Chandler Oaks Elementary School – an IB World School
Together, the Chandler Oaks Elementary community of educators, students and families create an enriched learning environment where all feel safe, valued, and prepared to reach their full potential. Students are immersed in a detailed curriculum structured by Round Rock ISD and a technologically-infused environment within the IB Framework. Families are our partners in education; as one, we are learners who appreciate individuality and the world around us.
PHILOSOPHY & PURPOSE
At Chandler Oaks Elementary, our overall and guiding philosophy is: “Assessment is feedback to promote growth.” It is an ongoing process that allows us to effectively plan lessons in order to meet the needs of our diverse learners. Assessment measures students’ enduring understanding and areas of strength, as well as areas that need to be further developed. For teachers, assessment will guide our instruction, to develop lessons and inquiries that will help our students meet their learning goals. For administrators, assessment data will define and direct our campus focus. Assessment will inform parents of their student’s progress towards grade level expectations.
- Assessment at Chandler Oaks is aligned to the Texas Essential Knowledge and Skills (TEKS)
- Assessments will be balanced. We will use a variety of assessment strategies and tools to ensure students are able to communicate their understanding in a variety of ways.
- We emphasize deep understanding vs rote memorization .
- We use common assessments in all grade levels that give students the opportunity to demonstrate their knowledge, conceptual understanding, skills and growth in the IB Learner Profile.
- The principle of “backwards design” is used to plan our assessment and learning activities that will help our students be successful.
- While planning, we will keep the following in mind: “What do we expect our students to learn? How will we know they are learning? How will we respond when they don’t learn? How will we respond if they already know it?”
- Assessment should occur as often as needed to give “feedback that promotes growth” to the learner.
- Data gleaned from assessment will drive our instruction.
- Teacher Observation
- Teacher/student conferencing, one on one, in content areas to establish and work on individual goals
- Grade level common assessments (end of unit assessments, teacher made assessments, reflections)
- State and local assessments in content areas, such as The State of Texas Assessments of Academic Readiness (STAAR) and Fountas & Pinnell Benchmark Assessment System (BAS)
- Common district assessments/benchmarks (writing assessments, etc.)
- Student data review to determine student needs and if intervention or enrichment is warranted
- Formative and summative assessment that includes student choice (menus, etc.)
- Peer, self and teacher assessments and reflections
- Performance assessments & open ended tasks
- Rubrics and self-evaluations that allow students to view the assessment criteria before being assessed
Teachers teach and provide opportunity for student growth in two to three learner profile attributes during each unit of inquiry. Teachers ensure that all attributes of the Learner Profile are developed each year by balancing the focus of each unit. Upon completion of each unit of inquiry, students will complete the COES Learner Profile Assessment form, reflecting on their growth during their unit. Teachers will also add their comments and feedback. A copy of this form will be added to the student’s portfolio and a copy will be sent home to parents.
At the beginning of the school year, students will include one or more attributes of the Learner Profile on their goal-setting sheet. At the end of the year, it is expected that students will complete a final learner profile reflection, taking into consideration their growth all year long. A copy will be sent to parents and a copy will be placed in the portfolio. We are in the process of developing a way to more adequately assess and report on student growth in the Learner Profile.
- As a staff, we view the exhibition as a culminating project that allows Chandler Oaks 5th graders to apply the transdisciplinary skills that are at the heart of the work they have been doing in the PYP.
- Exhibition is a way for students to show both WHAT they have learned as well as HOW they have grown and developed as IB learners.
- Exhibition is a larger-scale project in that students are picking a topic to research and taking it much deeper than they would in other units.
- Students will demonstrate NEW learning as part of their unit in the form of technology presentations, speeches, research, Lines of Inquiry, Posters and Flyers, etc.
- Students will demonstrate their growth as an IB student by reflecting in their IB Exhibition folder in a number of areas. They record attitudes, profiles, and behaviors that demonstrate being a model IB student as they work through their exhibition project in their groups.
- Students will also demonstrate IB behaviors by choosing an action that is part of their overall IB exhibition project which necessitates that students reflect on their exhibition project, take a position, and take action to support their position.
Students will maintain a portfolio of work from Kindergarten to Fifth Grade. We will use a large white binder and page protectors. The portfolio will be organized with dividers—one for each unit of inquiry and one for the attributes of the learner profile. Students and teachers will work together to select one artifact per unit that represents their learning. Care will be taken to ensure that a variety of disciplines are included in the artifact selection from both classroom and Specials activities. Artifacts could be a piece of work, a photo of a larger project, a video or other digital work. (If teams complete a common unit reflection, this may also be included). Students will add their learner profile assessment forms to the Learner Profile section as well as their end of year reflection/goal setting.
Teachers will house the portfolios in an accessible place, and will help students maintain them. We will use the portfolios for reflection across the themes and grade levels, as well as a way of reporting on learning. Rubrics and other assessment tools will be added when appropriate. Students will have the opportunity to share the contents of their portfolio in a variety of ways, including, but not limited to, conferencing, gallery walks, presentations, etc.; they will take their portfolios home upon completion of the PYP.
REPORTING ON ASSESSMENT
Teachers regularly report on progress to students and parents.
- We believe the first contact a teacher has with a family should be positive.
- Journals and/or student work are sent home on a regular basis
- Report cards go home every 9 weeks during the school year. K-2 use a standards based report card and 3-5 use a one-hundred point scale to report on progress.
- Progress reports go home approximately every 4-5 weeks for all students in grades 3-5
- Parents have anytime access to grades and assignments with Home Access Center. (Grades 3-5)
- Teachers conference with students frequently throughout the day to provide feedback in all subject areas
- Parent/ teacher conferences are scheduled as needed to help students meet goals and grade level expectations
- Student, Teacher & Parent Conferences
- In the Fall, all students participate in a Student, Teacher & Parent Conference and Goal Setting session
- K: Teacher facilitated
- 1-5: Parent-Student-Teacher facilitated
- In the Spring, we hold Conferences as a celebration of learning
- The student reflects on his or her learning, showcases growth throughout the year, and sets summer academic goals
PLAN FOR IMPLEMENTATION AND REVIEW
- The Language /Assessment Policy Committee and Pedagogical Leadership Team accept the responsibility for ensuring the assessment policy is put into practice.
- Teachers and coordinator will communicate assessment policy to parents, and Instructional Technology Coordinator will ensure electronic posting on school website.
- Principal and Assistant Principal will regularly evaluate implementation of assessment policy as evidenced by classroom observations and school presentations.
- The newly revised Chandler Oaks Assessment Policy will go into effect August 1, 2016 and will be reviewed every 3 years or earlier as needed by the Language /Assessment Policy Committee and Pedagogical Leadership Team.
- Making the PYP Happen, A curriculum framework for international education, IBO
- DuFour, Richard, and Robert E. Eaker. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Education Service, 1998. Print.
- Sample Assessment Policies from the following schools:
Franklin C. Martin K-8 Center; Nagoya International School; Beacon Hill School; Spicewood Elementary; James B Sanderlin Elementary
Collaboratively developed by the Chandler Oaks Language /Assessment Policy Committee Members:
Janet Stading, Coordinator
Dayna Collings, Librarian
Carol Imperial, Spanish Teacher
Karen Swint, Talented & Gifted (TAG)
Tammi Carter, Interventionist
Laurie Mutscher, Counselor
Lianna Sayegh, First Grade
Tracy Walpole, Second Grade
Amy Moore, Third Grade
Olivia Ortega, Fourth Grade
Kelley Hirt, Principal
Dana Green, Assistant Principal