇▇▇ ▇▇▇▇▇▇▇▇ will employ state- and norm-referenced tests, along with growth- growth-oriented interim and classroom assessments, to gauge student competency, monitor progress progress, and inform instruction – (both individually and in the aggregate). KIPP Journey Academy ▇▇▇▇ ▇▇▇▇▇▇▇▇ will dedicate itself to data-driven instruction to ensure the School Leaderschool leader, teachers teachers, and administrators think strategically and uniformly about how to test the standards, the quality of questions on all assessments 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, achievement but also create a culture of accountability. Student achievement data will play a central role in the performance review of the School Leader school leader and all instructional staff. As such, assessment will be a regular part of each classroom teacher’s 's planning each week. When 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-referenced assessments will be used in ongoing coaching sessions with teachers.
Appears in 1 contract
Sources: Community School Contract