Assessments and Performance Goals
Assessments are based on systematic observation & documentation of children’s activities to understand their progress, improve instruction and communication with families. This includes areas of child development using the Work Sampling System which is an observational assessment system and assessments of measurable literacy and numeracy skills using assessments aligned with the Common Core/Massachusetts Curriculum Frameworks.
The Baldwin assesses a student's strengths with the assessments required by Boston Public Schools three times a year; October, January and May. Students are also assessed informally on a daily basis to address student weaknesses.
Personal and Social Development
All students' progress in personal and social development is followed using the Work Sampling System rubric which includes indicators in these areas: self-concept, self- control, approach to learning, interaction with others and conflict resolution. The Baldwin performance goal in each grade level is Proficient by the end of the year.
The PPVT (Peabody Picture Vocabulary Test), which measures receptive vocabulary in English, is administered to follow the progress of all students in acquiring age-equivalent vocabulary in English. It is administered in the fall for new students and in the spring for every student.
Grade 1 students are assessed in reading with the mCLASS Reading Assessment which includes DIBELS reading skills subtests and the TRC reading performance and comprehension assessment. The TRC end-of-year goal is TRC Level I (Letter I). Grade 1 students' writing development is measured using rubrics aligned to the Common Core/Massachusetts Curriculum Frameworks.
K2 students are assessed in reading with the mCLASS reading assessment which includes DIBELS pre-reading and reading skills subtests and the TRC reading performance and comprehension assessment. The TRC end-of-year goal is TRC Level C. K2 students' writing development is measured using rubrics aligned to the Common Core/Massachusetts Curriculum Frameworks.
K0 and K1 students' literacy development is followed using the Language and Literacy indicators of the Work Sampling System in listening, speaking, literature and reading and in writing. Their progress in developing early literacy skills is measured using the PALS (Phonological Awareness Literacy Screening). These are aligned with the Common Core/Massachusetts Curriculum Frameworks.
The Baldwin uses a mathematical developmental sequence aligned with the Common Core/Massachusetts Curriculum Frameworks.
K2 and Grade 1 students' progress in mathematical thinking, knowledge and skills is followed in the areas of 1) Know number names and the counting sequence 2) Count to tell the number of objects, 3) Compare numbers, 4) Understanding operations and representing/solving story problems 5) Number facts mastery, 6) Place value, 7) Computation (grade 1), and 8) Geometry,
K0 and K1 students' progress in developing skills, knowledge and mathematical thinking in the areas of 1) Number & Operations and 2) Geometry.
All students' progress in scientific thinking and knowledge is followed using the Work Sampling System rubric which includes indicators in these areas: Inquiry, Physical Science, Life Science, and Earth Science.
The knowledge from these assessments informs our teaching decisions and provides feedback to improve our instructional program and the curriculum. We then identify students who need intervention and communicate with parents about possible classroom modifications or special services.
BPS/Baldwin Report Cards
Parents of students in Grade 1 and K2 receive a report card of their child's progress in language arts, math, history and social studies, art, music, science, physical education and personal and social growth three times a year. Parent/teacher conferences are held with each family at least twice a year.
Parents of students in K0 and K1 receive a report from the Work Sampling System about their child’s progress in language and literacy, numeracy, science, physical development, group participation and emotional development three times a year. Parent/teacher conferences are held with each family at least twice a year.