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Leadership Prep Bedford Stuyvesant is strongly committed to the high standards of both performance and measurement
set forth by the SUNY Trustees. Leadership Prep Bedford Stuyvesant’s teachers and leaders embrace our accountability
for ensuring and demonstrating strong results in student performance across subjects.
Decoding, Early Reading Comprehension, and Writing
In order to assess Leadership Prep Bedford Stuyvesant’s progress toward meeting the English Language Arts goals as set
forth in its Accountability Plan, Leadership Prep Bedford Stuyvesant currently administers several assessments
throughout the year to evaluate the three basic ELA skills: Decoding, Comprehension, and Writing. While not outlined
explicitly in the initial Charter Application, these assessments have been chosen based on the school’s instructional
leaders’ analyses of existing student assessment data and the need for further assessment in the aforementioned areas. As
Leadership Prep Bedford Stuyvesant’s academic program has grown and become more sophisticated, the input of
experienced teachers and specialists has also helped the school’s instructional leaders refine the assessment schedule.
• Dynamic Indicators of Basic Early Literary Skills (DIBELS): DIBELS are a set of standardized, individually
administered measures of early literacy development. The tests, given to K, 1 st , 2 nd , and 3 rd Graders throughout
the year, include short, one minute fluency measures used to regularly monitor the development of pre-reading
and early reading skills. Each DIBELS score corresponds to a description of how each scholar is progressing in
literacy based on grade-specific standards.
• Text Reading Comprehension (TRC):
o The TRC provides a collection of benchmark books with accompanying running record forms to help
determine a student’s reading instruction level.
o The TRC evaluates two major aspects of reading: accuracy of oral reading and comprehension
through reading and both oral and written retelling of narrative stories. The assessments are
conducted during one-on-one reading conferences as students read assessment texts. A set of 38
stories, which increase in difficulty, are used.
o Teachers administer TRC assessments three times a year in Grades K-3.
• Bimonthly Compositions: Every other month, each scholar in every grade responds to a writing prompt
designed to test her writing ability and skills against grade-specific standards. Compositions are graded by each
classroom teacher on a grading scale of 1-4, with “4” being the highest score (above grade level/proficiency).
Each grade-level team grades their compositions against a rubric.
Core Academic Subjects: English Language Arts, Math, Science, and Social Studies
The school’s interim assessments follow its scope and sequence – which is derived from state standards – using both the
content described in the state’s key documents and information from released assessments regarding the frequency with
which each standard is actually measured.
Interim Assessments: Leadership Prep Bedford Stuyvesant-developed tests are designed to assess students in Grades 1-5
on mastery of materials taught in Literacy and Math to date and are given three times a year in each subject. A Science
Interim Assessment will be administered in Grades 3, 4, and 5 and a Social Studies Interim Assessment will be
administered in Grade 5.
For a complete assessment schedule, please see Additional Exhibit 22.
The leaders of Leadership Prep Bedford Stuyvesant Charter School know that there is no more important function than
the careful review of assessment data by teachers, school leaders, and Board Members. Baseline data on performance of
incoming students from TerraNovas is carefully reviewed by classroom teachers and the Co-Director for Curriculum
and Instruction. This review results in any necessary adjustments to the curriculum planned for that year and in the
creation of any necessary interventions for particular students. All of this is planned with the aim of ensuring student
mastery of the standards.
Results from nationally-normed and school developed assessments are used for several purposes:
• To track progress of individual students towards mastery throughout the year and allow for timely intervention
where needed to ensure mastery (e.g., additional tutoring or disability evaluations)
• To track progress of the class as a whole in order to inform instruction (e.g., the need for re-teaching or
speeding up the pacing of material)
• To provide insight into the individual teacher’s effectiveness in moving students to mastery
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-9