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Assessment Policy

Our Philosophy of Assessment -

Assessment plays a critical role in driving instruction and providing effective feedback to our stakeholders (students, parents, staff members and the community) on progress made towards social and academic goals. The feedback provided will help students to develop the skills they need and encourage them to be reflective about their learning and growth in the PYP five essential elements of learning:

•  the acquisition of knowledge

•  the understanding of concepts

•  the mastering of skills

•  the development of attitudes

•  the decision to take action


There will also be feedback and student reflection opportunities regarding the Learner Profile.


Our basic principles of assessment are:

•  Assessment should be continuous, ongoing, differentiated, and balanced.

•  The purpose of and criteria for the assessment should be clearly communicated.

•  Students should play an active role in the assessment process.

•  Assessment tools must be varied.

•  Assessments must be worthy of everyone’s time and attention.


Our Purpose for Assessment -

There are two main purposes for assessment: assessment for learning and assessment of learning.  

  • Assessment for learning is used to guide instruction.

  • Assessment of learning is used to assess what has been learned.   

Students and teachers will use feedback to identify strengths and areas of need and reflect on the degree of success. We need to provide students with sufficient opportunities to demonstrate proficiency.


Procedures -

•  Teachers will collaboratively plan assessments.

•  Teachers will use multiple forms of assessment.

•  Teachers will use both peer and self assessments in the classroom.

•  Teachers will report out progress to families on a quarterly basis - 2 report cards, 2 conferences - which include anecdotal notes about student growth in the Learner Profile.

•  In addition to district and state required assessments, we value the following authentic forms of pre assessment, formative assessment, and summative assessment:

-  Anecdotal records   -  Checklists  

-  Conferencing   -  Continuums  

-  Exit slips   -  Group discussion  

-  Group work   -  Journal entries  

-  Observations   -  Open-ended tasks  

-  Peer/self evaluation and reflection   -  Portfolios  

-  Pre/post assessment   -  Probes  

-  Project-based   -  Quick writes  

-  Quizzes   -  Role play  

-  Rubrics  

-  Performance (Music, PE)



Language Policy


Our Philosophy -

Elmonica believes that language is crucial to opening the doors to the world and is a window into one's culture. We are all teachers of language, and students should have opportunities to access language instruction in all areas of the curriculum. Language is both a verbal and nonverbal communication tool that connects us and provides us with opportunities to understand different perspectives. Speaking multiple languages is invaluable in becoming citizens of the world.

Our Identification Process -

Upon entering our Beaverton School District, students who speak a language other than English are screened to identify whether there is a need for ESL services. The screening process takes place at our school.  ELLs are assessed annually by the state of Oregon through ELPA (English Language Proficiency Assessment). Our school district uses this assessment to determine if students continue to qualify for ESL services for the upcoming school year.

Our ESL Instruction -

Students who qualify for ESL services receive support through our ESL program.  This program is based on the ODE adopted English Language Proficiency standards. SIOP (Sheltered Instruction Observation Protocol) is the primary method we use to support our ELLs in the classroom. The ESL program at our school is primarily a push-in model taught by certified ESL teachers in collaboration with the classroom teachers.

Language of Instruction -

The primary language of instruction at our school is English. Our teachers are committed to making language accessible to all students through the use of best practices. We strive to help our students understand that language has a wide variety of purposes and all students learn from their peers, as well as from adults.

Additional Language -

In support of our strong commitment to the acquisition of multiple languages, every student is exposed to Spanish.   Spanish classes begin in kindergarten, where students attend class for 30 minutes each week.  In first through fifth grades, students attend Spanish classes for two-30 minute periods per week.

Native Language Support -

Because we believe that language is important to life-long success, we encourage our students and their parents to continue to speak in their native languages at home.  Acknowledging different cultures and sharing information about cultures is encouraged within the classroom and throughout the school. Our community is rich in multicultural resources. While our school library carries books in some of the native languages spoken by our students, we will work to elicit help from parents in selecting additional books written in languages other than English. Most documents coming from our school are translated into Spanish for our community. In addition, the district Welcome Center has materials to support several other languages. The Welcome Center staff acts as liaisons between the school and our families who speak languages other than English.

Professional Development -

Professional development opportunities are offered to staff members through our school, ESL department and school district, as well as outside conferences and workshops. In addition, on-site trainings include latest research into best practices, book groups, and other discussions focused on PYP. We also have a part-time SIOP Facilitator on site to implement lesson studies, co-teaching, and collaboration.

Resources -

Teachers have access to a wide range of multilingual and culturally diverse texts in our school library. The library will continue to expand the literature selection to provide our staff with a wide range of resources. Staff also has access to other libraries in the school district through the online library catalog.


Special Needs Policy


Our Philosophy -

Our philosophy as PYP teachers is to promote high standards, practice critical thinking skills, explore ideas of global significance and value each person’s unique qualities and culture. This will support teaching and learning that ensures access and equity for all students, including students with academic, functional, social and physical challenges.  


Our school aims to increase the engagement and inclusion of all students with special needs by promoting a culture of collaboration, mutual respect, support and problem solving. These students are taught with consideration of their skill levels, developmental stages and learning styles.


Our Principles of Good Practices for Students with Special Needs-

• We will offer a high-quality education.

• We will better educate our students by identifying and meeting their individual needs and talents.

• We will employ a wide range of assessment tools to determine students’ present levels of performance.

• We will use a variety of materials, instructional strategies, modifications, and brain-based strategies to deliver differentiated instruction.

• The community of the classroom will support individual needs.

• We will work in partnership with parents/caregivers with the best interest of the student.

• The process of identifying and addressing needs of students will be clear, transparent, and consistent to all, following our district, state, and federal mandates.  We will make sure every stakeholder is informed.

• We will encourage student involvement in this process.

• Services will be provided in a variety of settings as determined by each student’s individual needs.