Attendance & Assessment Plan


Attendance

Dayton Smart Bilingual Academy is a community school established under Chapter 3314. of the Revised Code. The school is a public school and students enrolled in and attending the school are required to take proficiency tests and other examinations prescribed by law. In addition, there may be other requirements for students at the school that are prescribed by law. Students who have been excused from the compulsory attendance law for the purpose of home education as defined by the Administrative Code shall no longer be excused for that purpose upon their enrollment in a community school. For more information about this matter contact the school or the Ohio Department of Education.

Effective Date: 09-26-2003

 

Assessment Plan

Required State Assessments

Per the Ohio Department of Education, Dayton SMART Bilingual Academy will partake in all required state assessments; Kindergarten Readiness Assessment (KRA), Ohio Diagnostic Assessments, American Institutes for Research Assessments (AIR), and the Ohio English Language Proficiency Assessment (OELPA).

 

  • Students in grades K-3 will complete the Ohio Diagnostic Screener by September 30th.
    • The Kindergarten Readiness Assessment will serve as the diagnostic screener for Kindergarten as it has six components: social skills (including social and emotional development, and approaches toward learning), mathematics, science, social studies, language and literacy, and physical well-being and motor development. These assessments are completed in a one-on-one setting with the student and teacher. Using paper and pencil, this assessment also includes observational reporting.
  • The administration manual for proctoring this assessment is followed utilizing the highly qualified teaching staff.
  • All data is collected and stored in each student’s Individual Learning Plan, respectively. These ILP’s house short term and long-term goals along with all progress monitoring data collected over the school year. Benchmark assessments such as the KRA feed the instructional planning of the teaching staff.
    • Grades 1-3 will complete the Ohio Diagnostic Writing Screener to assess their writing proficiency at the beginning of the year. This paper and pencil based assessment is completed as a whole group.
  • The administration manual for proctoring this assessment is followed utilizing the highly qualified teaching staff.
  • All data is collected and stored in each student’s Individual Learning Plan, respectively. These ILP’s house short term and long-term goals along with all progress monitoring data collected over the school year. Benchmark assessments such as the Ohio Diagnostic Writing Screener feed the instructional planning of the teaching staff.
    • Grades 1 & 2 will take the Ohio Diagnostic Math screener to assess their mathematics proficiency at the beginning of the year. This paper and pencil based assessment is completed as a whole group.
  • The administration manual for proctoring this assessment is followed utilizing the highly qualified teaching staff.
  • All data is collected and stored in each student’s Individual Learning Plan, respectively. These ILP’s house short term and long-term goals along with all progress monitoring data collected over the school year. Benchmark assessments such as the Ohio Diagnostic Math Screener feed the instructional planning of the teaching staff.

                           

 

  • Qualifying English Learner Students in Grades K – 5 will complete the Ohio English Language Proficiency Assessment during the open window.
    • To identify and place students whose first language is not English, we will distribute a Home Language Survey to the parents/guardians as a part of the enrollment packet. There are 4 ‘yes or no’ questions, and if any of them are marked ‘no’, then the student will be assessed using the MAC II English Language Proficiency Screener to determine the student’s levels of proficiency with respect to Reading, Writing, Listening, and Speaking. This assessment will be facilitated within 30 days of the student enrolling in the school.
    • The state provided ELPA21 assessment and accompanying guidelines will provide the guidance for the exit from services process. Students scoring any combination of 4’s and 5’s across all four domains will achieve a performance level of Proficient and be reclassified as no longer an English Learner.

 

  • Students in Grades 3 – 5 will complete the American Institutes for Research Assessments (AIR) in accordance with the Ohio Department of Education mandates. Reading and mathematics will be taken by grades 3 – 5, social studies by grade 4, and science by grade 5.

 

Nationally Normed Assessments

Although student growth will be demonstrated through a variety of measures at each grade level, Dayton SMART Bilingual Academy will administer the norm-referenced assessment, NWEA MAP. This assessment will be administered in fall, winter and spring to students in grades K-5 in the areas of reading and math, and in grades 3-5 in science. NWEA MAP was selected due to being an approved Ohio assessment measure. It also provides teachers with a wealth of data to help target instruction. NWEA MAP is a third party assessment, which guarantees valid and reliable results. The format of NWEA MAP is electronic, which aligns with Ohio’s state assessment format. Currently, Ohio has selected American Institutes for Research (AIR) to facilitate online state testing of grades 3-5 in reading, math, science and social studies. We will also administer the state diagnostics for grades K-3 in the areas of reading, writing, and math.

All data is used in an ongoing manner to inform instruction and to develop and implement student intervention plans. Weekly team meetings with teachers and quarterly academic review sessions are in place for reporting multiple measures of student achievement, analyzing data, developing strategies, monitoring progress, and developing and evaluating professional development and school-wide programming.

Student growth on NWEA MAP testing will provide the Student Growth Measures for reading, math, and science to be used within the OTES process that will calculate the teachers’ overall performance. All other subjects will require a Student Learning Objective assessment approved by the school SLO Review Committee that will be led by a member of the District Leadership Team of the Miniya Academies Management Company. The chart below details the rating system in place for those utilizing SLO’s and those utilizing NWEA MAP.

Rating NWEA (OTES & OPES)

(% of Students Acquiring 1.5 years growth)

SLO

(% of Students Meeting Their Target)

Least Effective less than 60% less than 60%
Approaching Average 60% < x < 69% 60% < x < 69%
Average 70% < x < 79% 70% < x < 79%
Above Average 80% < x < 91% 80% < x < 91%
Most Effective more than 92% more than 92%

 

Dayton SMART Bilingual Academy has a goal of all students achieving at least 1.5 years growth in math and reading. Furthermore, for students entering the school year below grade level in reading and/or math, our goal is to grow them 2 years in the respective subject matter. Therefore, we have developed a Grade Level Equivalency chart that quantifies a student assessment score on NWEA MAP (RIT Score) with a GLE equivalency so that months and years of growth can be tracked. This information will help guide all stakeholders in the evaluation of the school and its ability to perform.

We will utilize state approved vendors to complete our student assessments. The NWEA MAP assessments will be facilitated online for all grade levels. Additionally, we will be facilitating the Ohio Diagnostics, inclusive of the KRA to provide screener data for our building. These assessments are on the approved vendor’s list provided by the Ohio Department of Education. They will be used to provide benchmark student data and to monitor student growth. The resulting data will be used for the student growth measure portion of the OTES. Concurrently, we will use curriculum-based assessments, computer-based assessments, academic review exams, and formative instructional assessments.

 

  • Students in grades K-1 will complete the NWEA MAP Primary Test to assess their grade level proficiency in Reading and Math. This is an online assessment that measures academic progress.
  • This online assessment allows for the students to utilize headphones for various portions of the Reading and Math tests. They complete the test independently with a staff proctor in the testing room. The test adjusts in difficulty level by question depending on the student response on the previous question. The tending proctors are highly qualified teachers that are trained on the proper administration of the assessment as per the manual.
  • NWEA also assures validity in the tests by noting anomalies and detecting when students may be guessing. The leveled questioning allows for a revisiting grade level content material if this is the case. Additionally, details such as time taken to complete the test is recorded and reported along with the student performance.
  • The scores on this assessment determine whether a Reading Improvement Monitoring Plan is necessary for K-1 students.
    • Students in grades 2-5 will complete the NWEA MAP Test to assess their grade level proficiency in Reading, Math, and Science. This is an online assessment that measures academic progress.
  • This online assessment allows for the students to complete the test independently with a staff proctor in the testing room. The test adjusts in difficulty level by question depending on the student response on the previous question. The tending proctors are highly qualified teachers that are trained on the proper administration of the assessment as per the manual.
  • NWEA also assures validity in the tests by noting anomalies and detecting when students may be guessing. The leveled questioning allows for a revisiting grade level content material if this is the case. Additionally, details such as time taken to complete the test is recorded and reported along with the student performance.
  • The scores on this assessment may determine whether a Reading Improvement Monitoring Plan is necessary for 2nd and 3rd grade students and whether promotion/retention is required for 3rd grade students.

 

Academic Review Exams

Dayton SMART Bilingual Academy will conduct internal academic reviews 3 times each year. This involves monitoring the academic and holistic outcomes of every student. Teachers meet with the superintendent, principal and other support staff to analyze data previously collected for each child in all academic and holistic needs areas. Upon this review, plans are set in motion to further investigate areas of need and to develop and monitor individual student intervention plans or possibly group intervention plans if a particular group of students have a similar need. Assessments used for reporting data during the academic review process vary depending on the targeted outcomes for each grade level or for each student group. Examples may include but are not limited to the following: NWEA, DIBELS, Curriculum Based Assessments, Computer Based Assessments, Teacher Created Assessments (targeted skills and knowledge) or other diagnostic assessments.

 

Curriculum Based Assessments (CBA)

CBA simply means measurement that uses “direct observation and recording of a student’s performance in the local curriculum as a basis for gathering information to make instructional decisions” (Deno, 1987, p. 41). The process of CBA has also been referred to as direct assessment of academic skills, and many different models all have in common the basic assumption that one should test what one teaches. Typically, these approaches have emphasized direct, repeated assessment of academic target behaviors (Lentz, 1988b). In each academic area, probes are developed (e.g. brief reading passages, short spelling lists, samples of math items from the curriculum, etc.) and these probes are used to collect data on student performance. These probes are developed from the books or materials that make up the child’s curriculum. Hence, the CBA provides a structured way to see how well a child performs on the materials the teacher is assigning the class. The assumption is that if we want to know whether children are progressing in reading and writing, then we should observe (or count) their behavior as they read and write in school, and we should collect this data as often as feasible so that we quickly know whether a child is making progress or falling behind.” These assessments are developmentally appropriate at each grade level and conducted on a formative and summative basis as needed. Data collected from CBA is analyzed quarterly during the academic review process.

 

Computer Based Assessments

Computer based assessments are a method of evaluating students quickly and electronically recording outcomes. They enable teachers and school leaders to administrate and score tests quickly allowing for improved rates in data analysis and intervention development programs in many cases. These assessments are conducted on a formative and summative basis as needed.

 

Formative Instructional Assessments (Battelle for Kids, 2013)

Formative assessments are the formal and informal ways that teachers and students gather and respond to evidence of learning. It helps to think about learning as a journey, and formative assessments and instructional practices can guide teachers and students along the way, just like a GPS. These practices include four core components:

  • Creating clear learning targets
  • Collecting and documenting evidence of student learning
  • Analyzing evidence and providing effective feedback
  • Preparing students to take ownership of their learning

 

 

Listed below are some but not all of the formative assessments that Dayton SMART Bilingual Academy teachers will use in the classroom:

  • Student Observations
  • Exit/Admit Slips
  • Graphic Organizers
  • Peer/Self Assessments
  • Usage of dry erase boards
  • Kagan Structure Activities (i.e. Think Pair Share, Four Corners)

 

Formative instructional practices are the heart of effective teaching and learning; these practices are critical to the success of teachers and students at Dayton SMART Bilingual Academy. By learning about and using formative assessments and instructional practices, teachers will discover ways to effectively plan for instruction and assessment of new standards, as well as learn skills necessary to create student learning objectives (SLOs) that gauge student growth.

 

 

Distribution of Data

Teachers will host quarterly meetings with parents to discuss their child’s Individual Learning Plan. In these meetings, student performance on all assessments will be discussed along with the personalized educational path that was designed according to the individual student performance. This includes, but is not limited to, intervention, enrichment, and activities and practices that can be done at home.

Building wide data summaries will be provided at the conclusion of each testing window for NWEA. Disaggregated reports will be provided in October, January, and June. These reports will be shared with the school board and sponsor.

 

 

Non-Academic Measures

Yearly parent and student satisfaction surveys will be distributed each year from March thru April. This survey will cover the many responsibilities and services that we will provide such as; Instruction, Transportation, Safe and Clean Environment, Enrichment Programming, Communication, etc. This information will be datafied and used in concert with OIP planning for the following school year. Parent surveys will certainly center around how the school can be better, but it will also focus on how to engage the parents and get them involved as much as possible. The student surveys will center on improving instruction and capitalizing on student interests and engagement.