ASSESSMENTS & CURRICULUM

Elementary Curriculum

Lincoln Academy meets or exceeds all state standards for Kindergarten through Ninth Grade. Our curriculum is well-rounded, including sciences, social studies, world and American history, arts, music, health, physical education, character education, foreign language and emotional intelligence. Students who need to be more challenged or need additional assistance are given the opportunity to learn at their individual ability level. The opportunities afforded at Lincoln Academy will inspire each student to develop their gifts and realize their potential. Ultimately this process will encourage confidence in students and create self -motivated learners.

Lincoln Academy meets the individual needs of its students by providing creative, innovative hands-on learning. By utilizing the Utah Core Standards and continual review of student assessment data, the students develop higher-order thinking skills and build on their foundation of knowledge from year to year through their varying subjects.

For language arts Lincoln primarily uses four programs:

Spalding Spelling- Lincoln uses Spalding for spelling instruction. The Spalding Method is ideal for mainstream or learning disabled students because it is based on the knowledge of how the brain works and on sound educational principles. Spalding gives students essential information about phonics and provides the comprehension strategies needed for proficient decoding and spelling. Multi-sensory techniques are used to deliver instruction.

Guided Reading- Students are leveled and assigned a book on their reading level. In small groups or one-on-one with the teacher, students work to increase fluency and comprehension. With strategies like prediction, inference, visualization, questioning, and summarization, students develop reading proficiency.

Shared Reading- With Shared reading all students have access to the same texts. These include poetry, fiction and non-fiction selections. During shared reading teachers model the strategies and skills of capable readers. As part of Shared reading students participate in “Close Readings” which takes a text and dissects it for better understanding resulting in better comprehension

Take Home Reader- The A.B.E (A Book Everyday for K-2 students) is the take home reading program that we use to give the students another resource for at home reading. These books are leveled and the students move through the levels as they increase their reading ability. This creates the opportunity to improve fluency and comprehension at the students’ pace.

For math, Lincoln Academy uses Ready Classroom Math supported by iReady online which closely follows the Utah Standards. Ready Classroom Mathematics is a comprehensive core mathematics program that makes math accessible to all students. Ready Classroom Math includes an instructional design that allows students to take ownership of their learning, rigorous practice opportunities that build students’ conceptual understanding and procedural fluency, and in-depth reports that enable instructional decisions so teachers can help students reach their greatest potential.

Lincoln Academy, in conjunction with the state requirements, presents your child with a complete mathematical understanding which will prepare them for mathematical success on the secondary level. Math here at Lincoln emphasizes the following:

• Concepts, skills, and problem solving are related to addition, subtraction, multiplication, division, whole numbers, and fractions. Ratios, proportional relationships, early algebraic expressions, and equations are introduced in an intentional scope and sequence.
• Common Elementary math time. This provides an opportunity to level students according to their ability
• Ongoing assessments
• Teacher Assistants in every classroom with smaller student to teacher ratios (13:1).
• Regular daily instruction (55 minutes).
• Motivated students have the opportunity to progress based on their individual abilities
• High level math vocabulary
• Enrichment and hands on activities.

Teachers strive to implement rigor – to pursue conceptional understanding, procedural skills, fluency and application with both individual and classroom drive.

A strong math foundation implemented successfully, creates an environment where students develop the skills and confidence needed for an enriching educational experience.

Junior High Curriculum

Assessments

Assesments are used to identify student mastery level and understanding in order to adjust individual instructional needs.

Curriculum, Understanding and Progress (CUP)
Type Lincoln teacher created, Computer and paper based
Frequency 4x/year in October, January, March and May
Purpose Identify student understanding of curriculum and ability to move forward
Use Ensures equality of curriculum taught in each classroom of a grade level
Grade Levels K-6

 

Dibels (State Required 1-3)
Type Teacher administered, written and oral
Frequency 3x/year in August, January and May
Purpose Measure student fluency, phonemic awareness, alphabetic principle, vocabulary and comprehension
Use Determine individuals who need support, develop instructional groups, monitor student progress throughout the year. Students unable to demonstrate competency receive interventions between major assessments. 
Grade Levels K-6
Grade Level & Department
Type Teacher administered
Frequency Weekly
Purpose Measures progress on Lincoln’s identified learner-centered problem
Use Teachers create assessments to measure students’ ability to perform essential tasks within the learner-centered problem. Student grades are assessed until 80-85% of students demonstrate competency. Students unable to demonstrate competency are re-taught and assessed.
Grade Levels K-9

 

Guided Reading Assessment
Type Teacher administered
Frequency August and as needed
Purpose Measure student reading level
Use Identify students who need support, develop instructional groups, monitor progress throughout the year
Grade Levels K-6
Math & English Benchmark
Type Lincoln teacher created, Computer based
Frequency 3x/year in August, January and May
Purpose Identify baseline data and track ongoing student progress
Use Adjust instructional speed based on comprehension
Grade Levels 7-9

 

NWEA
Type Computer based, privately developed
Frequency Reading: August and January, Math: August
Purpose Measures linear progress from year to year and student level in subject compared to nationwide averages
Use Confirm math class placement, develop instructional groups, adjust instruction
Grade Levels 2-6

 

SAGE Interim
Type State generated, computer based
Frequency November/December, February/March
Purpose Measures proficiency of state standards
Use Adjust instruction based on identifying students who need additional support
Grade Levels 3-9

 

SAGE Summative
Type State generated, computer based
Frequency April/May
Purpose Measures proficiency and growth on state standards year to year
Use Identify areas to improve
Grade Levels 3-9

 

Spalding Phonogram and Spelling
Type Teacher administered, paper and pencil
Frequency Weekly
Purpose Measures student phonemic awareness and spelling ability
Use Adjust instruction, identify students in need of additional support
Grade Levels K-5

 

Teacher Daily Assessment
Type Teacher administered
Frequency Ongoing
Purpose Measure student understanding
Use Determine individuals who need extra help and determine students who are ready to move forward
Grade Levels K-9

Time Allocated for Assessments