Adequate yearly progress is an integral measuring component of the No Child Left Behind Act of 2001.  Its ultimate goal is to ensure that by 2013-2014 all students will meet or exceed their State’s standards.  According to the Department of Education, AYP is meant to be a diagnostic tool that shows schools where they need to improve their academic performance.

For practical purposes, AYP means that a student performance needs to be determined at the beginning of the school year, periodically during the year, and at the end of the school year.  The beginning-of-year assessment determines the school’s benchmark performance and the end-of-the-year assessment provides the data to see if AYP has been accomplished.  Periodic monitoring tests can be used to see if intermediate milestones are being reached.

The Eduss program is ideally suited to use in achieving and measuring progress towards AYP.
At the beginning-of-year assessment is is very important to accurately determine student proficiency.

For more information on the advantages of the Eduss system over other systems click on this link – Essential Keys to Effective Intervention.

Mathematics

School-wide screening
The assessment module within the math program provides an effective and accurate screening mechanism.  Assessments can be set for different parameters: global groupings of students, groupings by grade level, or any other sub-grouping the school may see as appropriate to gather the necessary data.  In addition, the math topics to be assessed can be global by grade level, global by topic level (assess students’ ability in all operations of fractions), or by individually selected sub-topics (say, adding fractions with different denominators).

In short, the assessment engine provides teachers with flexibility in the number and grouping of the students to be assessed, and also in the array of topics or sub-topics to be assessed.  For AYP purposes a grade-specific assessment would be used at the beginning of the year to establish benchmark proficiency against academic gains could be measured.

As students move through their assessments, their work is instantly scored and recorded.  Not only does this save teacher-time in scoring and collating student data, it also provides teachers with a comprehensive array of data that can be used to judge subsequent student performance.  The Eduss whole-class, or whole-school printable reports provide criterion-referenced reports and also a normative comparison with peer students.  This is all done instantaneously without time-consuming paper work. The data-driven Eduss program facilitates simple and streamlined assignment of students to their different tiers of intervention.

Progress monitoring
Once a student has completed an assessment using the Eduss assessment engine, the program automatically compiles a tutorial based on the individual student’s results in the assessment.  This tutorial is remedial in its nature.  It provides student feedback after each question is completed.  In addition, the tutorial module provides help in two ways.  Firstly, the student has access to a virtually unlimited number of worked examples of the type of exercise s/he may be having difficulty with.  Secondly, inbuilt targeted narrated teaching slides provide step-by-step instruction on how to master the concept or exercise type the student is working on.

The Eduss progress reports that are automatically generated as students gradually move through the remediation tutorial provide comparative “before and after” data, tabulating original assessment scores side-by-side with tutorial scores.  All elements of the report are date and time stamped.  In fact, the Eduss assessment/tutorial engine and its simultaneously generated reports are specifically designed to make AYP an very effective and workable educational methodology. Progress monitoring, an essential component of AYP can be achieved by following student progress through the intervention tutorials or by setting separate periodic assessments that target curriculum content in which the student should have made progress.

Another report or tool included in the Eduss program lets the teacher time-manage and monitor each student’s progress through his/her intervention tutorial.  This can be done because the program generates an estimated time it would take the student to complete his/her entire intervention tutorial.  On the basis of this, teachers can adjust the time spent per week by the student on the intervention program or adjust the due date for completion.  This not only allows teachers to time-manage each student’s intervention program so they fit into class or school events, but the graphical progress report allows the teacher to quickly monitor student progress to see if they are on-target, falling behind, or ahead of their intervention schedule.

The program stores all the student-generated data mentioned above, so that when a student moves to the next grade level, or moves to another class or sub-grouping within the school or district, his/her reports automatically follow.

English (grammar, punctuation, supplemental comprehension)

School-wide screening
The assessment module within the English program provides an effective screening mechanism.  Assessments can be set for different parameters: global groupings of students, groupings by grade level, or any other sub-grouping of students the school may see as appropriate to gather the necessary data.  In addition, the English topics to be assessed can be global by grade level,  or by individual topics/sub-topics selected by the teacher to target specific content (say, nouns, and adjectives).

In short, the assessment engine provides teachers with flexibility in the number and groupings of the students to be assessed, and also in the array of topics to be assessed.  For AYP purposes a grade-specific assessment would be used at the beginning of the year to establish benchmark proficiency against academic gains could be measured.

As students move through their assessments, their work is instantly scored and recorded.  Not only does this save teacher-time in scoring and collating student data, it also provides teachers with a comprehensive array of data that can be used to judge student performance.  The Eduss whole-class, or whole-school printable reports provide criterion-referenced reports and also a normative comparison with peer students.  This is all done instantaneously without time-consuming paper work. The data-driven Eduss program facilitates simple and streamlined assignment of students to their different tiers of intervention.

Progress monitoring
Once a student has completed an assessment using the Eduss assessment engine, the program automatically compiles a tutorial based on the individual student’s results in the assessment.  This tutorial is remedial in its nature.  It provides student feedback after each question is completed.  In addition, the tutorial module provides help by way of inbuilt narrated teaching slides which give step-by-step instruction on how to master the concept or exercise type the student is working on.

The Eduss progress reports that are automatically generated as students gradually move through the remediation tutorial provide comparative “before and after” data, tabulating original assessment scores side-by-side with tutorial scores.  All elements of the report are date and time stamped.  In fact, the Eduss assessment/tutorial engine and its simultaneously generated reports are specifically designed to make RTI an effective and workable educational methodology.  Progress monitoring, an essential component of AYP can be achieved by following student progress through the intervention tutorials or by setting separate periodic assessments that target curriculum content in which the student should have made progress.

The program stores all the student-generated data mentioned above, so that when a student moves to the next grade level, or moves to another class or sub-grouping within the school or district, his/her reports automatically follow.

Phonics & prereading

School-wide screening
The assessment module within the phonics-to-reading program provides an effective screening mechanism for the essentials of phonics, phonological awareness and mapping sounds and combined sounds to letter/s.  Assessments can be set to test all letter/sound knowledge and awareness, or targeted for sub-groups such as the short vowels or final consonant digraphs, or syllable formation, syllabic stress patterns, etc.

In short, the assessment engine provides teachers with flexibility in the number and groupings of the students to be assessed, and also in the array of topics to be assessed.

As students move through their assessments, their work is instantly scored and recorded.  Not only does this save teacher-time in scoring and collating student data, it also provides teachers with a comprehensive array of data that can be used to judge student performance.  This is all done instantaneously without time-consuming paper work. The data-driven Eduss program facilitates simple and streamlined assignment of students to their different tiers of intervention.

Progress monitoring
Once a student has completed an assessment using the Eduss assessment engine, the program can be used to provide targeted instruction and formative assessment to remediate the student through learning gaps identified in the assessment.

The Eduss program automatically tracks the student’s progress and provides the teacher with the reporting data that is an integral component of the RTI methodology.

The program stores all the student-generated data mentioned above, so that when a student moves to the next grade level, or moves to another class or sub-grouping within the school or district, his/her reports automatically follow.