TEACHING&LEARNING HANDBOOK 2016 by colegionuevagranada

CN G Te ach i n g a n d Le a r n i n g Handbook

CN G Te ac h i n g a n d Le a r g a n d Le a r n i n g Ha n d b o o

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C NG Te ach i ng & L e a r n i ng

Board Of Directors Diego Acevedo Bernardo Cárdenas Miguel Cortés Debi Ferman Catalina Rizo Juan Saldarriaga Mauricio Samper Paul Stern CNG Director Eric Habegger

Administrative Council

ISO 9001

Certificado No FC-5898-1

Director Eric Habegger High School Principal Shaysann Kaun Middle School Principal T.J. Merritt Elementary School Principal Julie Hunt Primary School Principal Liz Knox Athletics and Co-Curricular Activities Director Jonathan Chenier Special Projects Director Charlotte Samper Colombian Program Director Astrid Amador Director of Finance and General Services Monique Duchamp Learning Center Director Jodie Rommel Director of Educational Learning Technologies Julian Rodríguez

Editor Schools of Excellence Coordinator Liliana Borrero

INDEX I. Who We Are

II. Leadership

III. Curriculum Development

IV. Instructional Strategies Model

V. Assessment for Learning - CNG´s Evaluation System

VI. Continuous Program of Professional Learning and Development

VII. Continuous School Improvement Process

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COLEGIO NUEVA GRANADA TEACHING AND LEARNING HANDBOOK Introduction

he purpose of this handbook is to enhance teaching and learning in order to maximize student potential. It delineates standardized processes regarding curriculum, instruction, and assessment at the classroom level. This handbook also provides the strategies and tools to answer the following driving questions regarding student learning: •

What are students expected to learn?

•

How can we best teach the intended learning outcomes?

•

How do we know students are learning what they are expected to learn?

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If students are not learning what they are expected to learn, what can we do about it?

The Teaching and Learning Handbook describes the pedagogical expectations: what needs to be done, by whom, how, and when. These guidelines will ensure teacher effectiveness and student learning while being loyal to our school’s vision and philosophy of education.

I. Who We Are MISSION: CNG serves a diverse student population and prepares responsible global citizens through an accredited American/Colombian collegepreparatory program focused on motivating students to achieve their individual potential for excellence.

VISION:

OUR SCHOOL:

•

Colegio Nueva Granada (CNG) is a bilingual, bicultural, U.S. style college-preparatory school that fulfills both Colombian governmental requirements for the Bachillerato Diploma and U.S. accreditation standards for the High School Diploma Program.

•

In addition, students may choose to attend courses in the Advanced Placement Academy which offers a rigorous course of study

•

CNG is one school with four divisions: Primary School (K4-2), Elementary School (3-5), Middle School (6-8), High School (9-12).

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SCHOOL BELIEFS: We believe in creating an educational environment in which: •

Every student is challenged to achieve his or her greatest potential in a system that promotes high academic performance.

•

Individual talents and interests are shared and developed through a broad offering of academic, artistic, and athletic programs.

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Students with special needs and learning difficulties receive support through the intervention of Learning Center specialists and adaptation by the classroom teacher.

•

Students are happy, and they experience the joy of learning.

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Diversity of nationality, race, religion, and ability is valued and utilized to enhance the educational experience.

•

A balance of local and import faculty emphasize an awareness, appreciation, and integration of International and Colombian cultures.

•

Universal moral values such as honesty, respect, responsibility, and the Golden Rule, “Do unto others as you would have done unto you”, are taught through direct instruction, example, and experience.

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While the school is not affiliated with any specific religion, it honors the religious orientation of its families and encourages participation of students in their respective religions.

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Teachers, administrators, parents, and students work together in their respective roles to create a caring and open community based on mutual respect and common goals.

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Students learn to be good citizens, serve others, and respect the environment through personal involvement and experience.

ACCREDITATION AND CERTIFICATIONS: •

Accredited by The Southern Association of Colleges and Schools (SACS) in 1961.

•

Approved by the Colombian Ministry of Education (MEN) to award the Bachillerato diploma.

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SACS became a division of AdvancED, and CNG was reaccredited by this agency in 2010 following the new protocol of five standards for quality schools.

•

CNG’s ISO 9001 Quality Management system was officially approved by ICONTEC and the school was officially certified by this entity under ISO 9001 norms in January 2009.

II. Leadership A. SCHOOL GOVERNANCE CHART Parent General Assembly Functions: Elect board/ Approve changes to statutes / Approve financial statements

Board Functions:

To hire the school director To develop policies for the school To approve budget and tuition fees To supervise director To expel students

To evaluate programs and adjudicate To resolve disputes within the school To adopt strategic and other plans

To promote community relations To conduct regular meetings To raise funds

Non-Functions: Direct daily operations / Supervise and evaluate staff / Approve calendar Boards answer these questions: What? Why? How much?

Director Functions:

Chief administrative officer Hire, renew contracts, dismiss employees Supervise, evaluate administrators Preside over councils The school’s director uses the board’s decisions to define: How? By Whom? Where? When?

Director’s Council

Administrative Council

Academic Council

Functions:

Review handbook Review and approve calendar Advise programs Promote participation Review educational plan Review - Evaluation criteria Advise - Evaluation criteria Encourage and support activities

Direct daily operations Supervise and evaluate staff Implement programs Control budget Recommend policy Create procedures Plan improvements

Evaluate curriculum Improve instruction Guide staff development Improve learning Support teachers Promote assessment strategies

Channel, propose & give feedback on parent initiatives Support improvement of channels of communication at school Promote sense of belonging & community awareness among parents

Non-Functions:

Decide policy Implement programs Supervise and evaluate staff

Decide policy Approve calendar

Supervise staff Decide policy Approve calendar

Parent Council

Decide policy Implement programs Supervise & evaluate

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B. ACADEMIC ORGANIZATION CHART BOARD OF DIRECTORS

DIRECTOR (CEO) ACADEMIC COUNCIL DIRECTOR’S COUNCIL PARENT COUNCIL

PRIMARY SCHOOL PRINCIPAL

ELEMENTARY SCHOOL PRINCIPAL

ASSOCIATE PRINCIPAL COUNSELOR (2) LITERACY/MATH COACH

MIDDLE SCHOOL PRINCIPAL

ASSOCIATE PRINCIPAL

COUNSELOR (2)

HIGH SCHOOL PRINCIPAL

LITERACY/MATH COACHES

COLOMBIAN PROGRAM DIRECTOR

IEP CASE MANAGERS

ACADEMIC SECRETARY

INCLUSION PROGRAM & RTS COORDINATOR

SPEC. PROJECTS COORD.

SPECIALISTS

SOCIAL SERVICE COORD.

ASSOCIATE PRINCIPAL (2) COUNSELOR (4)

COUNSELOR (2) LITERACY/MATH COACHES

LEARNING CENTER DIRECTOR

COLLEGE COUNSELOR(3) LITERACY/MATH COACHES

PS/ES TECHNOLOGY INTEGRATION COACH

DEPARTMENT COORDINATORS

LEARNING TECHNOLOGY DIRECTOR

ATHLETICS AND CO-CURRICULAR ACTIVITIES DIRECTOR

CONDOR ACTIVITIES DIRECTOR

TECHNOLOGY TEACHERS TECH SUPPORT

ED. FIELDTRIPS, ACTIVITIES, & CWW

COACHES

SPECIAL PROJECTS DIRECTOR

ASSISTANT TO THE DIRECTOR & MANAGEMENTOF QUALITY SYSTEM ASSESSMENT DATA ANALYST

SPANISH TEACHERS

ASSESSMENT COORDINATOR

SOCIALES TEACHERS

SCHOOLS OF EXCELLENCE COORDINATOR

SPANISH LITERACY SUPPORT TEACHERS

TEAM LEADERS / TEAM LEADERS TEACHERS ADMINISTRATIVE ASSISTANTS & OFFICE SECRETARIES TEACHING ASSISTANTS

LAB ASSISTANTS

August, 2014

C. ROLES, FUNCTIONS, AND RESPONSIBILITIES As a non-profit educational institution, CNG functions under the structure of a parent-owned school with an elected Board of Directors. Additionally, Colombian law requires the participation of specific councils to assist in providing input to the Administration in decision-making processes. The following organizational chart highlights the overall organizational structure at CNG:

i. Principals and Directors: tors will:

Serve as instructional leaders and guide the curriculum development process of teachers, teams, and departments. Principals and Direc•

Develop a working knowledge of the curriculum content for all subjects/courses to effectively monitor delivery of the curriculum;

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Translate the importance of effective curriculum and instructional practices;

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Monitor the delivery of the curriculum through the following basic strategies: a.

Walk-through observations

Data Walks

Formal classroom observations

Periodic review of lesson plans and curriculum documents

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Ensure effective instructional delivery;

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Collaborate with individuals and learning teams;

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Work with teams to review and interpret assessment data, set goals, and plan for continuous improvement of achievement;

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Review, approve, and forward revision suggestions to the Director for final approval by the Academic Council;

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Update school improvement plans to support effective curriculum management;

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Ensure that student progress in achievement is reported regularly to parents in an understandable manner;

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Facilitate and participate in professional development.

Serve as a model educator to colleagues and community emulating the CNG Professional Standards to the highest possible degree.

Positively represent his/her team, the PS/ES, as well as CNG as a whole.

With team, set and uphold meeting norms. Set an agenda for each meeting incorporating pertinent items from Team Leaders’ meeting and team planning/discussion items.

Work to keep the team on task, focused, and communicating constructively during team meetings.

Ensure that all team members are encouraged to express their views. Work to foster collaborative and collegial relationships within team.

Assist teachers with procedures and classroom management.

Assist team members with divisional procedures and coach new teachers on Skyward.

Meet regulary with team teachers to build team, lead division (unit assessments, units/activities), reflect on student learning and collaboratively solve problems as needed.

Keep minutes of meetings and provide all team members and the Principal with copies allowing each meeting.

10. Facilitate the team’s analysis of student learning (e.g. common assessments in PS/ES, advisory in MS/HS). 11. Facilitate the planning of CWW, field trips, and/or special events, etc. 12. Orient new teachers to the policies, procedures, and curriculum of the school and team. 13. In collaboration with the Principal when requested, set agenda for weekly Team Leaders’ Meetings. 14. Actively engage in reflective, constructive and proactive professional discussions at Team Leader Meetings. 15. Work collaboratively with Principal and other team leaders to resolve issues and to make decisions. Help ensure that decisions are implemented at the team level. (e.g. schedules, Open House format, special events, etc.) 16. Maintain confidentiality and discretion concerning all discussion items at Team Leader meetings. 17. Ensure that communication occurs so that all team members, other teachers, students, parents, and administration, are informed and understand team and sectional decisions.

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Team Leaders, Department Coordinators and Co-Coordinators lead on-going review and revision of curriculum documents. They foster collaborative, supportive and productive team work in order to contribute positively to the divisional leadership team objectives – to advance CNG’s Mission and Beliefs, curriculum, and research-based practices for teaching and learning. These are their primary responsibilities:

C NG Te ach i ng & L e a r n i ng

ii. Team Leaders and Department Coordinators

18. Disseminate information so that the original tone and spirit remain intact and support decisions that are made by the Principal and at the Team Leaders’ meeting. 19. Act as a general resource person to team members in improving instructional effectiveness. 20. Facilitate cross-team meetings as necessary. 21. Maintain a close relationship with the division counselor, principal, and associate principal in regard to student academic progress and behavior. And any other reasonable responsibilities as assigned by the Principal

Specific to Primary School & Elementary School Team Leaders 1.

Facilitate design, analysis, and revision of units of study – including common culminating assessments – using the backward design planning process.

Ensure grade level curriculum documents (eg Curriculum Calendars and Curriculum Maps) are up-to-date. Revise with team as needed and pass along to Principal for review and comment.

Assist members of the team in the selection and use of instructional materials that support the curriculum and coordinate yearly purchase orders and distribution of materials.

Department Coordinators & Co-Coordinators

Team with the other co-coordinator on a regular basis to support their department.

Organize and coordinate the Pk-12th grade departmental staff in developing, implementing, and evaluating short and long-range departmental goals, objectives, standards and programs.

Participate in the development of CNG academic policies and be responsible for their communication and implementation at the department level.

Communicate the needs of the department (personnel, space, fiscal) to the administration.

Organize and coordinate PK-12th grade departmental meetings regulary. Agendas will be prepared and submitted to the Principals prior to each meeting. The deliberations of the departmental meetings shall be submitted to the Principals following each meeting.

Encourage and support good teaching, scholarly activity, and professional development within the department.

Act as a liaison between members of the department and school administration and between the department members and designated personnel.

Serve as an advocate for the department and represent the department in the school, the community, and at required meetings.

10. Provide leadership in the recruitment and appointment of faculty members, if needed, as well as performance feedback to Principals. 11. Work with the faculty to develop and revise standards, benchmarks, yearly plans, unit plans/curriculum maps, and procedures which provide adequate preparation of students. Communicate with principals about revisions. Principals will review, approve in principle and forward revision suggestions to Director for final approval by Academic Council. 12. Encourage and help teachers or other staff new to the school in becoming oriented to the department, school, and school policies, departmental procedures, courses of studies, etc. 13. Facilitate the evaluation of educational materials for possible purchase and prepare a complete listing of budgetary requests for the school year following, including all requests of textbooks, supplies, materials, and equipment. 14. Participate in planning capital improvements and maintenance of physical facilities. 15. Prepare an annual report to the Director in consultation with the faculty of the department. 16. A representative sits on the Academic Council during the school year (monthly meetings after school). 17. As part of the mentorship and leadership responsibilities of this position, coordinators work to coordinate and present in-service for incoming faculty, specifically on the two work days prior to the start of all school PD week in August. 18. Perform other duties commensurate with the position as assigned by the administration. Any other responsibilities and other professional duties as assigned by the Principal.

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Endeavor to maintain faculty morale by reducing, resolving, or preventing conflicts.

C NG Te ach i ng & L e a r n i ng

iii. Teachers Teachers will:

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Manage student behavior effectibly, in developmentally appropriate ways;

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Organize physical space;

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Demonstrate collaboration, flexibility and responsiveness

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Demonstrate knowledge and content of pedagogy;

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Demonstrate knowledge of students;

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Select instructional goals;

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Demonstrate knowledge of resources;

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Design coherent instruction;

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Implement most effective instructional strategies (Marzano et al., Hattie);

Students will:

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Deliver the School´s curriculum using CNG adopted methodologies and strategies most effective for the students;

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Be active partners in the learning and assessing process;

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Understand their own learning strengths and weaknesses;

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Assess student learning with a variety and range of quality classroom formative, summative, and standardized assessments;

Meet or exceed learning requirements based on the School´s curriculum and standards;

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Follow the Code of Honor;

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Exhibit behavior that is conducive to learning for self and others.

iv. Students

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Use assessment data to drive instructional decisions;

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Involve students in the learning and assessing process;

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Provide feedback to students in a timely and meaningful way;

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Involve parents in the learning process;

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Be valued partners in the learning process;

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Communicate strengths and weaknesses to students, parents, and others clearly and accurately;

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Accept a shared responsibility working with the teacher in the learning process;

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Participate in personal professional development;

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Create an environment of respect and rapport in classroom and with colleagues;

Support the development of academic, communication, life, and technology skills.

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Establish a culture of learning;

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Manage classroom procedures effectibly;

v. Parents Parents will:

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C NG Te ach i ng & L e a r n i ng

III. Curriculum Development A. PHILOSOPHICAL FRAMEWORK FOR CURRICULUM DESIGN CNG is committed to maximizing individual potential. In order to achieve this aim, we provide curricular programs that are aligned to research-based, national standards (Ministerio de Educación Nacional), standards developed by professional organizations (e.g. American associations, such as CCSS), and accreditation agencies (e.g. AdvancED). The following are important considerations. •

Curriculum and learning experiences in each course are designed to provide all students with rigorous and equitable opportunities to develop thinking skills, learning skills, and life skills.

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Courses are designed with student readiness and learning levels in mind.

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Teachers and course content have the same expectations to prepare students for the next level.

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Following the Understanding by Design (UbD) framework, unit plans are developed using a three stage design progress or “backward design” approach by beginning with the end in mind.

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Teachers work collaboratively to ensure the written, taught, and assessed curricula are vertically and horizontally aligned and learned by students.

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Research-based instructional strategies are used to actively engage students to promote conceptual understanding, and multiple assessment methods are utilized to determine student learning.

•

Data is used to evaluate and improve teaching, learning, and assessment.

CNG recognizes the need and value of a systematic, ongoing program of curriculum review and development. The design and implementation of the curriculum shall be consistent with the School´s vision, philosophy, beliefs, AdvancED´s accreditation standards, and Colombia´s Ministry of Education requirements. It is essential for the school system to continually develop and modify its curriculum to provide a common direction for all instructional and programmatic efforts in order to meet the changing needs of our student population. All faculty and staff has access to the written curriculum through Atlas Rubicon. While instructional differentiation is expected to address the unique needs of specific students, the instruction shall be derived from a set of curriculum learning common to all students. There should be equitable access to the curriculum for all students. High levels of student achievement are the benchmarks for effective curriculum (design) and instruction (delivery). Learning outcomes are broad goals that describe what learners are supposed to know and be able to do. They are defined in terms of standards and benchmarks addressing knowledge, skills, and abilities that students are expected to attain as a result of their involvement in a particular

set of educational experiences. Outcomes specifically describe the end result of the program/activity/service. These outcomes must be measurable. You can find the curricula and learning outcomes for students in Atlas Rubicon under the Useful Links tab in the School´s webpage. CNG’s curriculum development process allows the staff to focus on the following four principal areas of strong, coherent curriculum development: 1.

Well-articulated curriculum: Know and use clearly articulated learning targets (standards and benchmarks).

Assessment: Use a range of assessment methods to clarify the learner’s status relative to learning targets, and generate the information necessary to help the learner achieve these targets.

Delivery: Plan and use instructional strategies that will help the learner remember content and apply information and skills.

Criterion-based feedback: Give methodical feedback to the learner based on targets, and refine record keeping and reporting accordingly.

The goals and benefits of this process are multiple, but the ultimate goal is to ensure that all students learn what they are expected to learn.

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B. CURRICULUM OVERVIEW

CNG’s LEARNING FOCUS ON STUDENT

Curriculum What are students expected to learn?

Chapter III: Curriculum Development

Instruction

Assessment

How can we best teach the intended learning outcomes?

How do we know students are learning what they are expected to learn?

Chapter IV: Instructional Strategies Model

Chapter V: Assessment for Learning CNG's Evaluation System

Student Learning Outcomes

mind

Educating the mind, strengthening the body, and developing character for

body leadership and service character in the world of today and tomorrow.

Curriculum Model The model for curriculum development, implementation, and evaluation include the following components: written curriculum (standards/ benchmarks/unit plans), taught curriculum (instruction of the written curriculum), and assessed curriculum (pre-assessment/formative/summative/performance congruent with written curriculum).

Curriculum Alignment Coordination of what is written, taught, and assessed from K4 – 12 (vertical alignment), as well as the alignment of instruction within the department/grade level (horizontal alignment).

Written Curriculum Written curriculum is defined as those standards & benchmarks, unit plans, and assessments that teachers are required to address so that students will learn. Principles of the Written Curriculum include:

•

Curriculum development is an on-going process that reflects the best understanding of the growth and development of learners.

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The curriculum is based on a core set of non-negotiable standards & benchmarks, which frame decisions about teaching and learning, and which are aligned both vertically (K4-12) and horizontally (within a grade level/course). Curriculum is a system decision, not an isolated teacher decision.

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Curriculum is developed to ensure that students in every classroom have the opportunity to learn the same standards/benchmarks at each instructional level.

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The curriculum is accessible and manageable.

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The curriculum is reviewed and updated regularly.

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The curriculum is assessed regularly.

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Taught curriculum refers to instruction, the process by which the teachers plan, organize, and deliver instructional strategies for teaching the written curriculum. Principles of the Taught Curriculum include: •

All classroom instruction is aligned to CNG’s curriculum.

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CNG teachers incorporate best practice as established in Marzano, Pickering and Pollock´s (Nine Instructional Strategies that Work, 2001) and Hattie’s (Visible Learning, 2012 ) top ten strategies.

•

Teachers select instructional resources and technology such as textbooks, software, community resources, and other materials based upon their alignment with the curriculum.

Assessed Curriculum Assessed curriculum refers to pre, formative and summative assessments that measure students’ learning of the taught and written curriculum. We use assessments to determine and communicate what students know and are able to do, as well as to motivate engaged learning. Principles of the Assessed Curriculum include: •

Guide teachers’ instruction at appropriate levels of depth and complexity.

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Guide students’ learning.

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Implement differentiated instruction.

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Guide school-wide improvement of curriculum alignment and programmatic decisions.

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Communicate progress to parents to support learning at home.

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Taught Curriculum

C. STAGES IN CURRICULUM DESIGN We believe that teaching and learning need to be directly linked to the CNG written curriculum. It is essential that all learning activities and assessments explicitly reflect the identified standards, benchmarks, and essential questions. The stages of curriculum designed follow the Understanding by Design (UbD) framework.

Stage 1: Identify Desired Results Ask “What should students know, understand and be able to do by the end of the unit?” •

Identify standards and benchmarks found in CNG curriculum document

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Write the unit overview, which provides a brief description of the unit goals

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Define theme/core concepts/big ideas

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Devise essential questions

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Determine Learning Outcomes and enduring understandings

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Determine levels of performance (content, context, cognitive type)

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Align standards to tests in use

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Public access to written curriculum via Atlas Rubicon (once approved).

Stage 2: Determine Assessments Ask: “What evidence will show that students have attained the unit’s core objectives?”

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Identify and construct a range of formative and sumative assessments that will show what students have learned in relation to the benchmarks, i.e. performance assessments, quizzes, observations, student self-assessment, etc.

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Determine how students will apply what they are learning by constructing major performance assessments, tests, and projects.

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Construct scoring rubrics to assess all benchmarks addressed in the performance assessments.

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Provide exemplars.

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Stage 3: Plan Learning Experiences and Instruction Ask “What instructional strategies will be most effective at helping us reach our targets?” •

Identify instructional strategies from Marzano, Pickering, and Pollock´s instructional strategies that work (2001) and Hattie’s (2012) top ten strategies.

•

Determine sample learning experiences and activities that will equip students to demonstrate the benchmarks.

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Ensure that essential agreements have been incorporated.

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Determine materials and resources needed.

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Develop scope and sequence

Stage 4: Reflect on the Unit Design Ask “What would I change to improve, refine, or enhance the unit?” and record it in the unit plan.

D. MONITORING CURRICULUM, INSTRUCTION, AND ASSESSMENT Teachers, department coordinators, team leaders, and principals use data from multiple assessments including teacher-generated formative and summative assessments as well as standardized and adaptive tests, to reflect on student learning, curriculum, and professional practice. In addition, teachers examine professional practice to monitor and adjust curriculum, instruction, and assessment. We work to ensure vertical and horizontal alignment. There must be a systematic, collaborative process in place to ensure alignment each time curriculum is revised.

E. KEY COMPONENT OF CURRICULUM GUIDES 1.

A rigorously written curriculum, in a clear and consistent form, for application by teachers in classrooms or related instructional settings.

A rigorously taught curriculum that is shaped by and interactive with the written one.

A rigorously assessed curriculum that is linked to both the taught and written curricula and that includes the tasks, concepts, and skills for student learning.

Technology integration, used for instruction, assessment, management, and the support of teaching and learning.

The key components of curriculum guides outlined above are embedded in CNG’s unit plan format in Atlas Rubicon:

UNIT PLANNER: SAMPLE “Educating the mind, strengthening the body, and developing character for leadership and service in the world of today and tomorrow.” Stage 1: Desired Learning Outcomes Big Ideas / Enduring Understandings Standards & Benchmarks Essential Questions

Content

Skills

Stage 2: Assessment Evidence Assessments Stage 3: Teaching and Learning Strategies

Classroom Instruction that Works

Differentiation

Activities

Differentiation

Stage 4: Continuous Improvement of Teaching and Learning

Teacher Reflections

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i. Flow Chart for Modifying the CNG Curriculum/Program

▶

1. INPUT* - Input for modification from teachers, principals, parents, and students; changes in MEN (Colombian Ministry of Education) and adopted standards; as well as data from internal and external assessments. The annual State of the Department Report serves as our official INPUT format. 2. DESIGN* - Instructional leaders, department coordinators, and/or team leaders receive and triangulate input to propose curriculum revisions ensuring scope, sequence, and rationale. The Proposed Curriculum Revision Form represents our official DESIGN format.

▶ ▶

3. REVISION* - Instructional leaders review modification and rationale in the the Proposed Curriculum Revision Form. 4. ELABORATION - Teachers and Department Coordinators elaborate the revisions.

▶ 5. VERIFICATION* - The Approved Verification Form is presented to the Academic Council which verifies and/or recommends revisions or modification. Recommendations are given to the Director. •

For major changes that involve the modification of Adopted Standards in Atlas Rubicon, textbook adoption, and new programs, Steps 6-8 will occur.

•

For changes which are minor in nature, Step 6 is omitted.

▶ 6. CONFIRMATION - Board of Directors and Director´s Council endorse the final modification and advise the Director. The Schools of Excellence Coordinator posts changes in Atlas Rubicon (annually by June). Purchase of necessary resources is confirmed by the Director.

▶ 7. ROLL-OUT - Instructional Leaders inform Department Coordinators, Team Leaders, and Teachers of authorized and posted changes. Teachers begin incorporating the approved curriculum into Unit Plans in Atlas Rubicon.

▶ 8. VALIDATION* - Administrative Council validates the impact on student learning after at least one year of implementation. * Steps in Chapter 7.3 of the ISO 9001:2008 Norm.

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F. CURRICULUM REVIEW CYCLE

Last Revised: March 3, 2015

ii. CNG Curriculum Implementation Chart 2014 - 2015

2015 - 2016

2016 - 2017

2017 -2 018

2018 - 2019

2019 - 2020

Aug - Dec 2014

Jan - May 2015

Aug - Dec 2015

Jan - May 2016

Aug - Dec 2016

Jan - May 2017

Aug - Dec 2017

Jan - May 2018

Aug - Dec 2018

Jan - May 2019

Aug - Dec 2019

Jan - May 2020

WLG,LC, SS, Soc. Year 6

Tech Fine Arts Year 5

Tech Fine Arts Year 6

Math Year 5

Math Year 6

Eng Span Year 5

Eng Span Year 6

Affective Character Counsel. Year 5

Affective Character Counsel. Year 6

Sci PE Health Year 5

Sci PE Health Year 6

WLG LC Year 5

Phase TWO

Sci PE Heath Year 1

WLG,LC, SS, Soc Year 6

WLG,LC, SS, Soc Year 1

Tech Fine Arts Year 1

Math Year 6

Math Year 1

Eng Span Year 6

Eng Span Year 1

Affective Character Counsel. Year 6

Affective Character Counsel. Year 1

Sci PE Health Year 6

Phase THREE

Affective Character Counsel. Year2

Sci PE Health Year 1

Sci PE Health Year 2

WLG,LC, SS, Soc Year 1

WLG,LC, SS, Soc Year 2

Tech Fine Arts Year 1

Tech Fine Arts Year 2

Math Year 1

Math Year 2

Eng Span Year 1

Eng Span Year 2

Affective Character Counsel. Year 1

Eng Span Year 3

Affective Character Counsel. Year 2

Sci PE Health Year 2

Sci PE Health Year 3

WLG, LC, SS, Soc Year 2

WLG,LC, SS, Soc Year 3

Tech Fine Arts Year 2

Tech Fine Arts Year 3

Math Year 2

Math Year 3

Eng Span Year 2

Math Year 4

Eng Span Year 3

Eng Span Year 4

Affective Character Counsel. Year 3

Affective Character Counsel. Year 4

Sci PE Health Year 3

Sci PE Health Year 4

WLG,LC, SS, Soc Year 3

WLG,LC, SS, Soc Year 4

Tech Fine Arts Year 3

Tech Fine Arts Year 4

Math Year 3

Tech Fine Arts Year 5

Math Year 4

Math Year 5

Eng Span Year 4

Eng Span Year 5

Affective Character Counsel. Year 4

Affective Character Counsel. Year 5

Sci PE Health Year 4

Sci PE Health Year 5

WLG,LC, SS, Soc Year 4

WLG,LC, SS, Soc Year 5

Tech Fine Arts Year 4

Phase ONE

Phase FOUR

Phase FIVE

Phase SIX

Affective Character Counsel. Year 3

Years indicate implementation of adopted curriculum and text

(Updated March 16, 2015)

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Last Updated March 16, 2015

Phase ONE - Research & Task Force January - May - Develop report of trends in internal and external assessments for the subject (Data Team) - Develop and implement survey for stakeholder groups (Data Team) - Continue with Task Force - Use data and surveys along with teacher observations to determine Current Needs

Phase TWO - Order Materials and Formalize Implementation in Rubicon Atlas for August January - May - Place order of adopted texts and materials in February - Use demo copy of text and begin to align the textbook with the adopted curriculum to ease transition for August.

- Continue research of Best Practices and world-wide trends (PD may be needed at this time)

- Teachers may teach pilot lessons from new curriculum/materials to assist with transition

- Recommit to or adopt new K4-12 standards and recommend to Administrative Team and Academic Council

- Begin to update course units using following school year’s Atlas Rubicon (calendar, S & B, Assessments, Learning Activities)

- May need to order sample texts according to identified needs (4-6 possible titles) depending on subject.

Phase ONE - Select and Adopt Texts and Materials August - December - May need to order sample texts according to identified needs (4-6 possible titles) depending on subject. - Task Force conducts rigorous review of samples and determines recommended text - Teachers may teach strategic lessons from 2-3 texts to obtain a better sense of the materials - Task Force recommends text adoption to Administrative Team - Evaluate instructional materials - Once recommendation approved, organize order of texts and supplemental materials for February - Concurrently, once standards are approved, they are loaded into following school year’s of Atlas Rubicon (CONFIRMATION)

- Professional Development may be needed for all or some members of department to gear up for implementation - Plann PD for August for New Faculty

Phase TWO - Year ONE Implementation of Curriculum and Textbook

August - December - New Faculty PD conducted in August - Implement new program with new text and materials - Continue to update course units using Atlas Rubicon - Record observations of difficulties and suggestions for improved use - Targeted Professional Development may be needed

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CNG Curriculum Implementation Cycle

Phase THREE - Year ONE Implementation Continues

Phase FOUR - Year TWO Implementation Continues and Begin Validation

January - May

- Continue to implement new program with new text and materials

- Monitor positive and negative effects on student learning

- Continue to update course units using Atlas Rubicon

- Review areas of strength and weakness

- Continue to record observations of difficulties and suggestions for improved use

- Examine internal and external assessment results

- Continue targeted Professional Development as needed

Phase THREE - Year TWO Implementation of Curriculum and Textbook August - December - New Faculty PD conducted in August - Monitor positive and negative effects on student learning - Review areas of strength and weakness - Examine internal and external assessment results - Record observations of difficulties and suggestions for improved use - Continue targeted Professional Development as needed

- Record observations of difficulties and suggestions for improved use - Begin validation process (VALIDATION) - Continue targeted Professional Development as needed

Phase FOUR - Year THREE Implementation and Validation Completed August - December - New Faculty PD conducted in August - Complete validation process (VALIDATION) - Examine internal and external assessment results - Continue targeted Professional Development aligned to PGP

January - May

- Monitor positive and negative effects on student learning

- Examine internal and external assessment results

- Continue targeted Professional Development aligned to PGP

Phase FIVE - Year FOUR Implementation

Phase SIX - Year FIVE Implementation

August - December

- New Faculty PD conducted in August

- Examine internal and external assessment results

- Continue targeted Professional Development aligned to PGP

- Research Best Practices and world-wide trends

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Phase SIX - Year FOUR Implementation Continues

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Phase FIVE - Year THREE Implementation Continues

- Investigate updates to Standards and Benchmarks document - Convene Task Force - Continue targeted Professional Development aligned to PGP Phase ONE - Select and Adopt Texts and Materials BEGINS AGAIN

G. FORMAT FOR CURRICULUM MAPS AND UNIT PLANS The format for curriculum maps and unit plans is available in Atlas Rubicon. At a minimum, these will consist of the following: 1.

Standards and Benchmarks

Assessments

Instructional Strategies

Resources

*Over time, Big Ideas/Enduring Undestandings, as well as Essential Questions will be added. (See Atlas Rubicon Template on page 20.)

H. CURRICULUM DEFINITIONS Standard General categories K4-12 that organize the knowledge within the subject and/or a description of what students should understand or be able to do.

Benchmark Benchmarks are more specific grade level learning objectives or performance indicators. Benchmarks translate standards into what the student should understand and be able to do at developmentally appropriate levels.

Rubric Rubrics indicate criteria for each learning focus/benchmark and describes levels of performance or understanding. It should be at least a four-point rubric (where four is achievable) and:

•

Provide students with specific expectations of the criteria;

•

Increase consistency in the rating of performances;

•

Provide information about where students are in relation to where they need to be.

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IV. Instructional Strategies Model A. INSTRUCTIONAL PHILOSOPHY Teachers engage students in their learning through research-based, instructional strategies including, but not limited to, the following listed below. Pickering, Pollock, and Marzano´s (2001) most effective instructional strategies:

Research-based Strategies For Increasing Student Achievement Identifying Similarities And Differences

This strategy focuses on the mental processes that students can use to restructure and understand information. Classroom activities that ask students to identify similarities and differences include comparison tasks, classifying tasks, and the use of metaphors and analogies. These strategies result in understanding content at a deeper level.

Summarizing And Note Taking

Summarizing is restating the essence of text or an experience in as few words as possible in a new, yet concise form. Summarizing and note taking requires the ability to synthesize information. Students must be able to analyze information and organize it in a way that captures the main ideas and supporting details that is stated in their own words. Students can summarize information in different ways, including deleting information that isn’t important to the overall meaning of the text, substituting some information, and keeping some information. As students practice these strategies, it enhances their ability to understand specific content for learning.

Reinforcing Effort And Providing Recognition

These strategies address students’ attitudes and beliefs. Most students are not aware of the importance of believing that their level of effort is related to their achievement. When students are rewarded or praised for achieving specific goals, their level of achievement is higher.

Homework And Practice

Homework and practice both provide opportunities for students practice, review, and apply knowledge. It also enhances a student’s ability to reach a level of expected proficiency for a skill or concept. Research referenced in Marzano, Pickering, and Pollock’s book indicated students need to practice a skill 24 times to reach 80% competency, with the first four practices yielding the greatest effect.

Nonlinguistic Representations

This strategy can enhance a student’s ability to represent and elaborate on knowledge using mental images. When students elaborate on knowledge, they are able to understand it in greater depth and be more successful at recalling it. Nonlinguistic representations can include graphic representations, mental pictures, physical models, drawings, and kinesthetic activities. New knowledge is usually presented in a linguistic form. When students are also able to use imagery, the effects on achievement can be significant.

Cooperative Learning

When students are provided with opportunities to interact with each other in a variety of ways their learning is enhanced. These activities support the ideas that there should be a variety of criteria to group students; that there should be formal, informal and base groups and that the size of learning groups should be continually monitored.

Setting Objectives And Providing Feedback

Setting objectives establishes a direction for learning. Once students understand the parameters of an objective, they should brainstorm to determine what they know and what they want to learn. Specific, timely, and regular feedback to students enhances their learning. Also, feedback should include an explanation of why an item is correct or incorrect and be criterion referenced. In other words, students should understand where they stand relative to a specific target of knowledge or skill.

Generating And Testing Hypotheses

The strategy of generating and testing hypotheses includes several processes including systems analysis, invention, experimental inquiry, decision making, and problem solving. Students should be asked “what if?” as they plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions).

Questions, Cues, And Advance Organizers

Giving students a preview of what they are about to learn or experience helps them activate prior knowledge. This strategy gives students the opportunity to connect what they already know to what they need to know. Questions should focus on what is central and most important. Advance organizers are most useful for information that is not easily presented in a well-organized manner. For example, creating an advance organizer for a field trip can provide students with information about what they are about to see and do. Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock have examined decades of research findings to distill the results into nine broad teaching strategies that have positive effects on student learning.

John Hattie´s top ten strategies linked to student achievement (Visible Learning for Teachers, 2012): • • • • •

Student Self-Reported Grades Piagetian programs Response to intervention Teacher credibility Providing formative evaluation

(See CNG’s EPISTEMOLOGICAL FRAMEWORK in Appendix 1).

• • • • •

Micro-teaching Classroom discussion Comprehensive interventions for students with learning disabilities Teacher clarity Feedback

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What Is Our School’s Philosophy Of Homework? At CNG student learning and growth are our greatest priorities. We use homework to engage our learners beyond the school day. We believe in homework that fosters responsibility and inspires and reinforces learning.

What Is Our School’s Daily Homework Guidelines? • Research indicates that the average student should have a maximum of 10 minutes of homework per night per grade. • Primary School – 20 – 30 minutes daily (with the exception of weekends) • Elementary School – 30 – 50 minutes daily (with the exception of weekends) • Middle School – 60 – 75 minutes daily • High School – 75 – 120 minutes daily School wide there will be no homework assigned during school breaks with the exception of strategic assignments, when necessary, for classes in the AP Academy. It is also important during summative evaluation time and standardized testing time, that homework be kept to a minimum.

What Are The Purposes Of Homework? Practice Homework: • •

Reinforces learning and helps students master specific skills Builds on the comprehension and development of skills taught in class

Preparation Homework: • •

Introduces material in advance of upcoming lessons Helps students develop background knowledge

Extension Homework: • •

Allows students to apply their learned skills to new situations. Broadens knowledge of a topic being studied in class.

Integration Homework: •

Provides opportunities to apply many different skills to a single task

•

Encourages students to construct a new product based on their learning

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B. CNG HOMEWORK POLICY AND PRACTICES

What are Student, Teacher, and Parent Responsibilities? Student Responsibilities for Homework: • • • • • • •

Listen carefully and ask questions about the directions for the homework. Accurately record the homework assignment in agenda. Plan a consistent time and place to complete homework in a distraction-free environment. Complete and submit homework assignments on time. Practice academic honesty. Take responsibility to see the teacher to make up missed assignments. Practice good study habits and produce high-quality work.

Teacher Responsibilities for Homework: • • • • • • • •

Homework should never be used as punishment or in place of classroom instruction. Homework is posted and reviewed. Design assignments that are relevant and clear. Vary assignments by mixing different approaches and styles. Assist students who are having difficulty completing the assignment. Encourage and teach good study habits. Provide timely feedback on homework assignments. Provide an outline with step-by-step due dates for long-term projects.

Parent Responsibilities for Homework: • • • • • • •

Use agendas and Skyward to make sure that homework gets completed and turned in on time. Provide for a consistent time and quiet place for homework to be completed. Promote a positive attitude toward homework and its benefits. Assist your child and provide guidance as needed but do not do the work yourself. Encourage your children to do their best and not simply give the minimum effort. Contact the teacher directly if your child is struggling with the subject matter. Support your child’s efforts by asking to see graded homework and discussing it.

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V. Assessment for Learning - CNG´s Evaluation System A. ASSESSMENT MODEL AND PROTOCOL The evaluation of learning is an integral part of the teaching/learning process. The school has taken into consideration the requirements of the Colombian education law (Decree 1290, April 16, 2009), U.S. accreditation requirements, and the professional views of the teaching staff at CNG. The CNG plan for assessing student performance has been broadened to meet the individual needs of students. At the same time, the quality of the program will not be lessened, as standards will be maintained at a high level. Opportunities must exist for students to demonstrate academic achievement through means other than a written examination. We believe in a balanced approach wherein traditional paper, pretests are used judiciously, along with other forms including conferring, informal observations, performance assessments, and portfolios. Assessment may include portfolios of individual assignments, projects, verbal presentations, and other forms of non-traditional assessment. Students with special academic needs who are served through the Learning Center may be given alternative assessments for measuring how much they have learned and/or approved accommodations. Evaluation policies and procedures set forth the grading process as well as strategies designed to help each child to succeed in school. Students are expected to meet the standards of the school as evidenced by the assessment process.

i. Assessment Belief Statement At CNG student learning and growth are our greatest priorities. We use assessments to determine and communicate what students know and are able to do, as well as to motivate engaged learning.

CNG Essential Agreements About Assessment - As a faculty and staff, we are committed to the following: 1.

Grades will be based on academic achievement aligned with our four-point grading scale.

Grades will be based on what students know and are able to do relative to the benchmarks taught.

Grades will be determined using appropriate and clear performance standards. This will include clear descriptions of expectations through the use of rubrics/scoring guides, and these will be communicated in advance to students.

Student behavior/life skills will be graded separately from academic achievement, with the exception of late work and academic dishonesty at Middle and High School.

Teachers will use a range and balance of quality formative and summative assessments.

The grade of “4” should be achievable on assessments. Teachers will ensure that students understand what is expected to achieve a “4” and are provided opportunities to demonstrate learning at the highest level.

Students are expected to complete and turn in all assignments on time. In Middle and High School, students will be provided the opportunity to remediate missed assignments within two weeks. In addition, students in Middle and High School may not be eligible to receive course credit/pass the course if they do not complete and turn in all assignments.

When work is submitted late by students, there will be consequences in order to reinforce the importance of student commitment to learning. In Middle and High School missing work will receive a ‘0’. If missing work is turned in within two weeks, a “2” is the highest grade that can be earned.

Teachers will provide meaningful and timely feedback on all assignments to learners. Grades will be updated electronically every two weeks, at a minimum. (Community members are expected to keep track of student data through the school systems on a regular basis).

10. In general, homework should be considered informal formative assessment and be aligned with the CNG Homework Philosophy & Practices. 11. In cases of academic dishonesty, there will be systematic follow up and developmentally appropriate consequences to reinforce the importance of academic honesty as outlined in our Code of Honor. 2 12. Teachers will not give extra credit or bonus points, factor attendance into grades, or grade on a curve. Students with an excused absence get one day for every day missed to make up missing work. Students will be given individual grades on group projects. Teachers will provide opportunities for students to reflect on their learning.

ii. Assessment Strategies and Definitions for CNG´s Assessment Model • Formative Assessment – Assessments, evaluations, class activities, homework, conferences, and/or observations directed toward a

learning goal and carried out consistently during a learning interval (unit, chapter, section, quarter) results in feedback that may be written and may or may not be graded. Formative feedback should drive instruction and modification to lesson planning based on the results of the student(s). There should be on-going, multiple, formative assessment. Students should receive feedback on formal formative assessments before summative assessments.

• Formal Formative Assessment – any reported feedback in the grade book before a summative assessment of the learning interval. Examples include: exit slips, warm ups, class work, paper/pencil, journals, quizzes, activities, presentations, etc.

• Informal Formative Assessment – on-going gathering of information on which students get feedback but there is no reported

grade such as observation, anecdotal notes, most homework, using the checkmarks to communicate that a task was completed, etc.

• Student Self-Evaluation – Students are provided self-assessment opportunities on academic benchmarks as well as on life skills. This enables students to develop skills in self-reflection and the ability to determine next steps for improvement. Some self-assessment strategies are portfolios, self-evaluation rubrics, and checklists.

• Student Feedback – Information that will help the learner advance in the learning process. Can be verbal, written, or non-verbal. Should be quantitative and qualitative.

• Learning Evidence - Information from formative and summative assessments of student learning that will help the teacher to direct and modify instruction.

• Learning Goal – a part of or an entire benchmark • Standards – A K-12 statement of what students will understand and be able to do within a specific subject area. • Benchmarks – A specific learning goal for particular grade level and subject. • Standardized Assessments – We use results of these assessments to reflect on student learning and our program; however, these results are not reflected in subject grades. Examples are MAP, AP, Grade, Stanford Achievement Test 10, CELF, Saber, Pre-Saber, SAT, etc.

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quarter, etc.) In advance, students and parents are made aware of when summative assessments will occur and what they will cover. Multiple summative assessments are expected for each learning interval. Examples include: quizzes, tests, essays, labs, presentations, debates, projects, etc.

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• Summative Assessment – Assessments and evaluations that are carried out at the end of a learning interval (unit, chapter, section,

B. GRADING SCALE AND PERFORMANCE LEVEL DESCRIPTORS (BASED ON DECREE 1290, APRIL 2009)

CNG’s Grading Scale

Niveles de Desempeño (Decree 1290)

Academic Proficiency Standards

Superior/Advanced

Able to demonstrate advanced knowledge and skills that were taught.

Alto/Proficient

Able to demonstrate proficient knowledge and/or skills that were taught.

Básico/Basic

Able to demonstrate basic knowledge and/or skills that were taught.

Bajo/Below Basic

Unable to demonstrate basic knowledge and/or skills that were taught.

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i. Performance Level Descriptors: Required by Colombian Ministry of Education M: This grade reflects IEP Accommodations and/or Program Modifications.

ii. Grading Scale CNG INTERNAL GRADING SCALE CNG DESCRIPTORS

BELOW BASIC

CNG 4 PT. SCALE

1.75 1.50 1.25 1.00

COLOMBIAN EQUIVALENCY

DESEMPEÑO BAJO

BASIC

2.00

2.25

PROFICIENT

2.50

2.75

3.00

DESEMPEÑO BÁSICO

ADVANCED

3.25

3.50

DESEMPEÑO ALTO

3.75 4.00 DESEMPEÑO SUPERIOR

Zeros are used in Middle and High School for missing work and academic dishonesty only. All assessments must include the possibility of earning a 4.0.

COMPARATIVE GRADING SCALES A-F

100

0 TO 59

1 AND 2

D-

D+

C-

C+

B-

B+

A-

A+

60-62 63-66 67-69 70-72 73-76 77-79 80-82 83-86 87-89 90-92 93-96 97-100

7 REVISED OCT 2013

(See PHILOSOPHY BEHIND USING THE 4-POINT SCALE in Appendix 2).

iii. Life Skills Rubrics Each school building has developmentally appropriate rubrics to assess life skills. Measuring these skills is an important component of our development character pillar. In Primary and Elementary School we assess life skills such as: use or time/responsibility, cooperation, organization, and self-control. In Middle and High School we measure the life skills that are part of CNG’s Code of Honor: integrity, respect, high expectations an community welfare.

C. STANDARDIZED TESTING In addition to the grades, written reports, and alternative assessments, CNG monitors student performance through standardized testing. CNG is committed to measuring student achievement through independent measures. Each year a testing calendar is developed. Reports are given to parents and student on the results of testing. General reports of group data are shared with teachers and used to make improvements to the educational program. The following are the tests administered to CNG students: - NWEA-MAP TESTING

- grades 2-10

Sept./Oct.

- Stanford 10

- grades 2 – 10

May

- PSAT

- grades 10 and 11

Oct.

- Scholastic Aptitude Test (SAT)

- grades 11 and 12

Throught the year

- Prueba SABER 11

- grade 12

March/April

- Prueba PRE SABER 11

- grade 11

Oct.

- Prueba SABER 3, 5, 9

- grades 4, 6, 10

Oct.

- Advanced Placement Exams

- grades 10, 11, 12

May

See Assessment Calendar for specific dates.

An individual cumulative file for every student is kept in the office of the corresponding school. This file contains all the records of a student’s academic life at CNG, including copies of the quarterly progress reports. Teachers, administrators, parents and the student are allowed to consult the file, but the file must not be removed from the office. Files of graduates are kept under the supervision of the Registrar’s Office (Secretaría Académica).

School Building

Instructional Periods

Report Cards

Parent-Teacher Conferences

Primary School

Trimester

3 times per year

2 times per year

Elementary School

Trimester

3 times per year

2 times per year

Middle School

Quarters, Semesters, Years

3 times per year 4 times per year Classes that are a quarter in length are finalized at the end of a quarter; classes that are a semester in length are finalized at the end of the semester (January & June); classes that are a year in length are finalized at the end of the year (June).

High School

Quarters, Semesters, Years

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Skyward´s Grade Book, a standards-based reporting system, is used by all CNG staff members to record progress of student learning and provide feedback to students and parents. This system also generates report cards and allows students, parents, and teachers to access grading and assessment data on demand. In addition, student assessment and progress reports are available periodically in digital form, accessed directly through the Skyward system.

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D. RECORD MAINTENANCE AND REPORTS

i. Instructional Periods, Report Cards and Parent-Teacher Conferences (See CNG CALENDAR for specific dates).

E. HELPING STUDENTS MEET CNG STANDARDS - REMEDIATION OPPORTUNITIES Opportunity Days (OD) are special days and hours designated for students to have the opportunity to meet with any teacher to ask questions, clarify their understanding, or take make-up quizzes or tests. Appointments can be made at the initiative of the student, parent, or the teacher. High School students who have a grade in a course at 2.2 or lower, may be provided opportunities to remediate work during the semester of study. Please note that as of 2012-2013, students who are failing a course due solely to missing work will not be provided the opportunity to remediate. There are typically no opportunity to remediate course work and grades for completed remediation work is determined by each teacher. Students should understand that this is an opportunity for learning and his/her responsibility as a student. A lack of attendance during Opportunity Day and/or lack of fulfillment of the stated remediation plan put a student at serious risk of failure of the course. OD are provided as follows for each school section:

•

Primary School: support for K-4 to 2nd grade students who are struggling is provided within the school day. Classroom settings such as small group instruction, differentiated instruction, conferring, Learning Center support, and one to one instruction are offered in order meet individual student needs.

•

Elementary School: students who need extra help will be required to come from 7:00-8:00 A.M. to work with their teachers on Tuesdays for Homeroom and Thursdays for Spanish.

•

Middle School: students who need extra help, are working on remediation of a class, or would like to have additional questions answered are asked to attend Opportunity Day from 2:15 - 3:30 Mondays and Thursdays.

•

High School: students who need extra help, are working on remediation of a class, or would like to have additional questions answered are asked to attend Opportunity Day from 2:15 - 3:30 Mondays, Wednesdays, Thursdays, and Fridays. Each HS teacher has two of these afternoons available to meet with students.

School Building

Remediation Opportunities

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Remediation of Subject/Course/Credit

Primary School

During School Days

Summer tutoring and August assessment

Elementary School

Opportunity Days

Summer tutoring and August assessment

Middle School

Opportunity Days and Saturday School

Summer tutoring and August assessment

High School

Opportunity Days and Saturday School

During the course or the following school year if the course is failed

ii. Promotion and Advancement Policy Promotion occurs when a student has met the standards of a particular course of study or grade level. It is expected that students will be promoted from grade to grade on a yearly basis. a.

Promotion Criteria by School:

School Building

Subjects/Courses/Credits

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i. Strategies for Students Not Meeting CNG Standards

Absences

Primary School

More than 10 days unexcused absences puts student K4-1st: Automatic promotion (Decree 2247) 2nd Grade: if a 2nd grade student fails 2 or more sub- at risk of not receiving credit for the school year. Each jects, s/he automatically is referred to the Evaluation case will be studied by the PS Evaluation Committee. Committee who determines next steps (e.g. summer tutoring, repeating).

Elementary School

If a student fails 2 or more subjects, s/he automati- More than 10 days unexcused absences puts student cally is referred to the Evaluation Committee who de- at risk of not receiving credit for the school year. Each termines next steps (e.g. summer tutoring, repeating). case will be studied by the ES Evaluation Committee.

Middle School

If a student fails 2 or more subjects, s/he automati- In Middle School, students who have more than five cally is referred to the Evaluation Committee who de- (5) days of absences in a class each semester are at termines next steps (e.g. summer tutoring, repeating). risk of not getting credit for the course. Each case will be studied by the MS/HS Evaluation Committee.

High School

When students fail a course, they must retake the High School, students who have more than five (5) course if it is a core course or take another course days of absences in a class each semester are at risk within the department if it is an elective. of not getting credit for the course. Each case will be studied by the MS/HS Evaluation Committee. * Evaluation Committee consists of Building Administrator, Counselor, and teacher representative.

Primary School: Decree 2247 (artículo 10) mandates that students completing K4, K5 and 1st grade will be automatically promoted to the next grade (the school cannot retain them for underperforming), unless parents request that their child is retained, or when the school recommends and parents agree. If a 2nd grade student fails 2 or more subjects, s/he is automatically referred to the Evaluation Committee comprised of Principal, Counselor, and teachers of subjects not passed. This committee studies the individual case and determines recommendations and-or follow up steps. E.g., summer tutoring, repeating.

Elementary School: If a student fails 2 or more subjects, s/he is automatically referred to the Evaluation Committee comprised of Principal, Counselor, and teachers of subjects not passed. This committee studies the individual case and determines recommendations and-or follow up steps. Eg., summer tutoring, repeating.

Middle School: If a student fails 2 or more subjects, s/he is automatically referred to the Evaluation Committee comprised of Principal, Counselor, and teachers of subjects not passed. This committee studies the individual case and determines recommendations and-or follow up steps. Eg., summer tutoring, repeating.

High School: To be promoted to the next grade a student should have achieved at least a grade of 2.0 (on a 4.0 scale) in each course in each semester. Students take eight or nine (8-9) courses each semester. When students receive a grade of at least 2.0 (on a 4.0 scale) they are awarded credit. Each course gives credit based on the intensity of the course. In addition, it is expected that students be absent from no more than five (5) classes per course in each semester. Students are provided opportunity to remediate absences when they exceed five per semester.

iii. Advanced Promotion The school follows a careful decision-making process to determine grade level placement. For a student to advance grade levels or receive special programs and services, the appropriate administrator will arrange for a meeting of the Evaluation Committee. This cannot happen in High

Process: •

Needs to be done in the first marking period of the school year (Colombian law, Decree 1290).

•

Criteria include: •

Cognitive development

•

Social development

•

Life skills

•

Academics Records

•

Disciplinary Records

•

Date of Birth

•

Teacher recommendations

•

Parents need to hand in a written request explaining the reasons why they believe their child should be promoted to the next level.

•

Evaluation Committee will be convened and study the case, and make a recommendation which will be shared with parents.

•

In case of advanced promotion, the Academic Council and the Director´s Council will validate the recommendation.

•

Director’s Council makes the final decision which is informed to the parents.

iv. Attendance Policy CNG expects students to be in attendance each and every day that school is scheduled. Parents should plan vacations, medical appointments, and other non-school events around school holidays and school hours whenever possible. Because our AdvancED accreditation standards are very explicit in the number of hours for classroom time required for credit to be granted, the school has implemented the following policies and procedures to encourage regular attendance: •

Parents must report student absences to the attendance office of the respective school building within 48 hours of the absence for it to be counted as excused. Parent reports after that time will be noted but not excused.

•

For students who are ill for three or more days, an official doctor’s note needs to accompany the parent email or be delivered to the respective school building office.

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School because of the credit system. Individual parent requests will be considered; however, it is extremely rare for a student to change grade levels.

•

In Middle School and High School, students are expected to review Skyward on a regular basis and address any issues they see with either tardies or absences with their parents and/or administration to ensure records are accurate.

•

In Primary and Elementary School, students who have more than 10 days of unexcused absences are at risk of not getting credit for the school year. Each case will be studied by the PS/ES Evaluation Committee and referred to the Matriculation/Promotion/Retention Committee.

In Middle School and High School, students who have more than five days of absences in a class each semester are at risk of not getting credit for the course. Each case will be studied by the MS/HS Evaluation Committee and referred to the Matriculation/Promotion/Retention Committee.

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VI. Continuous Program of Professional Learning and Development A. PROFESSIONAL DEVELOPMENT POLICY Objective: The purpose of this policy is to provide CNG staff and faculty with professional development opportunities that increase their skills and enhance their contributions to CNG’s school improvement objectives. These professional development opportunities should optimally be aligned to CNG’s Vision and to the objectives outlined in the School Improvement Plan. CNG encourages all staff and faculty members to participate in professional development opportunities. Policy: All full-time staff and faculty, local and international, are eligible to receive professional development opportunities. Professional development can be obtained through attendance to educational courses, seminars, workshops, and degree programs that will assist the staff/ faculty member in performing his/her current job functions. Each year as per the objectives of the School Improvement Plan, CNG will determine the areas that will serve as the critical areas of focus for staff development efforts.

Professional Development Options: 1.

School-wide professional development initiatives as outlined in the School Improvement Plan.

Job specific training – training and development that increases staff/faculty member skills and abilities to meet the requirements of the current position.

Career development – training and development that build employee competencies to prepare them for future positions at CNG.

Educational development – courses through an accredited Colombian or international educational institution.

On-campus training and development - Various days throughout the school year are dedicated to teaching and curriculum development through in-service programs and visits from specialized consultants.

Professional Development Fund: Each school year, the Finance Office allocates a set amount of funds for Professional Development. All CNG staff and faculty are eligible to receive financial support.

Programs supported by CNG: University of Alabama Master’s in Education Program: CNG offers the opportunity to seek a Master’s Degree in either Elementary Education or Secondary Education through the University of Alabama. The program consists of ten courses covering various topics related to the classroom and teaching methodologies, and it concludes with a Comprehensive Exam. Colegio Nueva Granada hosts the University of Alabama courses throughout the school year. The University of Alabama Master’s Program does not provide a teaching certificate. CNG provides up to 50% financial support of tuition for courses for local hires. International faculty are not eligible to receive financial support for the University of Alabama Program. Local- hired staff must submit a Professional Development Format for each course taken within the Program. Note: For faculty and staff looking to pursue other graduate program, CNG generally provides only limited financial support given our funding commitments to support the Alabama program.

Teacher Training Institute (TTI): The Teacher Training Institute is a program approved by the Colombian Ministry of Education, offered in conjunction with University UNICA. TTI offers a three-semester post-graduate, specialization in Bilingual Education. Classes are taught at CNG. Each module is taught in English and is five weekends long. Some of the classes offered are Technology and Education, Curriculum and Instruction, Assessment, Classroom Management, Learning Disabilities and more. CNG staff/faculty interested in taking this program must apply through the Special Projects Office.

B. PROFESSIONAL LEARNING COMMUNITIES (PLCS) Professional Learning Communities (PLCs) are working groups of teachers that ensure success of each student and that all students learn. Effective PLCs are characterized by a systematic process in which teachers work together to analyze student work samples and assessments and improve their classroom practice. Teacher conversations within a PLC should revolve around these essential questions: 1.

What do we want each student to learn?

How will we know when each student has learned it?

How will we respond when a student experiences difficulty in learning?

What will we do when a student exceeds learning expectationS?

The PLC´s response to students who experience difficulty is timely, based on intervention rather than remediation and directive (students are required to devote extra time and receive additional assistance).

• • • • • • •

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How They Should Do It

• • Ensuring ALL student learning • What practices have been most successful? What indicators will be used to assess impact on student learning? • What do we want our students to learn? How will we know when each student has learned it? How we will respond when a student experiences difficulty in learning? • How will we respond when students exceed learning expectations? •

Working collaboratively to answer these questions Analyzing student data to improve classroom practice Identifying essential knowledge and skills that ALL students should learn (agree on critical outcomes for the next level) Designing, administering and studying continuous formative assessments to determine: • Are students learning what they need to learn? • Who needs more time and support to learn? Sharing results from all assessments and learning when a teammate has been particularly effective Focus on each student (not average scores)

In addition to recognizing that members of a PLC must work together to achieve their collective purpose of learning for all, PLCs should also attempt to: •

Be systematic.

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Reach ALL students (reach them at the individual level).

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Involve ALL teachers (collaborating and involved in discussions about student learning).

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Work on alignment (vertical and horizontal, as well as with the school´s epistemological framework).

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Evaluate effectiveness of: programs, teaching, learning, interventions, and conditions that support learning.

C NG Te ach i ng & L e a r n i ng

What PLCs Should Do

PLC judge their effectiveness on the basis of results. Every teacher team participates in an on-going process of identifying learning expectations, determining student performance, implementing strategies to improve current level, and providing periodic evidence of progress. PLCs not only welcome student data but turn it into useful information to improve student learning. CNG´s Assessment Team (Assessment Coordinator, Data Analyst, and Schools of Excellence Coordinator) supports teachers in this purposeful task of using student data to guide instruction and enhance student learning for all.

VII. Continuous School Improvement Process A. SCHOOL-WIDE CONTINUOUS IMPROVEMENT PROCESS: THE CNG WAY

VISION

Executive Summary

PROFILE

RESULTS

Purpose & Mission

Priorities for Improvement

Performance & Progress PLAN

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Our framework for School Improvement consists of research findings on interventions that produce proven results for school performance. Capitalizing on the school-wide process of program evaluation using student and organizational performance data, CNG developed a research-based framework for school improvement. Our leadership teams worked together to cross-reference the most robust research from the educational side along with the business and industry side. As a result, CNG combined best practices based on the prior seven required SACS Standards for school quality as well as the findings from a world-wide study from McKinsey and Company (How the World’s Best-Performing School Systems Come Out on Top, 2007) regarding key interventions related to why the best schools around the world keep getting better. CNG’s work with this research found strong correlations between both processes for school improvement as outlined below.

AdvancED Standards of Quality Schools

Six Critical Interventions Linked to Improvement

Purpose and Direction

Revising curriculum and standards

Governance and Leadership

Reviewing reward and remuneration structure

Teaching and Assessing for Learning

Assessing student learning

Resources and Support Systems

Utilizing student data to guide delivery

Using Results for Continuous Improvement

Establishing policy documents & education laws

C NG Te ach i ng & L e a r n i ng

i. Development of an Effective Action Plan for Current and Future School Improvement

Common Frameworks for School SACS Quality Standards

Improvement Goals/Interventions McKINSEY Interventions Data

Governance and Leadership

Establishing policy documents & educational laws

Teaching and Learning

Revising curriculum and standards: Building technical skills in faculty and staff

Documenting and Using Results

Assessing students learning & utilizing student data

Resources and Support Systems

Reviewing reward and remuneration structure

Based on the above correlations, CNG identified five key research-based strategies for school improvement. These five intervention strategies listed below form the framework for current and future action plans at CNG.

CNG Strategies to Improve: Research-Based School Improvement

Staffing Quality and Training

Curricular Foundations and Instruction/Pedagogy

Data Assessment and Usage for Accountability

Policies, Procedures, and Synergizing Stakeholders

Financial and Organizational Foundations

ANADA

higher levels of success; and 3) the guiding Vision and Purpose advanced through the school improvement process.

Profile

Purpose ceptual model to facilitate clearer understanding within our community regarding our school improvement based on three key structural elements: & Mission 1) Essential Foundations on which to build improvement plans; 2) the four key research-based Strategic Goals for Excelling that propel schools to

Vision & Purpose

Priorities for Improvement Strategic Goals for

Excelling

Essential

ment to mprovement ii. Updated CNG School Improvement Plan for the School Year 2014-2015

Foundations

CNG identified the following four research-based strategic goals as the long-term foundation for our School Improvement Plan. On an annual basis, the school updates this plan by removing objectives successfully achieved and adding further objectives based on data-driven analysis and program evaluation. You can refer to the Annual Report for the updated school improvement goals for each school year.

iii. Upgraded Quality Assurance Process Through Internal and External Performance Audits As the final area to highlight as part of our efforts to upgrade overall organizational performance, CNG undertook an in-depth analysis of our current quality assurance review process. CNG conducts internal audits. Based on these audits, our administrative team implements a full range of action plans to improve performance. ICONTEC conducts the external audits on a multi-day evaluation to verify CNG’s conformity to ISO standards as well as our effectiveness of delivering strong results in the quality management system process.

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2010-2011 Annual Report Finally, as a result of the work with our stakeholder groups in finalizing our key findings from the data analysis, CNG also created a con-

C NG Te ach i ng & L e a r n i ng

CNG

iv. School-wide Stakeholder Survey As part of the school’s strong commitment to including all stakeholders in the continuous improvement process, CNG conducts annually a school-wide survey to evaluate program effectiveness and gauge the impact of improvement interventions over the past year. In addition, the survey results also provided CNG with important feedback that served to upgrade our School Improvement Plan going forward. The overall findings clearly show consensus perceptions across all stakeholder groups to reflect major improvements in achieving our target goals.

v. Analyzing and Using Data to Improve Student Performance In addition to the important information for evaluating school effectiveness gained from stakeholder perception surveys, CNG also collects and analyzes data from multiple measures, specifically using performance metrics from a wide range of standardized and adaptive testing. The school has significantly increased both staffing and formalized structures of performance evaluation to ensure that teaching and administrative staff use data to improve curriculum, instruction, and organizational effectiveness. The following Data Sets represent only a focused subset of the complete breadth of data used for school improvement. These data show that across many measures of program success, student performance continues to demonstrate clear improvement trends in academic areas, an outcome that provides strong verification in support of the consensus perceptions of all stakeholder groups.

B. ADVANCED SCHOOLS OF EXCELLENCE (ASE) The AdvancED School Accreditation Process provides schools with a comprehensive framework for continually improving student learning and school effectiveness. To earn and maintain accreditation, schools: 1.

Meet the AdvancED standards and policies.

Engage in a continuous process of improvement.

Demonstrate quality assurance through internal and external review.

The accreditation process is based on a five-year term accreditation. It is an ongoing process of meeting standards, engaging in continuous improvement, and demonstrating quality assurance. CNG, as other accredited schools, understands and honors the concept of continuous improvement –The CNG Way. This is why CNG continuously evolves with an unrelenting focus on becoming better on behalf of the students it serves. As we improve, we monitor, build capacity, and grow more effective as a school. We constantly address each element of the quality improvement process (vision, profile, plan, results). Results are documented, analyzed, and used to inform decisions and actions. Competent and committed educators are the key to sustained improvement. Schools recognize the importance of enhancing the capacity of staff through continued professional learning that is aligned with organizational purpose, improvement goals, and QAR required actions. We ensure that the connection between accreditation initiatives and students learning is established and understood by all stakeholders.

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C NG Te ach i ng & L e a r n i ng Bibliography: AdvancED Schools of Excellence (ASE) Criteria. CNG´s Community Handbook (2011) CNG´s Curriculum/Teaching & Learning Handbook. Version: May 8, 2013. CNG´s PD policy (2013) Downey, C., Steffy, B., Poston, W., and English, F. (2009). 50 Ways to Close the Achievement Gap. Third Edition. Thousand Oaks: Corwin Press. HS Academic Program Guide (2013-2014) Annual Reports (2010-2013, 2013-2014) Terrell ISD. Curriculum Management Plan. http://www.terrellisd.com/PDF_files/Curriculum/Curriculum%20Management%20Plan.pdf Texarkana Independent School District. Curriculum Management Plan. http://www.txkisd.net/curriculum/TISD%20Curriculum%20Management%20Plan%20February%202009.pdf

APPENDIX 1 EPISTEMOLOGICAL FRAMEWORK CNG´s epistemological framework helps us translate our ideas about education into action. In essence, our philosophical standpoint reflects what we believe about education and the way students learn. The educational philosophies that constitute CNG´s epistemological context focus heavily on what and how we should teach our students. At Colegio Nueva Granada, our students learn in diverse ways, all of them embedded in a constructivist scheme. Therefore, for us learning is not the product of environmental conditions only, but the result of the individual’s self-construction of concepts, primarily affected by their prior knowledge (Carretero, 1996). Given the multiple approaches to explain how our students learn, CNG is adopting a holistic epistemological framework that will help us immerse our mission and vision in different dimensions. The five educational philosophies are: 1. Idealism

2. Realism

3. Pragmatism

4. Social Reconstructivism

5. Constructivism

Idealism states that reality is mental and unchanging, and that values are absolute and eternal). Therefore, knowing is simply the rethinking of latent ideas. Its purpose is to develop an individual´s abilities and full moral excellence in order to better serve society. The major founders of idealism were Plato and Socrates. According to this current of thought, ideas and concepts, such as enduring understandings, should be taught through lectures, discussions, Socratic dialogue, and imitation. The lenses of realism reflect a reality that is objective and fixed based on natural law. Reality can be accessed through the diligent and unsparing scrutiny of all observable data. Thus, knowing consists of sensation and abstraction. Realism is embedded in the teaching of scientific disciplines that study the physical world. The instructional methods of this perspective include observation, experimentation, scientific investigation and demonstration. The aim is to master facts and skills. Realism was originally created by Aristotle and Thomas Aquina, and then it was resumed by Francis Bacon and John Locke. Even though, the trend of this current is more towards the positive empirism and inductivism, which is somehow contradictory to a deductive constructivist approach; at CNG we believe that observation of the natural world and the use of senses are also important components of student’s learning and interaction with the world.

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C NG Te ach i ng & L e a r n i ng

The advent of pragmatism brought the idea that reality is the interaction of an individual with the environment and that it is always changing. Values are understood as situational or relative, thus, there is no absolute or unchanging truth. Thought must produce action so the major implication for education is the application of knowledge to real situations. Philosophers such as Charles Sanders Pierce, William James and John Dewey framed their thoughts around pragmatism. Learning under this perspective is experiential, and includes instructional activities such as experiments, group work, problem solution and hands-on tasks. In general, we could say that Perhaps Dewey’s active learning (Dewey, 1980) is the most applicable approach to our CNG philosophy of learning. We believe in what he says about engaging students in meaningful activities where learning comes as a natural result and active learning involves social engagement. Knowledge in today’s society is not the product of only individual efforts; it is the result of learning communities and collective construction of knowledge. Theodore Brameld and George Counts introduced the concept of social reconstructivism. This thread of thought addresses the social questions that aim for a better society. Social reconstructivists consider schools as the centers of social reform. The ultimate goal of education is to create a world order in which people control their own destiny by applying their practical intelligence. Contents embraced by this posture include social and economic problems and how to solve them, and other controversial world issues. These contents are taught through inquiry, dialogue, multiple perspectives, socially interactive and process- oriented hands on learning, community-based learning, and by bringing the world into the classroom. Constructivism affirms that students construct knowledge through an interaction between what they already know and new ideas and experiences. Learners own the learning process by actively creating and constructing meaning from their own experience. Vygotsky and Piaget are the major exponents of this philosophy of education. From Vygotsky, CNG assumes that student’s actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, in most cases given by our teachers, can be reduced through effective teaching and implementation of best practices. In other words, the zone of proximal development (ZPD) or “the distance between what the students know and are able to do with that knowledge can be reduced in collaboration with more capable peers, which can be students and/or teachers” (Vygotsky, 1978).

From Piaget (Piaget, 1972), CNG believes in the developmental stages of students, with the reservation that they do not happen at specific ages, but each one brings different challenges for students and teachers. In addition, the process of assimilation and accommodation correspond to constructivist precepts that we consider important in the student’s construction of knowledge. CNG structures and delivers the curriculum through the holistic adoption of the merits of the five educational philosophies briefly described above. Teachers determine the best philosophical approach and strategies to teach their subject area, while helping each and every student reach their learning potential in the best learning environment. Our school´s vision and mission statement embrace overtones of all five educational philosophies. We educate the mind of our students by exposing them to the different lenses and tools that these scopes of knowing offer to better understand and act upon a complex world. Idealism, pragmatism, and social reconstructivism nurture the development of the character of our students so that they can provide leadership and service in the world of today and tomorrow. By educating the mind, strengthening the body and developing character, we aim not only to grow students with wise minds, healthy bodies and good hearts, but also to empower them with the practical and critical skills needed to have a positive impact in the world. Idealism deeply shapes our conviction that every student can learn and our commitment to motivate students to achieve their individual potential for excellence. Idealism also frames our code of honor, based on pivotal universal moral values and the Golden Rule. However, social reconstructivism also supports the pillar of community welfare. Conscious of the fact that students learn in different ways and that we serve a diverse student population, the curriculum is accessed through the various methods and approaches that these philosophies propose. Our holistic epistemological framework is reflective of the belief that there is no one way of knowing or learning, there is no one way to teach and therefore, teaching and learning are not directly related. A robust K4 to 12th grade curriculum and a wide range of academic and extracurricular programs are offered in order to develop well-rounded, bilingual and bicultural individuals who reach their learning potential through a strategic educational environment.

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Bibliography: •

CARRETERO, Mario (1996), Introducción a la Psicología Cognitiva. Editorial Aique. Argentina

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DEWEY, John (1980) The School and Society. Carbondale : Southern Illinois University Press ; London : Feffer & Simons, 1980.

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VYGOSTKY. Lev (1978). Interaction between Learning and Development. From Man and Society (pp. 79 – 91)

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PIAGET, J. (1972). The Psychology of the Child. New York: Basic Books.

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http://oregonstate.edu/instruct/ed416/PP2.html

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http://www.hccs.edu/hcc/System%20Home/Departments/Teaching_and_Learning_Resources/CTLE/Faculty_Professional_Development/learner_centered_workshop/comparison_edu_philo.pdf

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http://www.applestar.org/capella/Educational%20Philosophy.pdf

APPENDIX 2 PHILOSOPHY BEHIND USING 4-POINT SCALE KEY POINTS - APRIL 2015 CNG’s Assessment Belief Statement: “At CNG, student learning and growth are our greatest priorities. We use assessments to determine and communicate what students know and are able to do, as well as to motivate engaged learning.”

•

Reasons for Adoption of the 4-point Scale:

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Improve consistency and validity in grading. (mainly from Marzano)

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Reliability of a score obtained by a single teacher using a 100 point system is .294 whereas that same teacher using a 4 point system the reliability increases to .719.

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The 100 point scale increases error between various classrooms due to range of possible scores and subjectivity in grading.

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The 5 point scale sometimes allows for the “fence-sitting” 3 to be used rather than with the 4 point scale which tends to separate the 1 or 2 as being below the standard and the 3 or 4 as being above the standard.

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The 100 point scale tends to reduce student interest in learning itself, preference for challenging tasks, and quality of thinking.

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Value and Importance of Formative Feedback & Assessment for Learning. (Popham, Hattie, Timperley)

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The purpose of moving to standards for scoring was to improve student performance by improving the quality of the feedback to students on their learning and not just on tasks.

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The 4-point scale pushes and almost forces the teacher and learner to focus more on formative assessments, the ongoing feedback, and the actual growth and learning in terms of the learning target, rather than on just on the “grades.”

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•

According to J. Hattie and H. Timperley, “Feedback reduces the gap between what is known [and done] and what is aimed to be known [and done].” Hattie, J., & Timperley, H. (2007).

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Learning is not possible without feedback. Feedback matters most. An individual teacher who uses formative assessment practices can show student achievement gains equivalent to a percentile gain of about 23 points.

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Formative assessment involves a series of carefully considered, distinguishable acts on the part of teachers or students or both. Some of those acts involve educational assessments, but the assessments play a role in the process—they are not the process itself.

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Improving ongoing assessment WILL improve student learning

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Encourage assessment of student learning in multiple ways (more than just tests or papers).

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R.J. Marzano states that “formative assessment can and should begin immediately within a learning episode and span its entire, duration. Additionally, formative classroom assessment can take a wide variety of, formats, both formal (e.g., paper-and-pencil quiz) and informal (e.g., a discussion, with a student) “(Marzano, 2006).

•

One of those activities is the use of assessments, both formal and informal, to elicit evidence regarding students’ status: the degree to which a particular student has mastered a particular skill or body of knowledge. Based on this evidence, teachers adjust their ongoing instructional activities or students adjust the procedures they’re currently using to try to learn whatever they’re trying to learn.

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Learners retain more of their learning for longer when they have ample opportunity to be accessed IN CONTEXT.

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Well-written and developed scales or rubrics assist students in their learning.

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A well-written scale can be thought of as an applied version of a learning progression.

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A scale should make it easy for teachers to design and score assessments.

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To be most useful, scales should be written in student-friendly language. The teachers should introduce each scale to the students and explain what is meant by the content with each score value.

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http://www.marzanoresearch.com/resources/tips/fasbg_tips_archive

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Well written rubrics foster clarity for teacher and student alike and foster greater alignment between intended learning and assessment task.

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Good rubrics are part of descriptive feedback, because kids can see what the next level up of work looks like.

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Creation of a common language for assessment. (Marzano & Pollock)

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Students and teachers both understand better what the performance level descriptors indicate about student mastery of the material.

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An assessment grade of 4 indicates that a student has an advanced level of performance and they can demonstrate an understanding that exceeds expectations.

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“Classroom teachers, who are the subject and grade-level specialists who evaluate students, determine ‘what a 4 looks like’ first when they write or revise the benchmarks, and secondly when they draft rubrics to show the descriptions of the benchmark at each of the levels identified in the grading scale.

A change in Colombian Law (Decree 1290, April 16, 2009)

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Bibliography 4 point Scale Philosophy Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research,77(1), 81-112. Marzano, R. J. & Haystead, M. W. (2008). Making STandards Useful in the Classroom, ASCD. (Marzano and Haystead (2008) have a great book that gives multiple examples of scoring scales in all of the subject areas. Although this books talks about a 5 point scale, it can be used to identify great examples of what you are looking for in a 4, 3.5, 3, 2.5, 2, 1.5, and 1. - Janie Pollock) Marzano, R. J. (2006) Classroom Assessment and Grading That Work. Alexandria, VA: ASCD, Association of Supervision and Curriculum Development. Marzano, R. J. (2009) Formative Assessment and Standards Based Grading. Marzano Research. http://www.marzanoresearch.com/books-videos/books/ formative-assessment-standards-based-grading Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2000). Transforming Classroom Grading, ASCD. (For excellent technical discussions about this, go back to Bob Marzano’s books on Grading. Our original research (Assessment, Grading and Record Keeping) was published by the McREL lab and NEA, but is out of print; Bob republished it through ASCD. All of my “Improving Student Learning” Series books include similar, though more practical discussions, about the scales, and provide examples. - Janie Pollock) Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Popham, W.J. (2008) Transformative Assessment. Alexandria, VA: Association of Supervision and Curriculum Development. Betts, B. (2013) Assessment Principles. Miami, FLA: Principals Training Center.

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