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AGORA RESOURCE CENTER

HIGH SCHOOL ASSESSMENT PLAN

Agora Cyber Charter School

2021-2022 High School Assessment Plan

In order to prepare our students for the core concepts of each content area and ensure that they exhibit the readiness necessary to be successful K-12, we have developed an assessment overview to show the types of assessments we use to guide instruction. This will also enable us, as a team, to coordinate our assessment windows to maximize student performance across the year. Agora includes a variety of assessments to assess the whole child. As a follow up, we analyze and triangulate our data when it comes to student achievement. Our goal is to provide a composite of each learner and capitalize on their strengths as well as support them in areas of weakness. Though this overview is a snapshot of our formal assessments, it is imperative that we note the importance of ongoing teacher-created formative checks throughout instruction to check for understanding along the way thus enabling teachers to analyze student work in real time and make necessary adjustments to the learning process.
Assessment: Intended For: Type: Description: Purpose Use: Administered:
State Mandated Testing Measures
Keystone Exams Or PASA Math

End-of-Course Algebra I students;

ELA

End-of-Course LAC II students;

Science

End-of-Course Biology students;

 Summative Keystone Exams are standards-based, criterion-referenced, end-of-course assessments designed to assess proficiency in specific subject areas, providing students, parents, educators and citizens with an understanding of student and school performance related to the attainment of proficiency of the academic standards. The PASA are standards-based, criterion-referenced assessments which provides students, parents, educators and citizens with an understanding of student and school performance related to the attainment of proficiency Keystone Exam state assessments can be used to assist teachers in identifying students who may be in need of additional educational opportunities, and school scores provide information to schools and districts for curriculum and instruction improvement discussions and planning. Winter 1 (December 5-16) Winter 2 January 4-18) and Spring (May
WIDA/ACCESS Grades 9-12 Summative ACCESS online or WIDA is a federal requirement under ESSA for all English Language Learners registered. It is used for monitoring and reporting on Listening, Reading, Speaking This assessment is given annually to each EL and determines placement, language proficiency, and instructional implications in accordance with “Can Do” descriptors. Winter (January)
Universal Screening Tools
Classroom Diagnostic Tool (CDT) Biology

Students currently enrolled Biology or Biology Fundamentals including students based on IEP

Algebra I

Students currently enrolled Algebra I including students based on IEP

 

 Diagnostic CDTs provide a snapshot on why and how students may still be struggling or exceeding grade and/or course Eligible Content. To provide information that will help guide instruction by providing support to students and teachers. The CDT reports are designed to provide a picture or snapshot of how students are performing in relation to PA Assessment Anchors & Eligible content. *students taking Keystone NOT enrolled in Alg. 1 will take this assessment in advisory Fall 9/8, Spring, 3/1
Reading Plus Literacy Grades 9-12 including students based on IEP Diagnostic /Screening;

Interim/ Benchmark;

Progress Monitoring

 Adaptive assessment gives a 360-degree view of each student. It provides a data-driven starting point for the personalized instruction and practice students need to become independent readers Data from the assessment will be used to guide instructional pathways in reading by pinpointing students’ strengths and areas for improvement. Fall (8/30-9/3) (Diagnostic/Screening)

Winter (1/25) Spring (6/1) (Benchmarking)

Monthly (PM)
Content-Based Assessments
TDA Writing Benchmark ELA Social Studies Science Grades 9-12 Benchmark Using the TDA Learning Progressions rubric in SAS, teachers assess students’ reading comprehension, analysis, and essay writing skills. The assessment is given quarterly, and the data is used to inform instruction. The purpose of the TDA assessment is to improve student writing and analysis of text. This will be a benchmark assessment to predict how students will perform on the PSSAs and will also be an instructional tool which teachers use to inform instructional decisions. This will also help build students’ writing stamina. (*Sign up)

11/1, 1/14, 3/18,5/25
Constructed Response Benchmark

ELA Social Studies Science *Math

 Grades 9-12 Benchmark Using the CR rubric(s) in SAS, teachers assess students’ reading comprehension and analysis. The assessment is given quarterly, and the data is used to inform instruction. The purpose of the CR is to take a look at student ability to analyze text or provide explanation. This will be a benchmark assessment to predict how students will perform on the PSSAs and will also be an instructional tool which teachers use to inform instructional decisions. (*Sign up)

11/1, 1/14, 3/18,5/25
Common Unit Assessments Grades 9-12 Benchmark Standards-aligned assessment given at the end of each learning module in all content areas that assess mastery of concepts and competencies covered in units of study. To measure mastery of standards addressed in each standards-aligned learning module. Data is analyzed and used to determine need for review and/gap analysis at a group or more individualized manner. End of Unit
Special Education Local or Alternate Assessments (Student specific)
AimswebPlus Grades 9-12 students based on IEP Diagnostic / Screening; Also used for Progress Monitoring Online assessment used for universal screening and progress monitoring in the areas of early numeracy, early literacy, reading fluency, comprehension, written expression, math computations, math applications applications Frequent assessment and monitoring of students at-risk or with severe needs. Expected rates of progress are prescribed and compared to actual progress, based on IEP goals. Reports evaluate student progress, prescribe program changes and revisions to ensure IEP success and serve as an accountability and communication tool for program evaluation and reporting. Baseline at course beginning, then weekly
IXL Grades 9-12 students based on IEP Diagnostic / Screening; also used for Interventions and Progress Monitoring Determines baseline for IEP goals and measures for progress monitoring of goals. Focuses on K-8 skills of early numeracy, early literacy, reading fluency, reading comprehension, vocabulary, numbers and operations, geometry, algebra, measurement, data analysis. Monitor progress/regression of IEP goals for students in K-12 with severe cognitive disabilities that qualify for PASA. Data is analyzed quarterly by special education case manager and interventions implemented to improve progress. 2x/year (diagnostic); Monthly for PM
Unique Learning Grades 9-12 based on IEP Diagnostic / Screening; also used for Interventions and Progress Monitoring Alternate local assessment for students enrolled in MDS program Assisting our special needs students with mastery of state’s extended standards. 1x/month
Aptitude Tests (optional)
PSAT/SAT/ACT All interested high school students Summative Norm-referenced national standardized assessment that focuses on knowledge and skills in reading and mathematics. Assessments of college readiness for students who are considering a career pathway requiring post-secondary education. Provides data on students’ ability in mathematics and critical reading skills (PSAT and SAT) and STEM (ACT only). Annually at locations approved by administering bodies