Philosophy and Purpose

At Dos Rios, we believe that assessment is the opening of a window, not the closing of a door. Assessments are used to cultivate the personal and academic growth of students and teachers. We use continuous assessment to know students, to build upon prior knowledge and to help them become open-minded to experiences through learning. Students will have the opportunity to refelct on their learning, and to help give input in establishing our curriculum to become lifelong learners. 

The purpose of assessments are to give students multiple opportunities and experiences to express their understanding of content through concepts, evaluate and elevate our instructional program, and to guide meaningful learning. 

Assessment is a process that includes evaluating, documenting, revisng, reflecting, and sharing. Grade level team members will communicate assessment results to determine validity and authenticity. 

Evidence of Assessment

• Pre-assessment: Gathers information on students' prior knowledge, misconceptions, attitudes about the concept or topic, and use it to guide instruction. 
• Formative assessment: Gives data/information to aid in planning the next stage in learning. 
• Student self-assessment: Allows students to reflect on their understanding of central ideas, concepts, skills, or learner profile attributes, and attitudes. 
• Summative Assessment: May be teacher or IB developed (Internal and External Examinations) that allow students to demonstrate their understanding at the end of a unit by applying the knowledge and skills learned. Examples include but are not limited to:
  • Exhibition: A summative assessment that showcases the students' PYP experiences. Students demonstrate the Learner Profile and apply their understanding of all the essential elements (Knowledge, Approaches to Learning, Concepts, Attitudes, and Action) they have synthesized as a student of an IB World Candidate School. Students present their findings at an event open to all stakeholders and community members at the conclusion of their 5th grade year. 
• Portfolios: All teachers will guide their students in maintaining portfolios that are a purposeful collection of their work that shows success, growth, higher order thinking, creativity, and refelction. The portfolio will include work that is both student and teacher selected. Over the course of a year, the portfolio will include a minimum of:
  • 1 piece per unit of inquiry
  • 1 math piece per quarter
  • 1 reflection on PYP learner Profile per quarter
  • 1 selection (student or teacher selected) from any of the special areas (Music, PE, Spanish, Art, Library/Media)

At the end of each year, teachers and students will choose two or more portfolio selections along with each unit of inquiry piece to pass on to the next grade level. All other selections will be sent home. 

• Student-Led Conferences: In the future, we would like to have student led conferences in all classrooms during spring conferences using portfolio selections as a guide. 

Student Work: Work is on display throughout the school so evidence of learning is visible. 

Practices

Assessment tools will reflect the PYP essential elements and will include, but not be limited to:

• checklists
• peer/self-assessments
• Portfolios
• written assessments
• rubrics
• continuums
• observations
• parent reflections

Reporting on assessment will take place during traditional, telephonic, or student-led conferences, in report cards, and through the sharing of student portfolios. 

Review and Access

• This policy will be reviewed annually to meet the needs of our evolution as a candidate IB World School.
• This policy will be provided to all stakeholders (students, teachers, parents, administrators) through website access. 
• This policy is to be used in conjunction with district and state requirements. 

Greeley-Evans District 6 Inclusion Policy

Dos Rios Elementary, Brentwood Middle School, and Greeley West High Schools (Greeley-Evans IB Continuum) will follow District 6's Equal Educational Opportunities Policy (Appendix A)

Greeley-Evans IB Continuum Inclusion Policy

Philosophy

Greeley-Evans IB Continuum believes that all students should be provided the support necessary to reach their full potential regardless of individual abilities and needs. Our schools will support a learning community that allows every student, including English language learners, Special Education, and Gifted and Talented, to be successful in the school and community settings in a way that: 

• Acts as a support service for general education programs
• Provides individualized educational experiences to support the unique needs of each student
  • Individualized support at Dos Rios Elementary would include: STAR Team, intervention programs, differentiated instruction within classrooms, scaffolded instruction
  • Individualized support at Brentwood Middle School would include: STAR Team
  • Individualized support at Greeley West High School would include: STAR Team
• Promotes collaboration between home, school, and community
• Provides specially trained staff
• Provides a variety of individualized instructional methodologies and instructional settings for students
• Supports and values cultural diversity

This policy is to be used in conjunction with district, state, federal, and IB guidelines. 

IB Programme Standards:

• A1.0 - The school supports access for students to the IB programme and philosophy. 
• B2.8 - The school provides support for its students with learning and/or special educational needs and support for their teachers
• C3.10 - Teaching and learning differentiates instructino to meet students' learning needs and styles

If providing equal access to the IB Continuum is our goal, what is the role of the stakeholders? 

Role of the Student

Be committed to learning at an international level - to be globally aware regardless of learning styles

Role of Families

Understand and support our beliefs around inclusion

Role of the Classroom Teacher

Promoting the program within the continuum and to families. Including the whole school in the IB program through use of IB terminology within schools. Provide opportunities for students to become globally aware that supports their individualized learning styles. 

Role of the Coordinator

Communication between all stakeholders so support can be provided, including sharing of this document

Role of Administrators

Supporting board policy

Brentwood Middle School and Greeley West High School provides students with access to 6 of the 8 core subjects based on individual need. 

Dos Rios Elmentary School provides students with the Primary Years Programme. This school has been authorized as an IB World School. These are schools that share a common philosophy - a commitment to high quality, challenging, international education that Dos Rios Elementary School believes is important for our students. 

For further informatino about the IB and its programmes, visit www.ibo.org. 

Appendix A: Equal Educational Opportunities

Every student of this school district shall have equal educational opportunities through programs offered in the school district regardless of race, color, ancestry, creed, sex, sexual orientation, religion, national origin, marital status, disability or need for special education services. 

This concept of equal educational opportunity shall guide the Board and staff in making decisions related to school district facilities, selection of educational materials, equipment, curriculum and regulations affecting students. The district shall make reasonable accomodations fro students with identified physical and mental impairments that constitute disabilities, consistent with the requirements of federal and state laws and regulations. 

In order to ensure that district programs are in compliance with applicable laws and regulations, the Board directs the superintendent or disgnee(s) to periodically monitor the following areas:

1. Curriculum and materials - review curriculum guides, textbooks and supplemental materials for discriminatory bias. 
2. Training - provide training for students and staff to identify and alleviate problems of discrimination. 
3. Student access - review programs, activities, and practices to ensure that all students have equal access and are not segregated except when permissible by law or regulation. 
4. District support - ensure that district resources are equitably distributed among school programs including but not limited to staffing and compensation, facilities, equipment, and related matters. 
5. Student evaluation instruments - review of tests, procedures and guidance and counseling materials for stereotyping and discriminatino. 
6. Discipline - review discipline records and any relevant data to ensure the equitable implementatino of Board discipline policies. 

Adopted:                   June 22, 2009

Revised:                    October 8, 2012

LEGAL REFS.:        20 U.S.C. §1681 (Title IX of the Education Amendments of 1972)

                                   20 U.S.C. §1701-1758 (Equal Educational Opportunities Act of 1974)

                                            29 U.S.C. §701 et seq. (Section 504 of the Rehabilitation Act of 1973)

                                   C.R.S. 2-4-401 (13.5) (definition of sexual orientation)

                                   C.R.S. 22-32-109 (1)(ll) (Board duty to adopt written policies prohibiting discrimination)

                                   C.R.S. 22-32-109.1(2) (conduct and discipline code to be revised as necessary including based on any relevant school district data)

                                            C.R.S. 24-34-601 (unlawful discrimination in places of public accommodation)

                                            C.R.S. 24-34-602 (penalty and civil liability for unlawful discrimination)

CROSS REFS.:        AC, Nondiscrimination/Equal Opportunity

                                   ACE, Nondiscrimination on the Basis of Disability

                                            JBA, Nondiscrimination on the Basis of Sex

                                            JBB*, Sexual Harassment

Philosophy

We believe at Dos Rios Elementary that language is the foundation of thinking and communication. We view language as a means to express ourselves and believe it reflects cultural identity. At Dos Rios, we are all language teachers who collaboratively plan within our learning community to ensure the integration of oral, written, and visual communication throughout the Programme of INquiry that emphasizes use of language to construct meaning and higher order thinking. 

We believe that students are best served through opportunities to utilize language in the following ways:

• Reflecting on learning and self
• Writing throughout the curriculum
• Responding to constructed response/prompts
• Using the fine arts to increase vocabulary
• Using technology to increase communicative circle
• Expressing using alternate forms of language, including mother tongue
• Participating in student-led conference

We believe that teachers create the best language experiences using the following methods:

• Presenting language in authentic contexts
• Integrating language across varied curricula
• Helping students to identify and reflect on language structures
• Embracing alternate forms for student expression, including use of mother tongue
• Providing a language-rich physical environment
• Supporting positive attitudes toward improved communication skills and provide opportunities to do so
• Differentiating on teh basis of student experiences, skills, and learning styles
• Utilizing a variety of assessment strategies
• Reflecting on language through the use of comparing Spanish to English as well as languages form other cultures
• Teaching as a facilitator of language instruction can take place in the following ways:
  • Planning, teaching and reflecting on Units of Inquiry
  • Mentoring in the writing/speaking process
  • IMplementing a writing scope and sequence through each grade
  • Using Socratic discussions among student groups
  • Modeling expression of thoughts and feelings
  • Participating in Spanish instruction
  • Encouraging parent involvement
  • Displaying student work exampels of language use
  • Facilitating of student-led conferences
  • Approaching literacy as how we understand the environment around us; to include signs, symbols, and systems
  • Participating in staff development opportunities, including coaching for professional growth

Additional Language (Language B-Spanish)

There are several goals for our Spanish program: first, to build our students' confidence and competence as language learners; second, to facilitate the process of learning a new language that can be applied to learning other languages in the future; finally, to build the cultural awareness and sensitivity that is developed by expressing oneself in another language. The use of second languages is a continuum, not a mastery-laden program. Students will all learn and progress along the continuum, but at varying rates. 

Program Components:

• Classroom teachers participate in Spanish instruction with the Spanish teacher to be able to integrate within their own classrooms 
• Using Calico Spanish Immersion curriculum
• Classroom activities focus on listening, speaking, reading, and writing skills
• Introduction of the culture and geography
• Integration of language in the school's environment and Programme of Inquiry where appropriate
• Foreign language learning is supported by availability of instructional materials (videos, literature, audio) for use in students' homeroom
• Provide opportunities for extra-curricular activities or clubs to continue the learning of the Spanish language and culture

Mother Tongue Support

At Dos Rios, approximately 35% of students are English language learners, identified through the use of a home language survey at the start of school. Dos Rios provides any non-native speakers with adequate resources from the district level, including the curricula Language for Learning, Language for Thinking, and Language for Writing. The system provides a Culturally and Linguistically Diverse (CLD) teacher to support instruction of these curricula. Additionally, our library and media program has allotted resources to provide literature in Spanish and additional languages. Our library and media materials have been purchased in languages that reflect the student population to supplement our learning experiences. 

Students whose primary language is not English will be encouraged to continue to study and develop their mother tongue through the use of the following resources:

• School staff members will provide parents and students opportunities to maintain the child's mother tongue and to share cultural and language information with the school community and integrate it into the Programme of Inquiry when applicable. 
• A list of books and children's educational resources in the student's mother tongue will be made available to the parents and students. 
• Parents will be given referrals of indivudals, groups, or community organizations that oeprate in teh mother tongue or who can assist with mother tongue literacy acquisition. 
• Dos Rios offers translators for conferences and Parent Teacher Group

Cultural Appreciation

Dos rios Elementary School is a culturally and ethnically diverse school that develops an understanding of perspectives of students from different backgrounds. Dos Rios emphasizes on developing global awareness, cultural understanding, bi and/or multilingualism, and global engagement. Dos Rios develops students' ability to think critically about a range of global issues in all subject areas including science, social studies, math, and English. 

• Teachers teach students about global issues and people from a wide range of cultures and straditions. Cultural awareness is promtoed by the following:
  • Teachers structure their teaching to acknowledge different perspectives
  • Teachers use scaffolding techniques in instruction for students who are English Language Learners
  • Teachers draw on materials from a range of different cultures that promote understanding and multiculturalism
  • Teachers and administrators maintain contact with families
• Culturally diverse displays in classrooms and hallways

Language in the Learner Profile

Keeping with the Learner Profile and the PYP, Dos Rios utilizes a language-sepcific Learner Profile as it pertains to the students and teachers. 

• Inquirer - use language to gain new information or knowledge in order to make sense of the world
• Thinker - able to express thoughts and ideas clearly and succinctly
• Communicator - competent users of oral and written language in variety of situations; listen attentively to details; speak confidently; read and write with fluency and comprehend what is conveyed
• Risk-Taker - willing to attempt to read, write, and speak in all situations
• Knowledgeable - have acquired vocabulary and understanding to discuss literary styles
• Caring - show caring in use of language and the effect language has on others
• Principled - aware that language is powerful and has a profound effect; must use it responsibly
• Balanced - express themselves orally, visually and in written form and balance listening and speaking when communicating with others
• Reflective - reflect on their language and usage and development and continuously work toward proficiency
• Open-minded - respect the differences and similarities in languages, dialects, and personal communication skills

Our language beliefs hold true for all students and we will continuously strive to provide opportunities for our students to learn in rich language environments, keeping in mind the individual needs of each child. Overall, Dos Rios is committed to developing lifelong language learners who use their skills to make a positive difference in the world.