Legette Blythe Elementary School

Updated December 1, 2014

LEGETTE BLYTHE ELEMENTARY SCHOOL

ASSESSMENT POLICY

PHILOSOPHY

At Blythe Elementary School, we believe that it is imperative that assessment occurs daily, is formal and informal, includes a variety of tools, and drives all classroom instruction. Assessments include all shareholders and allow us the chance to communicate about progress and discuss opportunities for growth. Based on assessment results, teachers are able to best meet the needs of every student through flexible, differentiated groups.

WHY WE ASSESS

 To drive instruction of student’s knowledge, skills, and conceptual understanding

 To measure student growth and present knowledge

 To gauge student understanding

 To identify the needs for remediation or enrichment

 To determine eligibility for Exceptional Children’s Services, English Language Learner Services, and the Talent Development Program

WHAT WE ASSESS

 PYP Programme of Inquiry Units

 Common Core State Standards and Extensions of the Common Core Standards

 North Carolina Essential Standards

 Character development through the attributes of the Learner Profile

 Aptitude and ability

WHEN WE ASSESS Updated December 1, 2014

 Daily through formal and informal assessments

 Before and after new concepts and units

 Annually

 Before providing services

 As mandated by district and/or state requirements

ROLES AND RESPONSIBILITIES

 Teachers: Design, assess, and evaluate students using a variety of assessment tools and strategies

 Students: Complete assessment measures to accurately reflect understanding

 Grade level team: Discuss common assessments before and after assessment

 Teacher assistants: Document student performance and assist teacher during assessment and data collection

 Instructional support staff: Provide guidance and support during assessment process and synthesize grade level and school wide data

 Parents: Monitor progress outside of school and relay necessary information to teachers

 Testing coordinator: Ensure validity of mandatory assessments

 IEP team: Administer assessments and perform observations to determine and/or reevaluate eligibility

 Talent Development (TD) specialist: Administer COGAT assessment to second grade students and oversee TD portfolio process

 English as a Second Language (ESL) specialists: Administer W-APT and ACCESS assessments to targeted students

 District and state governing bodies: Determines mandates and establish expectations

INDIVIDUALS WHO BENEFIT FROM THE ASSESSMENT

 Students: Track progress and set goals Updated December 1, 2014

 Teachers: Drive instruction

 Parents: Understand and support child’s growth

 Administration: Monitor school’s progress

 EC and ESL Teams: Determine and monitor eligibility for services and student needs

HOW WE ASSESS

STRATEGIES

 Teacher observations

 Performance tasks and oral presentations with rubrics

 Individual and group projects

 Pre- and post-assessments

 Portfolios

 Inquiry Based Choice Products

 Surveys

 State and national standardized assessments

 Checklists

 Anecdotal notes

 Rubrics

 Reflections

 Formal Skills Assessment

 Data Binders

HOW ASSESSMENT INFORMATION IS REPORTED TO STUDENTS AND PARENTS

 Progress reports Updated December 1, 2014

 Daily Agenda

 Weekly Folder

 Report cards

 Rubrics

 Formal meetings for Exceptional Children (EC) services

 Phone calls and conferences with parents

 IEP Meetings

 Conferences with students

 PowerSchool

PORTFOLIOS

Portfolios are used to provide evidence of student work to teachers and parents in two distinct manners:

CLASSROOM STUDENT PORTFOLIO:

 Show student growth

 Represent a body of work

 Focus of conversation during student led conferences

 Monitor student progress over time

 Provide data and documentation for RTI process

IB PORTFOLIO:

 Analyze relationship between units over time

 Include:

o One student selected piece per unit of inquiry

o Student reflection attached to each piece Updated December 1, 2014

DISTRICT AND STATE REQUIREMENTS

 End of Grade Assessment

 Reading 3D

 Standardized eligibility assessments

 MAP

 Physical Fitness Assessment

ASSESSMENT POLICY REVIEWING PROCESS

The Assessment Policy will be reviewed by the staff and School Leadership Team in September and January. The policy will then be revised as needed.