HomeMy WebLinkAboutRes 16-06 WA Ameding the Primary Assessment and Grade Reporting Policy WESTLAKE ACADEMY
RESOLUTION 16-06
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
AMENDING AND ADOPTING THE `PRIMARY (K-G5) ASSESSMENT AND GRADE
REPORTING POLICY' - NO. 6.09
WHEREAS, the policy was originally adopted on April 5, 2010, and amended by the
Board of Trustees on October 3, 2011 with an effective date of October 3, 2011; and,
WHEREAS, this amendment reflects the development of assessment and reporting
guidelines by the International Baccalaureate Organization and staff work groups in order to
allow greater transparency for assessment and reporting to parents; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake
Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION l: That, all matters stated in the recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That, the Board of Trustees Westlake Academy, hereby approves the
`Primary (K-G5) Assessment and Grade Reporting Policy' for Westlake Academy attached
to this resolution as Exhibit "A':
SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid
by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions
hereof and the Council hereby determines that it would have adopted this Resolution without the
invalid provision.
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Exhibit "A"
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 6.09:
Date Board Adopted: April 5, 2010
Date Board Amended: May 9, 2016
Effective Date: May 9, 2016
Policy Category: Student Achievement
Policy Name: Primary (K-G5) Assessment and Grade Reporting
Policy Goal: Definition and Transparency in the Primary (K-G5) Student Assessment
and Grading Policy
Policy Description:
The purpose of this assessment policy is to help all members of the school community
understand and use educational assessment in a consistent and successful way. Our
goal is to create a community that embraces assessment as a valuable and essential
part of the learning cycle.
1) Our Purposes for Using Assessment
a) For learners, assessment does the following:
i) Promotes efficient learning by focusing the student's attention on what is
important
ii) Promotes understanding and life-long learning
iii) Promotes self-evaluation and self-monitoring by the use of well-defined
expectations and criteria
iv) Motivates learning by communicating progress concerning what a
student knows and is able to do
v) Helps understand how school learning relates to present world and
future goals.
b) For teachers, assessment does the following:
i) Provides formative and summative data about student learning
ii) Provides diagnostic data to improve learning
iii) Assists instructional planning by providing informed feedback
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iv) Helps to determine teaching effectiveness - what approaches and
methods work
v) Helps to determine whether the program is achieving desired goals
(program accountability)
vi) Is a tool for communicating to others
c) For administrators, assessment does the following:
i) Assists in determining the effectiveness of programs
ii) Assists in determining school and grade-level learning goals
iii) Assists in allocation of resources, including professional development
iv) Monitors student achievement and supports student learning
d) For parents, assessment does the following:
i) Provides formative and summative data about student learning and
attainment.
ii) Provides information about the child's learning experience in school.
iii) Provides information about future educational opportunities.
iv) Helps provide information of the strengths and weaknesses of both the
instructional program and the individual learner.
In consideration of the need to establish relevant and comprehensive grade reporting
and assessment policies for the PYP student body of Westlake Academy, the following
ratings and descriptors will be utilized by the Staff to indicate academic performance, as
well as effort in subject-based and unit of inquiry reports with regard to higher order
thinking, critical concepts, content and skills on primary report cards.
Hi her-Order Thinking Skills Command Terms
Create design, construct
Evaluate iustify, synthesize, appraise, comment
Analyze deduce investigate, argue
Apply measure resent calculatepredict
Understand describe recognize, classify, explain,
Remembering list identify, define recall label
Lower-Order Thinking Skills
PERFORMANCE DESCRIPTORS (Kindergarten-Grade 5
Meets with The learner evaluates and creates new and deeper
Excellence understandings that are applied beyond grade level standards.
4 The learner consistently applies knowledge and skills to
unfamiliar situations through independent investigation, uses
higher-order thinking to demonstrate understandings through
reflections, work samples, and discussions. The learner takes
responsibility through student-initiated actions and strives to
achieve his/her highest individual potential in all endeavors.
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Meets with The learner meets grade level standards by applying and
Proficiency analyzing knowledge. The learner uses higher-order thinking
3 with knowledge and skills in familiar situations to communicate
understanding through reflections, and work samples.
Developing The learner is approaching the proficient level of
Proficiency remembering and understanding. The learner can use
2 lower-order thinking (to demonstrate knowledge. Teacher
support is sometimes needed to encourage self-directed
learning. Grade level standards of knowledge and skills
continue to develop with increasing independence.
Require The learner is struggling to reach proficiency in relation to grade
Support to level standards. Teacher support is regularly given for the
Meet student to engage in lower-order thinking. The teacher must
Proficiency guide learning and skill development because the learner has
1 not reached an independent level.
Not This strand has not been formally assessed at this point in the
Applicable school year. In- depth study in this area will be addressed next
(N/A) semester.
*See relevant command terms for Higher and Lower Order Thinking Skills in Student-Parent
Handbook
EFFORT DESCRIPTORS (Grade 3-5)
Exceptional Effort 4
Motivated, active The learner consistently and confidently demonstrates a
learner willingness to work hard and is driven by external (peer
and parental expectations), as well as internal (interest
and desire to achieve their highest individual potential)
factors.
Organized/Prepared The management of time is used effectively and
appropriately to plan and carry out activities. The learner
is reflective about sharing information with an audience
and is always well prepared with materials and resources.
Very Good Effort 3
Motivated, active The learner demonstrates willingness to work hard and
learner appears driven by external (peer and parental
expectations), as well as internal (interest and desire to do
well to achieve theirpotential)factors.
Organized/Prepared The management of time is not always used effectively
and appropriately to plan and carry out activities. The
learner shares information but not always with the
audience in mind, and could be better prepared with
materials and resources.
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Good Effort 2
Motivated, active The learner works to meet the minimum expectations and
learner does not demonstrate the independence and drive.
External motivation is needed on a regular basis to
achieve more than is required.
Organized and Support is needed in the management of time and to plan
prepared and carry out activities. The learner needs support in
organization of materials and resources.
Im rovement Needed 1
Motivated, active The learner seldom demonstrates willingness to work
learner hard to potential. External factors (peer and parental
expectations) and teacher intervention tend to be the only
source of motivation to accomplish work of a satisfactory
or better standard.
Organized and Time is not used effectively and appropriately to plan and
prepared carry out activities. The learner shares information
without care and does not see a purpose. The learner is
always assisted in the preparation of materials and
resources.
Details for Bloom's Taxonomy and Command terms are expanded and explained
in the PYP Student-Parent Handbook.
Report Cards - Westlake Academy will send home two (2) primary report cards each
year. The report cards will be sent home in December and May of each year.
Parent-Student-Teacher-Meetings — Staff will conduct two (2) parent/student/teacher
conferences per year for every primary student: a goal-setting conference during the
first semester and a student-led conference during the second semester. This will allow
parents/students to meet with teachers to discuss student progress, and, in the case of
student-led conferences during the second semester, witness the demonstration of
understanding firsthand. Parents or teachers may request additional conferences at any
time during the school year to discuss student progress and concerns.
In addition to the above meetings, parents and students will be invited to attend
conferences at the beginning of October to discuss how their son or daughter has
settled into their new class and their initial learning goals.
Dates Amended:
10/03/11
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9. The term of this agreement shall be one year, from September 1, 2016, to August 31,
2017, and
10. Participant or the ESC Region 11 BC may terminate Participant's participation in the ESC
Region 11 BC for any reason by giving written notice to the ESC Region 11 BC Board of
Record sixty(60) calendar days before the anniversary date of this agreement.
SECTION l: That, all matters stated in the recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That, the Board of Trustees Westlake Academy hereby approves this
resolution and agreement for Westlake Academy to participate in the ESC Region l l BC for the
2016-2017 school year.
SECTION 3: If any portion of this resolution and agreement shall, for any reason, be
declared invalid by any court of competent jurisdiction, such invalidity shall not affect the
remaining provisions hereof and the Council hereby determines that it would have adopted this
Resolution without the invalid provision.
SECTION 4: That this resolution shall become effective from and after its date of
passage.
BE IT FURTHER RESOLVED that the Board of Trustees of Participant authorizes its
Superintendent to execute any and all documents and take whatever action necessary to carry out
the desires of the Board of Trustees as stated herein.
Resolution WA 16-07
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SECTION 4: That this resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS 91h DAY OF MAY, 2016.
A i..
Laura Wheat, President
ATTEST:
KellylEdwarc , Board Secretary Thomas E. Brym , perinte dent
APPROVED AS TO FORM:
Janet .` Bubert or L. Stanton Lowry,
Scho Attorney
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