Campus International School

Campus International School an International Baccalaureate Primary Years Program Candidate School

Assessment Manual (2013-2014) Campus International School Assessment Manual 2012-2013

The purpose of this manual is to provide guidelines, which meet the needs of the school, district, state and International Baccalaureate, in regards to the gathering of information about student performance.

Campus International School, an IB PYP candidate World School, is required to adhere to the PYP’s Programme Assessment Handbook. In addition, Campus International School is responsible for administering mandatory assessments as determined by the district and the state of Ohio.

The goal of the Assessment Committee is to clearly define what, when and how to assess and report student progress. Essential agreements support assessment practices within the school. Campus International School Essential Agreements on Assessment

Analysis of assessment information determines what students know, understand, apply and feel at different stages in the learning process. This manual clarifies Campus International School’s approaches in the areas of assessing, recording, and reporting student data. The teacher will use this information for guiding instruction, documenting individual student growth on the report card, and discuss progress during parent/student/teacher conferences.

 Data will be collected at the beginning of the first quarter, throughout each quarter, and just prior to each parent conference.  The teacher who is primarily responsible for the student’s parent/teacher conference and for organizing the student-led conference is the primary custodian of that child’s assessment documentation and defined as the “responsible teacher”.  Parents and all school staff should have access to the information.  All requests for access to this information should go through the responsible teacher.

Learner Profile International Mindedness

One of the primary aims of the PYP is to send students out into the world who exemplify the qualities express in the Learner Profile. We realize that these learning outcomes are value laden but provide the framework for a comprehensive school- wide character education program. The Learner Profile must be actively taught and modeled by all adults in the building and serve as the basis for meaningful reflection for all members of the learning community.

The Learner Profile is the central tenant of the IB programmes and is central to the definition of what it means to be internationally minded.

Monitoring the IB Learner Profile

Responsible teachers with input from other staff members are required on behalf of all students to report on the development of the attributes of the Learner Profile. This is done by using the Learner Profile for self and peer assessments, and as a basis for teacher/student/parent conferencing. Attributes of the Learner Profile will be communicated to parents through Campus Communicator. The teacher may choose to include anecdotal comments on the Learner Profile attributes demonstrated by the students regarding the Units of Inquiry in the student portfolio as well as in unit newsletters. Campus International School Essential Agreements on the Learner Profile

 All adults at Campus International School will model the attributes of the Learner Profile and actively teach those attributes within the context of their position.  The teacher will provide opportunities for discussion and reflection on the Learner Profile.  Students will complete a profile-based self-reflection at the conclusion of each unit of inquiry as developmentally appropriate for the learner. Teachers may use an existing reflection form or may create one of their own. If a new reflection form is created, it will be shared with the faculty and posted on the wiki. A reflection form will be completed by all students within one week of the completion of the summative assessment.  The completed forms will be kept in the students’ working portfolios in their classrooms and will be used for discussion in all conferences to provide evidence of the development of international mindedness and reflection.  Teachers will not limit the reflective opportunities to the units of inquiry, but will provide opportunities for reflection on the attributes in other areas of their instruction.

Student Portfolios

According to the Making the PYP Happen: A curriculum framework for international primary education, a collection of student work to show growth over time is required. At Campus International School, portfolios were established to meet that requirement. These portfolios are collections of children’s work that are designed to demonstrate successes, growth, higher order think, creativity, and reflection. Student portfolios may be viewed as a showcase of the student’s work. The portfolio consists of work that the student wishes to keep or which the student and teacher discuss and then keep.

Please note: Work samples and data collected by the teacher for the purpose of documenting student progress, the report card and for parent conferences (such as running records and anecdotal notes) should be maintained separately. Campus International school Essential Agreements on Student Portfolio

What Our Portfolios Show and How They Are Used:  Portfolios are collections of student work that reflect each child’s learning throughout their years of study at Campus International.  They contain authentic reflections of the whole child and help portray a full picture of the student’s school years. Collecting work that is submitted into Portfolios is ongoing. Throughout the school year we provide time for students to work on their portfolios.  Portfolios are used to discuss learning with our students. They can be used to assess a student’s understanding and to document the process of learning.  They are used as a communication tool during student-led conferences and parent meetings and are available to relevant teachers, staff, students and families, as well as district personnel.

How Portfolio Items Are Selected:  Portfolios will include self-selected pieces of student work, goals, reason for including the piece, and reflections.  Portfolios will include a product (often the summative assessment) and a reflection from each Unit of Inquiry each year.  Portfolios will include evidence, reflections, photos, etc. of the Learner Profile, Attitudes, Actions, and Leadership.  Portfolios will contain examples of work that reflect student inquiry.

How Portfolios are Organized and Managed:  Portfolios are kept in three ring binders and can be found in each student’s current teacher’s classroom.  There are 8 sections in the portfolio: Learner Profile, Who We Are, Where We Are In Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, Sharing the Planet, and Action/Reflection.  All portfolio items must have a date and grade (1st, 2nd, or 3rd) on them.  Items will be added into the portfolio in sequential order behind the appropriate tab. Therefore if you view a section you will see the oldest items first and as you turn the pages you will move forward in time with the most recent item being the last in each section.  Where a hard copy of the product isn’t feasible (e.g. video or audio files, etc.) the item is to be stored electronically on a CD or an USB drive with a notation made in the portfolio including a dated description of the item and its location and file name. Large items may be photographed and the photograph placed in the portfolio.  At the end of the school year, teachers keep their students’ portfolios. Then at the beginning of the next school year, teachers can pick up the portfolios after they have their class list. At the end of PYP, students take portfolios home.  A reflection form will be completed by all students within one week of the completion of the summative assessment.  The completed forms will be kept in the students’ working portfolios in their classrooms and will be used for discussion in all conferences to provide evidence of the development of international mindedness and reflection.  Teachers will not limit the reflective opportunities to the Units of Inquiry, but will provide opportunities for reflection on the attributes in other areas of their instruction.  Students are responsible for their own part in the learning process and it makes the process itself more transparent to them as learners.  Students are involved in the selection of the work to show parents, and identify points of strength and areas for further growth within their chosen work.  It gives parents an insight into the kind of work their child is doing and an opportunity for them to discuss it with them.

Related Arts/Resources/Reading Recovery Portfolio Artifacts Collection Procedure  All related arts, resource, and reading recovery teachers will present each responsible teacher with 1 artifact and accompanying reflection each year.

Rational for Student-Led Conferences

 They support our IB PYP curriculum.  They help develop qualities from the student profile and give a chance for the students to show their work to their parents.  Students are taking more responsibility for their own part in the learning process and it makes the process itself more transparent to them as learners.  Students are involved in the selection of the work to show parents, and identify points of strength and areas for further growth within their chosen work.  It gives parents an insight into the kind of work their child is doing and an opportunity for them to discuss it with them. Roles of Students, Parents, and Teachers During student-Led Conferences

Student Parent Teacher  Stay on topic with the  Be on time for the  Manage the time prepared work conference  Facilitate the conference  Speak clearly  Be positive  Provide probing  Complete reflection  Be concerned questions and highlight form with parent or  Be interested achievements adult  Ask questions  Clarify where necessary  Be prepared to discuss  Listen the learning evidenced  Be prepared to write a in the artifact brief comment to  Organize portfolio encourage your child according to the further portfolio checklist

Teachers may need to instruct students on how to conduct their conference so that it moves smoothly and focuses on the topics at hand. Teachers may show the students how to emphasize the areas in which they are doing best and those in which they intend to improve. A role playing activity prior to the conference will show students how to direct their comments when the parents are present.

Campus international School Essential Agreements on Student-Led Conference

 Students will be involved in discussing their work and progress with their parents. The students will utilize their portfolios during this conference; therefore it is crucial that the cumulative portfolio be completed prior to this conference date.  Both the student and parent will reflect on this conference opportunity utilizing a Student-Led Conference Reflection form. This reflection will be added to the cumulative portfolio, at the end of the school year’s artifacts. Units of Inquiry

Each unit of inquiry will include both formative and summative assessments using formal and informal methods. They will be fair and consistent throughout grade levels within the planner to maintain the integrity the written curriculum. All assessments will be explained to the children by detailing the essential elements being assessed: Knowledge, Concepts, Skills, Attitudes and Action. The purpose and means of assessment will be clearly explained to the children.

Formative assessment is interwoven within each unit of inquiry. Pre-assessment is considered a form of formative assessment and will determine a students’ prior knowledge to plan the next stage of learning within the context of the lines of inquiry. Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other. The tools and strategies of formative assessment can be, but are not limited to:

Tools: Strategies Anecdotal notes Observations Checklists Performance Open-ended tasks Process-focused Performance tasks Selected response

Summative assessment takes place at the end of each unit of inquiry and is an opportunity for students to demonstrate what has been learned highlighting the knowledge, concepts and skills acquired through acquisition of data, synthesis of information, application of knowledge and process.

 Evaluation methods to measure proficiency may be through performance based assessments, student initiated action or through selected response items.  Those involved in evaluating student responses, products or performances may include any one or combination of the following; teacher(s), student(s), parents, community members, expert judges.  Feedback methods may be in one or any combination of the following; numerical score, letter grade, developmental proficiency scale, narrative report, checklist, verbal report/conference.

Student generated reflections will take place at the end of each unit. They may be one of the following:  A general reflection on the unit of inquiry, including knowledge and understanding gained about the central idea and possible future investigations  A response to a piece of work from the unit of inquiry  Each student will maintain a running record of “big ideas” taken from each unit to be passed from grade to grade so students/parents will have cumulative student generated assessment from their PYP experience.  Teacher assessment/reflection of each unit will occur during and after a unit of inquiry is taught. As a grade level team, teachers will rewrite/revise numbers 6, 7, and 8 in their planners.

Special Needs Assessment Policy The PYP philosophy acknowledges and accommodates the diverse learning styles of all children. To this end, we seek to offer a differentiated teaching and learning environment. When educationally appropriate, we provide an inclusive experience for students with special needs. We also acknowledge that in order to fulfill the requirements of an IEP, a student may require individualized instruction to reach their academic goals. Designated special education teachers are IB trained and participate in the collaborative planning process at each grade level. The six transdisciplinary themes provide learning opportunities for each student at their level of understanding. Campus International School Language Policy 2012-2013

Beliefs: We believe that language plays a critical role in all areas of learning. Students are encouraged to communicate effectively in a variety of ways, both verbal and non- verbal. As students engage in activities throughout the curriculum, it is imperative that they are proficient in language. This assists them as they become contributing members of the learning community. In addition, language supports students as they inquire into a variety of concepts in order to make sense of the world. All teachers at Campus International School are responsible for teaching language in order to foster a love of learning. In addition, learning an additional language aids in the development of our students as global citizens.

Language Practices: The primary language of instruction at Campus International School is English. Language learning takes place in a variety of ways across the curriculum. In addition to English, students at Campus International receive instruction in Mandarin Chinese.

Language of Instruction:  Language instruction is incorporated into all content areas of instruction.  Instruction is aligned to Ohio Academic Content Standards and the Common Core English Language Arts Standards.  The Language Arts curriculum is literature-based, focusing on guided reading and writing workshop principles.  Student assessment is used to differentiate the curriculum.  Appropriate resources are selected at differentiated levels within each Unit of Inquiry to meet students’ needs.

Reading and Writing Instruction Practices: Campus International follows the “Reading Workshop” and “Writers’ Workshop” approaches for reading and writing instruction. Reading Workshop and Writers’ Workshop practices include the following:  Guided Reading Groups: o Teachers meet with small groups of students to provide direct instruction of specific literacy skills using materials written at the student’s instructional level.  Shared Reading and Writing: o Teachers engage students in reading and writing experiences using fiction and informational text to support learning of reading and writing strategies.  Whole Group: o Teachers and students use a variety of materials (big books, language experience stories, student writing, technology, etc.) to model and present reading and writing strategies and skills.  Literature Circles: o Students practice different ways of collaborating to read a work of literature. o Used in upper grades (3-4)  Independent Reading and Writing: o Students have access to literature materials written at their independent and instructional levels. o Teachers provide time for independent reading and writing.  Author Studies o Teachers use a variety of texts from one author  Genre Studies o Teachers use a variety of texts to explore different types of literature  Reading Response Journals o Students use journals to record and monitor their learning in the area of reading  Word Study o Students learn about the meaning of words in a variety of contexts, weekly tests, and teacher demonstration  Phonemic study o Students learn about the sound/symbol relationship of words  Speech Language Therapy o Students identified with a speech/language disability work with a licensed speech language pathologist to develop language and communication skills  Research skills o Students use technology to conduct inquiries (gather, analyze and report information)

Oral Language Practices: The skills of speaking and listening are incorporated into reading and writing instruction in a variety of ways including: sharing pieces of writing during writers workshop, read-alouds, shared reading, listening centers with books on tape, poetry, songs, nursery rhymes, plays, reader’s theater, buddy reading, presentations, class meetings/sharing circles, reading fluency, school-wide presentations, including annual play and weekly morning announcements.

Additional Language (Mandarin Chinese):  All students in grades K-4 receive Mandarin instruction from a qualified Mandarin instructor. Kindergarten through fifth grade students receive Mandarin instruction for at least 20 minutes each day.  The overall focus for each grade level is to help students develop five areas of communication through listening, comprehension, speaking, reading and writing in Mandarin Chinese. This includes a cultural introduction so students develop background knowledge about the language they learn. In order to expand the communication skills, students participate in a variety of activities, including: storytelling, cultural crafts, performances using Chinese language, etc.  Visual labels in Chinese are used throughout the school to reinforce Chinese instruction.  We are beginning to integrate our Chinese curriculum - Chinese culture, language and customs into IB units at each grade level.