Frequent Evaluations:
Regular monitoring of student progress ensures an academic program that is targeted and appropriate for every child. DC Prep uses a range of assessment tools, selected for their validity and their developmental appropriateness.
- Preschool and Pre-K students are assessed using the PPVT and TOPEL in the fall and spring.
- Wireless Generation's DIBELS and Running Records tool are employed with students in K-2nd grade.
- DC Prep administers interim assessments at least three times each year to students in K - 8th grade. Interim assessments for students in 3rd - 8th grade are developed by the Achievement Network (ANet). The annual DC-CAS is an important gauge of progress for students in 3rd-8th grade.
- Post-interim student data conferences enable teachers to explore each student's progress toward mastery of grade-level content and to design "re-teaching" strategies as appropriate.
- Faculty in K – 3rd grades use a variety of assessments to gauge student progress including the NWEA MAP. Assessments are given 2-3 times a year.
- All new students at the middle campus and those below grade level are tested at least twice yearly using the QRI to determine their current reading level and inform targeted instruction.
Professional Development:
Regular analysis of and reflection on student progress is central to DC Prep's culture and to achieving our mission.
- DC Prep's early work with the Teacher Advancement Program (TAP) has created the structure and tools to foster continuous reflection on individual teacher's instructional practice and professional growth. A program of embedded professional development ensures that teachers receive both relevant and timely instruction and support.
- Weekly meetings led by DC Prep's Master and Mentor teachers provide forums for reviewing student work and tailoring instructional practice to address areas of need.
- Teachers receive two formal evaluations over the course of the year using the TAP rubric as the observation tool in grades K-8. Early childhood teachers are observed using the Classroom Assessment Scoring System (CLASS). Follow-up coaching, goal setting, and weekly informal observations ensure that faculty are continuously motivated and supported to improve and deepen their skills.
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