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Attachment 16 – Use of Assessment Data
Provide a plan for how you will use assessment data.
The founders of Leadership Prep Bedford Stuyvesant believe there is no more important function than the
careful review of assessment data by teachers, school leaders, and Board Members. Moving students to
mastery requires knowing, at every point along the way, what students already know and what they need to
learn. By the same token, knowing how well our students are performing relative to mastery is essential for
assessing the efficacy of our curriculum, instruction, professional development programs, and overall
academic program.
Baseline data on performance of incoming students from TerraNovas is carefully reviewed by classroom
teachers and the Principal as soon as it is available. This review will result 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 Classroom Quizzes and Interim 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 on
particular topics, thereby allowing teachers and school leaders to design effective, efficient
professional-development programs (e.g., advice or coaching from colleagues, integration of new
instructional materials, or participation in outside conferences or trainings)
• To allow for evaluation of the overall efficacy of the school’s curriculum and overall instructional
program and suggest where changes may be needed (e.g., refinement of the curriculum, allocation of
additional class time to a particular subject, adjustments to the school-wide professional development
program)
• To form the basis of valuable communication with and accountability to families, sharing data with
families through (at a minimum) report cards three time per year; progress reports three times per
year; parent-teacher conferences three times per year
• To determine, in conjunction with coursework grades, which students are required to attend afterschool
and Saturday tutoring
• To determine, in conjunction with coursework grades, whether students earn course credit and are
promoted
• To determine whether the school is making progress towards its student achievement goal of mastery
of the New York State Performance Standards and internal Leadership Prep Bedford Stuyvesant
standards
Data from State Tests and standardized tests is also to be used in several ways:
• To assess the efficacy of the school’s academic program as a whole
Leadership Prep Bedford Stuyvesant Charter School
Attachment 16-1