Washington - Kansas City, Kansas Public Schools

Classroom teachers will begin administering diagnostic tests to students in August in preparation for the state assessment.
The NWEA MAP will allow classroom teachers to identify strengths and weaknesses of the students within their SLCs.
Through the use of the MAP, specific strengths and weaknesses in the areas of numbers & computation, algebra,
geometry, and data are identified. All teachers of a student have access to the information in the MAP. Student progress is
shared weekly with all staff within the SLC and the teachers then identify specific types of remediation that are content
specific. As the diagnostic assessments, remediation, and dialogue continue, all SLC members know students' strengths
and weaknesses and help students. Also, through the use of benchmark assessments within the math classes, and the
sharing of this information with students, parents, advocates, and SLC teachers, all school members are responsible for
talking with students around their progress.
August & Early September
MAP Assessments in reading and math for grades 9 and 10.
MAP Information distributed to teachers and parents for each individual student.
MAP Information studied in content team study sessions to identify weaknesses that are common within all students,
within classes, and individual student weaknesses.
Benchmark assessments begin in core content courses.
Mid-Sept. -On-going
Benchmarks assessments are continued and strengths and weaknesses of individual students, as well as classes of students,
are identified. Strengths are celebrated and we use our content team time to identify ways to address the weaknesses of
individual students. By the first week of September, Advocacy Advantage (a student tutoring program) has begun and
teachers have recommended students.
October
Scrimmage Tests over assessed indicators that have been taught within the classroom are administered. Data is
disaggregated by student and an item analysis is done. Teachers whose students outperformed others are asked to further
share differences and observations of these classrooms by other teachers is set up. On-line formative assessments begin
being used to assess instruction on tested indicators and to familiarize students with the format used on the state
assessment and the tools available.
November
Benchmark assessments continue. On-line formative assessments continue. Content teams continue to focus on the results
of assessments and what needs to change in instruction. Some students will begin state assessments at the end of
November to mid-December.
December - January
MAP assessments are given again to students in grades 9 & 10 in math and reading and individual results are distributed to
parents and teachers. Improvements are noted and we look for correlations to adjustments made in teaching. Scrimmage
tests are given again to students over the assessed indicators that are taught within the content. These are very thoroughly
studied during content team planning periods to identify specific weaknesses of individual students, interventions for these
students, and new ways to teach concepts.
February
Instruction and assessment over benchmarks continues with reviews of student strengths included as bell work to refamiliarize
students with skills previously covered. Interventions for students continue and teachers continue to explore
new ways to teach/re-teach concepts students struggle with.
March
State assessments begin for sophomores and juniors. Freshmen in some instances are also assessed. With results from
these, we will continue to tweak and study concepts.
April - May
Information provided from the state assessments continues to drive our instruction and we start looking toward revisions
that need to be incorporated at a district level. Study groups continue along with interventions for students.
Describe how professional development resources will be sufficient to effectively carry out the schoolwide reform
strategies
-- Kansas City, Washington High School --
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