CS use a combination of diagnostic, authentic, state-mandated standardized tests, and nationally recognized norm-referenced assessments to compare students’ progress over time with the school’s goals. These assessments include:
- Northwest Education Association (NWEA) Measure of Academic progress (MAP)
- ACT’s Explore and Plan
- State Standardized Tests
In addition, Concept Schools have designed and use interim assessments that are aligned with the Illinois standards and mirror the state tests. Within a few days of the test, data from the interim assessments will be analyzed and uploaded to the online database created by Concept Schools. Teams of CS teachers will review the analysis from the interim assessments and develop specific strategies to address the students’ learning deficiencies.
Remediation & Intervention
The students entering the school possess a wide range of skills. The extended day and school year, rigorous program of study, extra programming, and parental involvement will be critical if the students are to achieve all academic goals.
Once enrolled at CS, students will be required to take diagnostic tests focusing on mathematics and reading. The results of these tests will be analyzed by administration and staff to understand each student’s needs and to create a personalized education plan.
The following academic support programs will be provided:
- Before- and after-school tutoring
- Saturday schools
- Pull-out programs
- Winter and Summer Academic Camps
- Peer tutoring
- Lunch and recess learning programs
- Buckle Down Institutes
CS uses a combination of the following tools to identify and assess accelerated students:
- Grade level diagnostic tests created by Concept Schools
- Past performance in standardized tests
- NWEA test
- Concept Schools Interim Assessment
- Teacher recommendation
- Any prior evaluation by professional organizations/individuals presented by parents
- Class Performance
CS teachers differentiate their instruction by content, process, and product in order to meet the needs of accelerated students. CS teachers receive training in differentiated instruction at the Summer Institute, Concept Schools’ annual conference, and professional development days. The dean of academics monitors lesson plans and observe in the classroom to ensure that teachers differentiate instruction.
High school students requiring acceleration are enrolled in academically challenging Mathematics and English Language Arts classes. Students have the opportunity to take AP courses, dual-credit courses, and courses offered through the Virtual High School. Accelerated students may have the opportunity for early graduation.
Accelerated students have the opportunity to participate in special interest after-school programs. These programs have a project-based, challenging curriculum and provide students the opportunity to participate in local, national, and international competitions. Examples of programs/activities include Math Counts, Math League, robotics team, science fairs, Olympiads, bridge building, Destination Imagination, and Word Masters. CS also organizes winter and summer programs for accelerated students in order to meet their needs and challenge them to perform to their full potential.