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The purpose of this document is to clarify the Woodlawn Academy Assessment Policy. This policy applies to the whole school and is to be communicated to and understood by all continuing and new teachers, students, parents, administrators. It is directly linked to our campus mission statement.
Campus Mission Statement:
The mission of Woodlawn Academy is to serve our community by developing inquiring, knowledgeable, life-long learners by providing a rigorous environment for learning. We will diversify the curriculum to foster caring, compassionate, globally minded students who have an awareness of their impact on others. We will help our students collaborate to create a better, more peaceful world and culture through understanding and respect.
The purpose of assessment is to improve classroom instruction, modify/establish appropriate programs for students, promote student growth, and recognize student accomplishments.
Types of Assessments:
Connected to instruction and learning to provide continuous feedback on the learning process.
Allows the student to show what is learned at the culmination of the teaching process. It also allows the teacher to determine the effectiveness of instruction.
All teachers are required to administer
per the district and state guidelines.
Rubrics-student & teacher created
Student teacher conferences
Curriculum based measures
Individual/group projects or presentations
District and State mandated assessments
Allow students to:
Allow teachers to:
Allow parents to:
Documenting and Reporting:
Policy Specific to the PYP:
Policy Specific to the MYP:
International Baccalaureate Organization (May 2014). MYP: From principles into practice. Accessed May 5, 2016 from www.ibo.org
The purpose of this document is to clarify the Woodlawn Academy Language Policy. This policy applies to the whole school and is to be communicated to and understood by all continuing and new teachers, students, parents, and administrators. It is directly linked to our campus mission statement.
We believe that every staff member at Woodlawn Academy is a teacher of language. Therefore, every teacher, parent, and staff member plays a significant role in the language development and learning of our students. Language is a vital entity to communication within the learning process. Language gives children the tools they need to interpret and understand the world around them. Language is taught through different modalities: listening, speaking, reading, writing, non-verbal communication, viewing , culture and presenting. Instructions will be differentiated to meet the needs of individual students. Language teaching occurs with the understanding that students bring their own unique cultural backgrounds to any new situation. Language development is essential to the development of international mindedness. Honoring the mother-tongue of our students is instrumental to respecting and learning about each student’s culture. To maintain cultural identity, families will be encouraged to continue to speak, read and write in their mother-tongue.
Language is a means for constructing our students’ social lives. Students develop their language proficiency through their social interactions. This can be developed and used to promote social justice and an opportunity for changing the social mobility of the individuals involved in the linguistic interaction. Language is knowledge in itself, and the means to construct knowledge. Students develop language as they develop thought, and develop thought as they develop language. Language promotes creation and is a means to express knowledge. Students communicate their creativity and knowledge through language. Language has rules and conventions that must be articulated and transferred. Woodlawn Academy staff values the opportunity to foster our students’ language development by exposing them to opportunities to explore various languages and the ways in which language is transferred and communicated. We will advocate, maintain, celebrate and strengthen language acquisition skills for L1 and L2 students; empowering a balance between two languages so that our students can continue to be successful bi-culturally.
Campus Language Profile and Identification:
Upon entry to Woodlawn Academy, all parents of students will complete a language survey to identify student’s language proficiencies and needs. Language proficiencies will be determined by the Language Proficiency Assessment Committee (LPAC.) The committee will establish placement of a student in either Bilingual or English as a second language (ESL) services. The state of Texas requires that every student with a home language other than English and that has Limited English Proficiency be provided the full opportunity of the bilingual education or ESL programs. Students will be classified as either L1 or L2 as noted below. The Woodcock-Munoz Language Survey (WMLS Tests 1 and 2) will be used to test new students in kindergarten through 1st grade who have not been identified as LEP by another school and whose Home Language Survey indicated a language other than English. Students in grades 2-8th, the WMLS (test 1,2,3, and 4) and the Iowa test of Basic Skills (ITBS) will be administered to new students. See the Administrative procedures E-1 for further guidance.
L1: native language
L2: language being acquired
Bilingual Program set by district guidelines pending changes for the 2016/17 school year.
PYP: Students at Woodlawn Academy 1st -5th grade will receive Spanish language instruction for 45 minutes per week by a certified Spanish Teacher. In Spanish class, students will learn to speak the language and learn about the language (conventions and structures) and explore cultures of Spanish-speaking countries. Students will learn about different locations throughout the world that speak Spanish for example but not limited to Spain, Central and South America, Mexico and other Spanish speaking islands off the Caribbean.
MYP: Students at Woodlawn Academy 6th-8th grade or Year 1-3 of MYP will develop their Language A, English, through English Language Arts (Language and Literature) and Language B through either Introduction to Spanish, Spanish I or Spanish II. Students will learn Spanish vocabulary for communication and expand their knowledge of the language to develop cultural understanding, make connections and use in the community. Every student in 6th grade or Year 1 of MYP will take an introductory Spanish course. In 7th grade or Year 2 of MYP, students will take Spanish 1 for high school credit. In 8th grade or Year 3 of MYP, students will take Spanish 2, receiving a second year of high school credit. Students will have the opportunity to reach HL level of language during the Diploma Programme or begin pursuing another additional language upon entering High School.
Instructional strategies and practices:
Primary language of instruction will be English. Teachers will support the development and acquisition of oral and written language through the following strategies:
Parents will be included in the language development of their children through the following practices and resources:
Student language development will be assessed based on the district guidelines and campus assessment policy.
Communicating the policy:
Reviewing the Policy:
International Baccalaureate Organization (April 2008). Guidelines for developing a school language policy. Accessed April 2016 from www.ibo.org.
International Baccalaureate Organization (May 2014). MYP: From principles into practice. Accessed May 5, 2016 from www.ibo.org.
San Antonio Independent School District Policy E-1 Bilingual
The purpose of this document is to clarify the Woodlawn Academy Academic Honesty Policy. This policy applies to the whole school and is to be communicated to and understood by all continuing and new teachers, students, parents, administrators. It is directly linked to our campus mission statement.
Woodlawn Academy strives to cultivate students that act with integrity and practice academic honesty. We encourage our students to exemplify the IB learner profile attributes in all aspects of their lives. It is important for our students to learn what it means to be principled in their academic work. We believe this will prepare them to be successful in their future careers.
Definitions of Academic Dishonesty:
Plagiarism- representing the ideas or work of another person as your own
Collusion- allowing your work to be copied or submitted and/or supporting in committing academic
Duplication of work-presenting or submitting of the same work for different assignments
Cheating-the use or attempted use of unauthorized assistance on a paper, during an exam, on homework, or other project.
Fabrication or falsifying- creation of false data or citations
Consequences of academic dishonesty:
In accordance with the district guidelines, academic dishonesty is a level I offense will be assessed disciplinary penalties commensurate with the offense by the supervising teacher and or campus administration.
1st Offense: Parent Conference and disciplinary action (detention, etc.)
2nd Offense: Parent Conference and disciplinary action (suspension)
Examples of academic dishonesty: (but not limited to the following)
Library Media Services-using video or images without proper citation or permission; not including resources in school projects (science fair, living history, etc.); failure of teachers to give proper credit during presentations, failure of staff to remember that all work created for their assignment and on district computers is district property.
Music/band-1) copying someone else's answers 2) looking around to see what answers others are giving 3) copying down another person's composition and calling it your own
Copying another student's vocabulary words, math assignment/test and/or CBA and taking credit.
Science- Copying a scientific research student and not providing a reference
Math-Copying another students homework assignment and turning it in as your own
ELA- Copying the synopsis from the back of a book and turning it in as your Read and Response
Academic Honesty in an IB educational context
SAISD District Handbook
The purpose of this document is to clarify the Woodlawn Academy Special Education Needs and Inclusion Policy. This policy applies to the whole school and is to be communicated to and understood by all continuing and new teachers, students, parents, and administrators. It is directly linked to the campus mission statement.
Campus and District Philosophy:
Woodlawn Academy aligns with the San Antonio Independent School District special education philosophy to promote inclusion and support students with disabilities in gaining college/career readiness and independent living skills. This will be accomplished through a rigorous, nurturing learning environment, high-quality instruction, and support services that enable all students to reach their full potential. Specifically, Woodlawn Academy aims to ensure that all learners have access to the International Baccalaureate program of instruction.
ARDs and IEPs:
Parent Notification of the Policy:
International Baccalaureate Organization (May 2014). MYP: From principles into practice. Accessed from www.ibo.org.
Family Educational Rights and Privacy Act website: http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Woodlawn Academy | 1717 W. Magnolia Ave. | San Antonio, TX 78201 | Phone: (210) 438-6560 | Fax: (210) 228-3072
It is the policy of San Antonio ISD not to discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, gender expression, sexual orientation or disability in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as amended, and SAISD's board policies DIA, FFH, and FFI.
Es norma del distrito de San Antonio no discriminar por motivos de raza, color, religión, origen nacional, sexo, identidad de género, expresión de género, orientación sexual o discapacidad, en sus programas, servicios o actividades vocacionales, tal como lo requieren el Título VI de la Ley de Derechos Civiles de 1964, según enmienda; el Título IX de las Enmiendas en la Educación, de 1972, la Sección 504 de la Ley de Rehabilitación de 1973, según enmienda, y las pólizas DIA, FFH, y FFI de la mesa directiva de SAISD.
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