Language Policy
Philosophy Statement
Language is fundamental to cultures -- and ways of viewing the world and forming identity. The most conducive environment to successful language development is a positive and encouraging one that fosters authentic and relevant learning experiences. Language instruction involves the belief that planning, teaching, assessing and reflecting are interconnected processes; therefore, language support occurs throughout the school.
Language acquisition is the key to student achievement and success in school and life. It consists of the interrelated strands of listening, speaking, reading, writing and non-verbal cues. These operate interactively and involve a variety of thinking processes. As an interactive system to comprehend and communicate meaning, language is also creative expression. The staff and community at Animas Valley Elementary have the responsibility to recognize and support language development by embracing native languages and communication styles, while providing exposure to a different world language.
The Language of Instruction/Assessment (Language A)
English is the language of instruction at Animas Valley Elementary. We value differentiated and varied instruction that integrates the skill areas of oral (speaking and listening), written (reading and writing) and visual language (viewing and presenting). A Body of Evidence is collected on each student, which consists of writing samples, classroom observations, results from assessments such as TCAP, DIBELS Next, Imagine It! and WIDA’s ACCESS for ELL. This data is used to guide instruction, monitor student progress, increase student achievement and determine if Animas Valley students are meeting language proficiency (CELP =Colorado English Language Profiency, which are aligned with the common core) standards. Teachers provide this assessment data to the Durango 9-R student management system and parents to help track language growth throughout the grades.
Animas Valley’s Additional World Language (Language B)
Animas Valley Elementary students are exposed to Spanish, as our world language. We have a part-time Spanish teacher who teaches preschool through fifth grade. The Spanish teacher provides regular, direct language instruction to expose students to a world language through activities appropriate to their developmental level. Whenever possible, the approach to language teaching connects with our IB units of inquiry and is integrated into other disciplines across the curriculum. Señora Daniel, our Spanish teacher, created a working template to help ensure her lessons are integrated with IB units of inquiry. Classroom teachers and the IB coordinator provide input as to how integration between world language and the classroom units of inquiry can take place.
Mother Tongue Support
Culture is closely related to language and is an essential component of instruction. At Animas, we have had an increase in students whose first, or home language, is not English. As PYP educators, it is our belief that the mother tongue language is crucial for maintaining cultural identity and emotional well-being. Our IB coordinator, Spanish teacher, ELL teacher and media specialist collaborate to purchase resources to support our students’ home languages. Classroom teachers support mother tongue language by reviewing background knowledge and experiential knowledge to build, and help support their new language acquisition, while being sensitive to first language. Many non-verbal opportunities exist to assist in learning that do not require extensive knowledge of English. Our classroom teachers use sign language, verbal cues, visual cues, encouragement of using mother tongue and we value all languages at Animas. Special areas including art, music and P.E. provide opportunities for students of all languages and backgrounds to participate equally and feel successful. The language of music is universal!
All parents complete a home language survey and if a language other than English is spoken in the home, their English level is assessed using the WAPT (WIDA English Language Placement Assessment) assessment. If appropriate, they have the option to receive English language (ELL) instructional support services within our school. A team consisting of the student, parent/guardian, ELL teacher and other support personnel collaborate and write English language acquisition goals based on the Colorado English Language Proficiency standards. Animas Valley has many teachers, including the IB coordinator, that are trained in the Sheltered Instruction Observation Protocol (SIOP) model to support our ELLs’ acquisition of content language successfully.
The Language of Mathematics
Animas Valley’s mathematics program aims to establish and develop numeracy, problem-solving strategies, conceptual understanding of mathematics and application. The language of mathematics requires a conceptual understanding of a problem, a method for solving the problem, and the language that will enable the student to complete problems correctly. In math, concepts are introduced and assessed at the appropriate stage of readiness. Our math program, Everyday Math, is research-based, and has spiraling concepts throughout the program, K-5. The common vocabulary essential to this program needs to be understood school-wide to allow students to build on prior knowledge and set them up for success. Teachers use SIOP to support students’ math vocabulary and context understanding. Students develop an understanding that there are multiple ways to solve a given problem. To further support the inquiry process, students are encouraged to explain their thinking, process orally, and develop written responses.
Adopted by consensus of the Animas Valley Elementary School faculty on: September 21, 2012
Language is fundamental to cultures -- and ways of viewing the world and forming identity. The most conducive environment to successful language development is a positive and encouraging one that fosters authentic and relevant learning experiences. Language instruction involves the belief that planning, teaching, assessing and reflecting are interconnected processes; therefore, language support occurs throughout the school.
Language acquisition is the key to student achievement and success in school and life. It consists of the interrelated strands of listening, speaking, reading, writing and non-verbal cues. These operate interactively and involve a variety of thinking processes. As an interactive system to comprehend and communicate meaning, language is also creative expression. The staff and community at Animas Valley Elementary have the responsibility to recognize and support language development by embracing native languages and communication styles, while providing exposure to a different world language.
The Language of Instruction/Assessment (Language A)
English is the language of instruction at Animas Valley Elementary. We value differentiated and varied instruction that integrates the skill areas of oral (speaking and listening), written (reading and writing) and visual language (viewing and presenting). A Body of Evidence is collected on each student, which consists of writing samples, classroom observations, results from assessments such as TCAP, DIBELS Next, Imagine It! and WIDA’s ACCESS for ELL. This data is used to guide instruction, monitor student progress, increase student achievement and determine if Animas Valley students are meeting language proficiency (CELP =Colorado English Language Profiency, which are aligned with the common core) standards. Teachers provide this assessment data to the Durango 9-R student management system and parents to help track language growth throughout the grades.
Animas Valley’s Additional World Language (Language B)
Animas Valley Elementary students are exposed to Spanish, as our world language. We have a part-time Spanish teacher who teaches preschool through fifth grade. The Spanish teacher provides regular, direct language instruction to expose students to a world language through activities appropriate to their developmental level. Whenever possible, the approach to language teaching connects with our IB units of inquiry and is integrated into other disciplines across the curriculum. Señora Daniel, our Spanish teacher, created a working template to help ensure her lessons are integrated with IB units of inquiry. Classroom teachers and the IB coordinator provide input as to how integration between world language and the classroom units of inquiry can take place.
Mother Tongue Support
Culture is closely related to language and is an essential component of instruction. At Animas, we have had an increase in students whose first, or home language, is not English. As PYP educators, it is our belief that the mother tongue language is crucial for maintaining cultural identity and emotional well-being. Our IB coordinator, Spanish teacher, ELL teacher and media specialist collaborate to purchase resources to support our students’ home languages. Classroom teachers support mother tongue language by reviewing background knowledge and experiential knowledge to build, and help support their new language acquisition, while being sensitive to first language. Many non-verbal opportunities exist to assist in learning that do not require extensive knowledge of English. Our classroom teachers use sign language, verbal cues, visual cues, encouragement of using mother tongue and we value all languages at Animas. Special areas including art, music and P.E. provide opportunities for students of all languages and backgrounds to participate equally and feel successful. The language of music is universal!
All parents complete a home language survey and if a language other than English is spoken in the home, their English level is assessed using the WAPT (WIDA English Language Placement Assessment) assessment. If appropriate, they have the option to receive English language (ELL) instructional support services within our school. A team consisting of the student, parent/guardian, ELL teacher and other support personnel collaborate and write English language acquisition goals based on the Colorado English Language Proficiency standards. Animas Valley has many teachers, including the IB coordinator, that are trained in the Sheltered Instruction Observation Protocol (SIOP) model to support our ELLs’ acquisition of content language successfully.
The Language of Mathematics
Animas Valley’s mathematics program aims to establish and develop numeracy, problem-solving strategies, conceptual understanding of mathematics and application. The language of mathematics requires a conceptual understanding of a problem, a method for solving the problem, and the language that will enable the student to complete problems correctly. In math, concepts are introduced and assessed at the appropriate stage of readiness. Our math program, Everyday Math, is research-based, and has spiraling concepts throughout the program, K-5. The common vocabulary essential to this program needs to be understood school-wide to allow students to build on prior knowledge and set them up for success. Teachers use SIOP to support students’ math vocabulary and context understanding. Students develop an understanding that there are multiple ways to solve a given problem. To further support the inquiry process, students are encouraged to explain their thinking, process orally, and develop written responses.
Adopted by consensus of the Animas Valley Elementary School faculty on: September 21, 2012
Assessment Policy
The purpose of this document is to communicate the values, beliefs and practices that occur around assessment at Animas Valley Elementary School. This document will be shared with our students, teachers, support staff, parents, district personnel and community members.
Our Philosophy
When it comes to a philosophy on assessment, Animas Valley Elementary School has a keen desire to learn, grow, question, reflect and change. We believe assessments must be authentic, meaningful, rigorous, and relevant, which in turn impacts how to drive our daily instruction. Animas Valley will utilize a variety of measures to know our students’ strengths and areas of need that will support and enhance student learning. Animas Valley’s staff recognizes that assessment can be stressful for some of our students, and our philosophy is to show compassion and be aware of the affect assessment can have emotionally on students. Our goal is never over assess, but to assess with a purpose and be sensitive and informed when we test our kids.
Our assessment system will be balanced, coordinated, comprehensive, and cohesive. We will use a variety of assessments: diagnostic, formative, summative to ensure that every child is demonstrating growth in all academic areas and the assessments will help drive instruction through the data obtained. The aligned systemic approach will provide meaningful opportunities for student to demonstrate what they know, understand, and are able to do. We will also ensure that all students are given opportunities to demonstrate growth in non-academic areas.
Assessments should also help guide our students through the five essential elements of the PYP written curriculum which include:
Assessment Tools
(The type of tool and why it is used.)
At Animas Valley Elementary we understand that in order to develop the whole child, assessment must be dynamic for both the students and the teachers. Therefore assessment shall be:
· Frequent and ongoing
· Clear and concise
· Consistent and grade-level appropriate
· Differentiated to meet the needs and learning styles of all students
· Connected to the IB learner profile, attitudes and key concepts
· Connected to the pre-determined objectives, concepts, and lines of inquiry within each unit of inquiry
· Meaningful and relevant
· Connected to Colorado State Standards
Student Portfolios
With guidance from all of their teachers, each student in grades PK-5 will keep a portfolio that includes samples of their work and reflections from the current school year. Students will be asked to choose from a variety of assignments in all academic subjects. Students will choose pieces that represent high-quality work. They will reflect upon concepts learned and how they exemplified the learner profile. These reflections will be copied and sent to parents as a way to report progress towards concepts and the learner profile. The complexity of the student reflections will be age appropriate.
Portfolio selection will take place after each unit of inquiry is completed.
Adopted by consensus of the Animas Valley Elementary School faculty on: September 21, 2012
Our Philosophy
When it comes to a philosophy on assessment, Animas Valley Elementary School has a keen desire to learn, grow, question, reflect and change. We believe assessments must be authentic, meaningful, rigorous, and relevant, which in turn impacts how to drive our daily instruction. Animas Valley will utilize a variety of measures to know our students’ strengths and areas of need that will support and enhance student learning. Animas Valley’s staff recognizes that assessment can be stressful for some of our students, and our philosophy is to show compassion and be aware of the affect assessment can have emotionally on students. Our goal is never over assess, but to assess with a purpose and be sensitive and informed when we test our kids.
Our assessment system will be balanced, coordinated, comprehensive, and cohesive. We will use a variety of assessments: diagnostic, formative, summative to ensure that every child is demonstrating growth in all academic areas and the assessments will help drive instruction through the data obtained. The aligned systemic approach will provide meaningful opportunities for student to demonstrate what they know, understand, and are able to do. We will also ensure that all students are given opportunities to demonstrate growth in non-academic areas.
Assessments should also help guide our students through the five essential elements of the PYP written curriculum which include:
- The understanding of concepts
- The acquisition of knowledge
- The mastering of skills
- The development of attitudes
- The demonstration of action
Assessment Tools
(The type of tool and why it is used.)
- Summative Assessment- To assess the understanding of the central idea, connections to the Transdisciplinary theme, content and skills.
- Checklists, Rubrics, Observations, Discussions, Exit Tickets, Student Work-To use as a quick assessment to monitor understanding, higher level thinking, connections, questions, concepts to re-teach/differentiate, inform instruction
- QRI-Running Records- To help assess the 5 elements of reading: Comprehension, Fluency, Phonics, Phonemic Awareness, Vocabulary -and- Help determine reading level
- Teacher/Student/Peer Conferencing-To help with teacher/student goals, reflections and short term academic planning
- Student Portfolios-To help assess the Learner Profile, reflections and show evidence of growth in the Transdisciplinary Themes
- DIBELS Next (K-5)-To monitor progress in phonemic awareness, letter sound fluency, reading fluency, and retelling. Scores reported to the state of Colorado
- Performance Assessments-To be used to check for understanding of concepts, content and Transdisciplinary Skills
- Reflections (Written or Oral)- To assess depth of thinking and understanding -and- To assess areas to reconsider in the written curriculum
- Verbal Assessments-To check for levels of oral fluency and students ability to clearly communicate understanding and or lack there of
- Teacher made tests and quizzes- To be used to check for understanding of content and skills
- TCAP- To report progress to the state of Colorado in content areas for 3rd-5th grade students in math, reading, writing (Science 5th) -and- To use data to form differentiated reading groups in the fall
- Self - assessments-To assess student reflection, character attributes and the learner profile
- Pre and post tests-To monitor and record growth and inform instruction
- Six steps of data analysis for SMART goals- To monitor student progress towards specific grade level subject area goals, create fluid goals -and- To ensure instruction is designed around student need
At Animas Valley Elementary we understand that in order to develop the whole child, assessment must be dynamic for both the students and the teachers. Therefore assessment shall be:
· Frequent and ongoing
· Clear and concise
· Consistent and grade-level appropriate
· Differentiated to meet the needs and learning styles of all students
· Connected to the IB learner profile, attitudes and key concepts
· Connected to the pre-determined objectives, concepts, and lines of inquiry within each unit of inquiry
· Meaningful and relevant
· Connected to Colorado State Standards
Student Portfolios
With guidance from all of their teachers, each student in grades PK-5 will keep a portfolio that includes samples of their work and reflections from the current school year. Students will be asked to choose from a variety of assignments in all academic subjects. Students will choose pieces that represent high-quality work. They will reflect upon concepts learned and how they exemplified the learner profile. These reflections will be copied and sent to parents as a way to report progress towards concepts and the learner profile. The complexity of the student reflections will be age appropriate.
Portfolio selection will take place after each unit of inquiry is completed.
Adopted by consensus of the Animas Valley Elementary School faculty on: September 21, 2012