When a student applies for admission into the Academic program at Puzzle Box Academy, the Academic Assessment Team collects as much data as possible to place the student into the correct homogeneous grouping or functioning level for each core subject area. Puzzle Box Academy uses several different types of assessment tools to gather data to analyze each student’s progress monitoring throughout the year.  It is not uncommon, for some students to show a grade level discrepancy of a year or two between their abilities in each academic area. Our student’s instruction is tailored to their skill level which allows less sub-grouping and differentiation of instruction within the classroom environment.  

Macro Assessments are given annually as a Pre and Post assessment. These assessments are Nationally-norm referenced assessments that allow the Academic Assessment Team to gather baseline data that indicates the student’s functioning grade level. The Macro assessment data is used in triangulation with other curriculum-based assessments (meta-level) that assist with making the student’s placement decisions.  Some examples of our Macro Assessments include Woodcock Johnson IV and Curriculum Placement tests. Meta Assessments allow the Academic Assessment Team to focus on areas that align with the curricular programs within the model and helps lead to an initial placement within the appropriate curriculum track for each core subject area. Some examples of Meta assessments include Curriculum Unit tests, quizzes, benchmark assessments, and DIBELS. Micro Assessments are administered by the classroom teachers regularly and are curriculum specific to the fluency programs. Puzzle Box Academy uses Precision Teaching methods and fluency timings to collect the data. The data is analyzed which often allows student movement within the curriculum throughout the year. Some examples of Micro assessments include Morningside Model of Generative Instruction fluency programs.  

Puzzle Box Academy’s goal is to help build the student’s self-confidence by allowing them to work where they scored within the curriculum and to close the gaps and move them ahead within the curriculum instead of moving a year for a year.