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Purpose:                                                                                   

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.

Philosophy:

The purpose of assessment is to improve classroom instruction, modify/establish appropriate programs for students, promote student growth, and recognize student accomplishments. We commit to enhancing student knowledge of content, development of ATL skills and the Learner Profile through continuous assessment and feedback in these areas. With valid assessment data, we will be better informed and equipped to deliver rigorous expectations. 

Types of Assessments:

Formative

Connected to instruction and learning to provide continuous feedback on the learning process.

Summative

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.

Mandatory Assessments

All teachers are required to administer 

per the district and state guidelines.

Anecdotal Notes

Student reflection

Classroom observation

Rubrics-student & teacher created

Peer review

Individual review

Portfolios

Checklists

Exemplars

Student teacher conferences

Curriculum based measures

Pre-tests

Progress monitoring

Exit tickets

Whiteboard checks

Thumbs up/sideways/down

Quick Checks

Performance

Unit assessments

Exhibition

Individual/group projects or presentations

District and State mandated assessments

Student reflections

Rubrics

Benchmark Assessments

Multiple Choice

F&P

Performance

 

 

 

STAAR

Springboard Assessments

CBAs

Simulations

Universal Screeners

 

 

Effective Assessments:

Allow students to:

  • Demonstrates and share their learning and understanding
  • Set goals for reaching expectations
  • Use their own learning strategies and build on their own strengths and weaknesses
  • Acknowledge different learning styles
  • Build confidence in their own work and self
  • Express their points of view and understanding
  • Understand what their own needs are and how to improve
  • Connect their learning to real world experience and guide the inquiry process
  • Understand in advance the criteria for producing a quality product or performance
  • Participate in reflection, self, and peer assessment
  • Accountable for their own learning

 

Allow teachers to:

  • Use both quantitative and qualitative data to inform every state of the teaching and learning process
  • Collaboratively reflect on student progress and needs
  • Differentiate their instruction
  • Intervene at the first indication of student difficulty
  • Define expectations and outcomes for students and teacher led inquiry
  • Adapt for learning styles
  • Acquire data to be used to inform the school community of progress
  • Prepare for future inquiries and student questioning

 

Allow parents to:

  • Understand their child’s academic growth and development
  • Provide support outside of school
  • Celebrate learning and student accomplishments
  • Review & reflect their child’s assessments with their child

 

Documenting and Reporting:

  • Notes and copies of work sent home to parents
  • Conferences: Parent/ Teacher and Student-led conferences
  • District Report cards for MYP and PYP (available every nine weeks)
  • Student data folders including historical and current data to be shared at conferences
  • Student portfolios including student work samples in a physical or digital format

Policy Specific to the PYP:

  • Portfolios: a collection of student artifacts that represent individual learning (not evaluative data) Portfolios will be used to document student growth and provide a continuum for students to track their learning process and define their growth as a learner.  PYP expectations for portfolios will be reviewed every year.  
  • Student led conferences Students will select 2-3 items from their portfolio to share. They will discuss what they learned and how it ties into the Learner Profile. Students can select items and learning goals, with help from their teacher, before the parent conference. This is completely student led and a celebration of student learning.
  • Every year, the school will review and follow a systematic way of sharing student development in the IB Learner Profile for each student.
  • School will celebrate and report on student development of the IB Learner Profile by featuring students who have excelled in one of the IB Learner Profile attributes every month.  
  • Exhibition will demonstrate student growth and development in inquiry, student-initiated action,  and ATL skills throughout the PYP. Exhibition will be held in Grade 5.   

Policy Specific to the MYP:

  • MYP Unit summative assessments will be given at the end of an IB unit; rubrics assessing IB subject specific criterion (A,B,C,D) taught within the unit will be used addressing objective strands within the criteria and assessing criterion development (each will be assessed two times per school year.)  
  • 6th grade students will be assessed using year 1 criterion
  • 7th grade students will be assessed using year 1 criterion 1st semester and year 3 for 2nd semester
  • 8th grade students will be assessed using year 3 criterion
  • Community projects for MYP (8th grade only)
  • MYP Final Report cards will be sent home at the end of the school year for each MYP subject, indicating levels of achievement in the IB subject specific assessment criterion.

     

 

Resources:

International Baccalaureate Organization (May 2014). MYP: From principles into practice. Accessed May 5, 2016 from  www.ibo.org

Programme Standards and practices (October 2018). Accessed October 13, 2020 from  www.ibo.org

Evidencing Learning (2019). PYP Playlist. Accessed October 13, 2020 from  www.ibo.org

 

Purpose:                                                                                                

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.

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.

Philosophy:

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, meta-language, 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 Values:

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

Second- Language Instruction:

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:

  1. Language taught through the curriculum
  2. Differentiated instruction
  3. Multi-sensory stimulus
  4. Eliciting prior knowledge
  5. Making connections
  6. Modeling
  7. Cooperative learning
  8. Approaches to Learning (reading, speaking, writing, and listening)

     

Teachers will instruct with a comprehensive language approach, addressing 5 components of language including: reading, writing, speaking, listening, and metalanguage. 

 


Receptive (Input)

Expressive (Output)

  • Metalanguage

Oral

Listening

Speaking

Language used to talk about language

Written

Reading

Writing

 

Students, especially those in Dual Language, will have practice using metalanguage to make cross-linguistic connections and find similarities and differences between different languages.

 

Parental Support:

Parents will be included in the language development of their children through the following practices and resources:

  • Reading as a family
  • Newsletters/Flyers distributed to the parents in English and Spanish
  • Bilingual F.A.C.E. Specialist
  • LPAC committee
  • Campus Literacy Night
  • Parent Volunteers

     

Assessment:

Student language development will be assessed based on the district guidelines and campus assessment policy.

Professional Development:

  • International Baccalaureate Primary Years and Middle Years Programme category trainings
  • Texas English Language Proficiency Assessment System (TELPAS)
  • Cultural Diversity
  • Language integration training

Communicating the policy:

  • Campus website
  • Classroom Lesson
  • Letter
  • Student/parent handbook
  • Parent/Family meetings

Reviewing the Policy:

  • The school community will review the policy yearly
  • The IB Leadership team with approve edits to the policy yearly

     

 

Resources:

International Baccalaureate Organization (April 2008). Guidelines for developing a school language policy. Accessed April 2016 and October 13, 2020 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 ESL Assessment

https://livesaisd.sharepoint.com/sites/admin/E%20%20Instruction/E01%20Bilingual%20ESL%20Assessment.pdf


Purpose:                                                                                     

The purpose of this document is to clarify the Woodlawn Academy Academic Integrity 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.

 

Philosophy:

 

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, whether in-person, virtual, or distance learning. To  develop principled learning habits, we empower students to demonstrate their knowledge by presenting authentic work that reflects their understanding through a balanced collaboration between student, teacher, and family support. We acknowledge that in order for students to develop in their  Approaches to Learning skills, integrity in the presentation of the work is equally important to the work itself. We believe students take ownership of their learning and work when they know it is theirs. 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 an assessment including essays, exams, class assignment, homework, or other project.

*Unauthorized assistance includes : giving or receiving assistance in completing academic activities that give an unfair advantage

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 and will be assessed disciplinary penalties commensurate with the offense by the supervising teacher and or campus administration.

1st Offense: Student/Parent/Teacher Conference and disciplinary action (redo assignment, point penalty, detention, etc.)

2nd Offense: Student/ Parent/Administration Conference and disciplinary action (consequences per severity of the situation)

 

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. 

MAP Testing- Individuals other than the student (in person or virtual) reading aloud questions, explaining questions, or providing other supports not specified in student IEP/MTSS plan and authorized by the test administrator. *Help invalidates test results and leads to inappropriate academic support for student

Copying another student's independent class work such as reading comprehension answers, math assignment/test and/or CBA and taking credit.

Submitting work assignments written by another adult or peer when not permitted

Science- Copying a scientific research student and not providing a reference

Math-Copying another student’s 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

 

Examples of Academic Integrity and appropriate supports to build a Learning Community 

 

Providing technical support, guidance with general directions, or on-task reminders on an assessment like MAP.

Parent reading aloud a classroom/homework assignment to their child completing asynchronous work/homework. 

Family member/adult asking probing questions to the child about an assignment to build an understanding of a concept. 

Example: Sample Homework Prompt- “Using your sentence stem, describe the event that changed the character.” Family support might ask “How was the character at the beginning? How was the character at the end? When did you notice the character change? Did something happen to change the character? How do you think the character felt when this happened? What do you notice?”

Family members/ adults taking extra time with their child to research a topic or concept in school work.

Family member/ peer revising/editing a student’s essay, given that the purpose of the assignment is not to assess student ability in revision and editing. 

Family member/ adult/ peer giving student feedback as they work on their project for the student to make adjustments.

Family member/adult providing child with ideas on materials and resources, formats/platforms, and technical assistance with IB projects.

 

Resources:

Academic Integrity (October 2019). Accessed October 13, 2020 from www.ibo.org 

Academic Honesty in the Middle Years 

https://resources.ibo.org/data/m_0_mypxx_sup_1609_1_e.pdf

Student Bill of Rights/Code of Conduct

https://www.saisd.net/upload/common/SCOCSBR111119-English.pdf

Student Code of Conduct in a Remote Learning Environment

https://online.fliphtml5.com/fasxc/drwa/#p=1


Purpose:                                                                             

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 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.

Campus and District Philosophy:

Woodlawn Academy is committed to servicing diverse learnings, including students with disabilities, Gifted and Talented, English Language Learners, and others. Woodlawn Academy communicates and 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 programme of instruction.

Inclusive Practices:

  • All teachers will receive campus level special education training at the beginning of the school year. "All teachers will receive campus-wide basic training with regards to special education practices and expectations.” -Stone 
  • All teachers will provide differentiated instruction to meet their students’ academic needs in the classroom.  
  • Special education teachers and general education teachers will communicate and plan together on a regular basis to support the needs of their students and ensure effective use of the GEC teacher and assistant during classroom support.
  • Gifted and Talented teachers, GT coordinator and general education teachers will communicate and plan together on a regular basis to support the needs of their students and ensure effective use of strategies for the development of Gifted and Talented students.
  • Dual language teachers and LPAC coordinator and committee will communicate and align on goals on a regular basis to support the needs of English Language Learners and inform on effective instruction and use of strategies
  • The counselor will support students in their social and emotional learning and development.
  • General Education teachers will keep open communication with parents and families to ensure families have an understanding of supporting their child in specific contexts. 
  • All special education students will be included in field trips opportunities, awards ceremonies and events.
  • Grading for special education students will be in accordance with their IEPs and district guidelines.
  • Teachers and staff will follow the guidelines of FERPA (Family Educational Rights and Privacy Act).
  • General education teachers must consult with the special education department when making changes to their classroom schedule.
  • Special education teachers will participate in data and IB unit planning.

     

 

ARDs and IEPs:

  • Special education teachers will send a copy of student IEPs and BIPs to all teachers and administrative staff members that work with students at the beginning of the school year and/or following an ARD meeting.  
  • All teachers and/or administrative staff members will be required to read the IEPS of all their special education students and be aware of and implement all accommodations/modifications and the Behavior Intervention Plan (BIP) noted in the IEP.

     

Parent Notification of the Policy:

  • The Inclusion policy will be posted on the Woodlawn Academy website.

 

Resources:

International Baccalaureate Organization (May 2014). MYP: From principles into practice. Accessed from www.ibo.org.

Learning Diversity and Inclusion in IB programmes (May 2020). Accessed Oct 13, 2020. Accessed from www.ibo.org.

Family Educational Rights and Privacy Act website: http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

 

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