These resources establish a clear roadmap of academic expectations:
We offer a rigorous, relevant curriculum based on the curriculum standards of the state of Nevada. This curriculum is supplemented with technology, learning stations, individualized programs, and project-based learning opportunities. Our goal is to prepare and equip our students with the knowledge and skills required for success in college, career, and life. Student progress is communicated on a regular basis to parents and families are encouraged to become engaged in the learning process by taking advantage of our family nights. The following are examples of family engagement opportunities.
Tiered instruction is a method used by the school to vary the level of assignments and instruction used to meet student needs. Tiered learning is used to differentiate instructional levels of the same task, making learning available to students at multiple levels for exploring content, investigating new learning and concepts, and for mastering content standards at mandated grade level expectations.
Tier I Core Instructional Interventions take place in the general education classroom. Here, the teachers differentiate instruction and the production of outcomes needed by students in order to target and track student progress.
Tier II Group Instructional Interventions utilize additional instructional time with small groups of students using skill based interventions based on student deficits and needs. Supplementary instruction and assessment with additional support is used to assist students in areas which cause them to have deficiencies.
Tier III Instructional Interventions utilize specialized instruction and assessment with intensive support. Supplementary instruction and assessment is given by teachers highly proficient in providing individualized student support in strategies and intervention techniques to assist students in areas which cause them to have deficiencies.
Typically, Tier I instruction is taken care of by the general education teacher within the classroom setting. Students who are struggling are brought forward by the general education teacher to the Response to Intervention (RTI) team for assistance in differentiating instruction and behavioral needs. Students in Tier II and Tier III instructional levels have more rigidly designed programs, interventions, and assessments to track their needs and progress. The RTI plan is written to accommodate these needs and to provide intensive instruction through a team approach.
The following programs and/or assessments are key components for this Tiered Instructional Process.
Students in K-12 utilize Exact Path as an assessment-driven math, reading, and language arts instructional tool. This program is paced to meet the student needs and aligned to the grade level standards students need for promotion and graduation. Exact Path uses interactive data and custom reports to track student growth and show real-time progress in order to offer additional assistance and to encourage student growth. Learning paths are created individually for students based on their individual performance in math, reading, and language. Learning paths are used to focus instructional sessions for students. Exact Path can be accessed on a smart phone, electronic tablet, or on a laptop at school or at home. Students are encouraged to use Exact Path for a least 20 minutes/day to optimize academic success.
Students in K-12 utilize Evaluate as a web-based formative reading and math assessment programs. Students take these exams once/month whereby reports are generated that show a student’s progress toward grade level standards mastery. Students and teachers are able to look at scores gained from the assessments, identify areas of challenge, target growth and proficiency, and access Depth of Knowledge (DOK) learning resources to help enhance content learning and mastery while preparing for State Mandated Examinations. Students are taught to keep track of their growth and target progress rates for themselves.
Measures of Academic Progress (MAP)
The MAP is a computer – adaptive assessment given quarterly to students in grades K – 3 in the area of reading. It is used to monitor student growth in reading to inform and personalize instruction as a part of SB 391 Read by Three legislation effective July 1, 2015. The design of the legislation is to improve student achievement in reading by the end of third grade. The school uses MAP to target student growth in reading and to better assist teachers in developing Tier 2 and Tier 3 instruction as needed.
The Brigance is a collection of quick and reliable early childhood education assessments and data gathering tools designed to assess proficiency levels for students entering kindergarten. Individual student needs and the tracking of student progress is targeted by teachers to show the development of literacy skills in young children.
Smarter Balanced Assessments (SBAC)
The SBAC exams are state mandated exams and are given to students in grades 3 – 8 to measure student growth towards college and career readiness. The computer adaptive format is given to students in the areas of English Language Arts and Mathematics. The assessments are aligned with the Nevada Academic Content Standards. Results are used to determine the proficiency level of the school as well as the students. Results are reported to parents and are included on the Nevada Report Card.
End of Course Examinations (EOC)
The EOC exams measure how well students understand and have mastered English Language Arts and Mathematics courses in high school. Currently, students take the exams at the end of Algebra I, Geometry, Integrated Mathematics I, Integrated Mathematics II, English Language Arts with a focus on reading comprehension, and English Language Arts with a focus on writing. The EOC exams are administered and scored at the school or district level with the Writing assessment hand scored by the state’s assessment vendor.
The ACT assessment is given to students in grade 11 to meet the Nevada College and Career Readiness mandate. The ACT is used to determine the graduation eligibility of students and to have scores submitted for college entry. The ACT college ready benchmarks are as follows.
ACT Scores Preferred
The ESSA of 2015 requires that students identified as Limited English Proficient (LEP) be assessed annually in the four domains of reading, writing, listening, and speaking. The WIDA exam is given to second language students in grades K-12 yearly to determine and track progress students make in these four areas.