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Assessment at The Project School spans the entire educational framework. The curriculum is aligned with the Indiana Academic Standards and reflects our core beliefs about how children learn best. Advancement between grade levels will be determined on a case-by-case basis with all individuals connected to the child involved. Our calendar has four conference times built into the year to meet with families, set goals, and discuss individual student progress. Conferences are also a time for families, teachers, and students to focus on the identification of an Intensive course that best meets the needs of each child.The Project School’s Intensives (two-week courses of study) are designed around areas of student passion, strength, and challenge. Each student will be engaged in at least one Intensive session focused on an area of strength or passion, and at least one in an area of challenge. Teachers will work collaboratively to create engaging, multiage experiences for the students. The Intensive is The Project School’s response to more traditional forms of remediation and intervention. We believe focusing on not just challenges, but also strengths, will create a more balanced approached to addressing the needs of all students. Teachers strategically use the two-week Intensive to address any critical curricular areas where there may be gaps in the project-based curriculum. Because of this proactive approach, concerns will be identified and acted upon long before the determination of advancement to the next grouping. The Project School is committed to educating the whole child through the development of the habits of the heart, mind, and voice. We expect our students to continuously demonstrate the ability to use their hearts, minds, and voices well. Student progress will be measured through teacher and student informal and formal observations, content specific assessments, conferences, presentations, e-portfolios, norm referenced and standards-based tests, and project-based assessments. Assessment Components
This multifaceted approach to assessment ensures that our teachers always have reliable, authentic, qualitative and quantitative, real-time data to make curricular and instructional decisions. Our curriculum, instruction, and assessment focus is outlined in detail throughout the full proposal, as is evidence that supports the full proposal. Founding members of the school have developed this plan in collaboration with supportive community members. It will guide the day-to-day, long-term learning opportunities for everyone in The Project School community. Two of the school’s overall goals that are directly relevant to this section are:
The most powerful tool a teacher has in addressing the needs of students is the information from multiple assessments. For The Project School, success on these common assessments will also help to confirm that the expectations of the state are being met through the meaningful, rigorous, and relevant curriculum and instruction that has been designed and is being implemented. The comprehensive assessment components are outlined and highlighted throughout the full proposal and attachments; however, the role of standardized assessments as related to meeting legal expectations and increasing student achievement are described here: ISTEP+ (grades 3-10) Annually NWEA (grades 2-10) 2 x/ year Standardized Testing Schedule NWEA/MAP Testing #1 Fall 2008 ISTEP Grades 3 through 6 Fall 2008 NWEA/MAP Testing #2 Spring 2009 |
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September 01, 2008 (All Day)
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October 01, 2008 (All Day)
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October 22, 2008 (All Day)
