Progress Monitoring – KIPP: Arc of the Year

KIPP: Arc of the Year > Strong Start > Progress Monitoring

August–September: When students return to school

Key for Progress Monitoring:

Bold: One KIPP required – priority student outcome goals and measures, additional student outcome goals and measures, and actions
Regular: One KIPP required – additional goals and measures (not student outcomes)
Italics: Strongly recommended

K–12 Culture Progress Monitoring During Strong Start
Student Outcomes to Monitor	Actions
X% of students attending 90% or more of enrolled days X% of students retained in school from fall to fall Average daily attendance by school, grade, homeroom, and student Total absences by reason and student Number of in-school suspensions (ISSs), out-of-school suspensions (OSSs), and expulsions by school, grade, homeroom, and student Rate of ISS, OSS, and expulsion by school, grade, homeroom, and Individualized Education Program(IEP)/504 status Number of safety incidents by school and grade Number of referrals by reason and teacher Student and Family Input/Perception surveys	Use Attendance meeting protocol to target specific next steps for students and coaching/leadership next steps for adults. Use culture meeting protocol – see 6h to target specific next steps for students and coaching/leadership next steps for adults.

K–8 Progress Monitoring During Strong Start

K–2 Literacy Progress Monitoring During Strong Start
Student Outcomes to Monitor	Actions	Additional Measures to Monitor
Beginning of Year (BOY) student DIBELS data	Use BOY data meeting protocol to analyze data Use BOY data meeting protocol to analyze data with an individual classroom teacher, either 1:1 or in a grade-level content team Use increasing at/above and decreasing well-below)	95%+ students assessed on DIBELS at BOY 100% of K–2 teachers have complete LETRS Unit 1 by September 30 80% of teachers score 80% or higher on LETRS Unit 1 post-test 100% of teachers engage in DIBELS BOY data analysis with regional literacy lead or school leader/assistant principal 90% of classrooms are at full operation on curriculum implementation rubric (regions returning to curriculum) 90% of classrooms have begun work on curriculum implementation rubric (regions new to curriculum)

3–8 Literacy Progress Monitoring During Strong Start
Student Outcomes to Monitor	Actions	Additional Measures to Monitor
Beginning of Year (BOY) student DIBELS data	Use BOY data meeting protocol to analyze data For grade 3, Use BOY data meeting protocol to analyze data with an individual classroom teacher, either 1:1 or in a grade-level content team. For grades 4-8, Use BOY data meeting protocol to analyze data with an individual classroom teacher, either 1:1 or in a grade-level content team. For grades 3-5, set goals using both of the mCLASS DIBELS Progress Planning tools (for increasing at/above and decreasing well-below) For grades 6-8, set goals using the National DIBELS 8 Above Average Progress Ranges (for increasing at/above and decreasing well-below)	95%+ students assessed on DIBELS at BOY 100% of teachers engage in DIBELS BOY data analysis with regional literacy lead or school leader/assistant principal 60% of teachers are approaching on Reading Habits Strands 3, Engage Students; 6, Multisyllabic Decoding & Morphology; and 7, Fluency

K–8 Math Progress Monitoring During Strong Start
Student Outcomes to Monitor	Actions	Additional Measures to Monitor
At close of unit/module: percentage of students demonstrating proficiency on curricular assessments	Use Academic Progress Monitoring protocol to plan specific academic next steps for students and coaching/leadership next steps for adults	95%+ of students take curricular assessments 100% of teachers engage in data analysis with an instructional leader on curricular assessments

High School Progress Monitoring During Strong Start

High School Academic Health Progress Monitoring Strong Start
Student Outcomes to Monitor	Actions	Additional Measures to Monitor
In progress Q1 GPA: X% of students in grades 9–12 with unweighted GPA of 3.0+ In progress Q1 GPA: X% of students in grades 9–12 with unweighted GPA of 2.0+ In progress Q1: X% of students with one or more course failure(s)	Use 9th-grade on-track meeting protocol to target specific students, teachers, and courses for next steps	X% of teachers meeting gradebook fidelity goals

High School Assessment Progress Monitoring During Strong Start
Student Outcomes to Monitor	Actions	Additional Measures to Monitor
X% of students in grade 12 scoring 21+ on the ACT (or equivalent on the SAT); performance on assessment components	Use Academic Progress Monitoring protocol to plan next steps for students, including intervention, and coaching/leadership next steps for adults	100% of students in grade 12 take the ACT/SAT at least twice by fall

High School Match Progress Monitoring During Strong Start
Student Outcomes to Monitor	Actions	Additional Measures to Monitor
Senior wish lists due September 30: Regions set wish list goals for percentage of students submitting wish lists that meet total and balanced targets by academic segments: 3.0+ACT/16+ ACT, 2.0-2.9 GPA/16+ ACT and <2.0 GPA or <16 ACT	Use Match meeting criteria for success* to set conditions for teams to: Celebrate practice strengths Identify high-need target students for intervention and support Problem solve challenges, advocate for team needs and plan next steps Use Counseling Match Tool (CMT) to monitor progress to goals *Match meeting criteria for success on pg. 38 – pg. 40 of KIPP Forward’s Field Guide	All seniors draft a quality personal statement by October 1