ASSESSMENT MODEL & PROTOCOL 2021-2022

ASSESSMENT ASSESSMENT MODEL & PROTOCOL

MODEL & PROTOCOL

Revised January 2021

ASSESSMENT MODEL & PROTOCOL

January, 2021

ISO 9001

Certificado No FC-5898-1

CNG Assessment Model & Protocol

PREFACE: BEST PRACTICES FOR ASSESSMENT IN DISTANCE LEARNING, HYBRID, AND IN-PERSON CLASSES Context - Virtual/hybrid environments challenge a teacher’s ability to capture evidence of learning and require us to rethink traditional assessment. The role of formative assessment in the virtual/hybrid environment is critical as it can be used to check for understanding as well as to provide feedback. Challenging students to apply knowledge/skills/competencies through meaningful, performance-based assessments in novel settings will advance student learning.

A Performance-Based Assessment - “Measures students’ ability to apply skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higherorder thinking skills to create a product or complete a process.”

- Tacoma, WA Public Schools

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Purpose of ALL Assessment -

“The primary purpose...is to advance learning.”

- Jay McTighe

Assessments in online learning environments work best when students operate on the higher tiers of Bloom’s taxonomy to do something with content they have access to. Use these three questions to help guide you in your design of assessments: • How can my students apply their knowledge?

• How can my students create something as a way to demonstrate their understanding?

• How can I create opportunities for students to take a stand or justify a decision?

TO GENERATE COMPONENTS OF MOTIVATION TO LEARN (SELF-EFFICACY, SELF-ASSESSMENT, SELF-REGULATION, SELF-ATTRIBUTION)

Formative Assessment Elements…

…Help Students Harness the Workings of their Own Minds in the Following Ways

Shared Learning Targets and Criteria for Success

• Directs students and teachers towards specific goals.

• Increases initiation for the learning task.

• Helps students and teachers monitor learning progress.

Feedback That Feeds Forward

• Enhances cognitive processing.

• Fosters resiliency and persistence in the face of challenge.

• Provides students with specific next-step strategies.

Student Goal Setting

• Increases active student engagement.

• Shifts students focus from performance-directed to goal-directed behavior.

• Induces effort, increases persistence, and promotes development of new strategies.

Moss, Connie, and Brookhart, Susan. Advancing Formative Assessment in Every Classroom, Alexandria, VA, 2009.

CNG Assessment Model & Protocol

TO GENERATE COMPONENTS OF MOTIVATION TO LEARN (SELF-EFFICACY, SELF-ASSESSMENT, SELF-REGULATION, SELF-ATTRIBUTION)

Formative Assessment Elements…

…Help Students Harness the Workings of their Own Minds in the Following Ways

Student SelfAssessment

• Shifts power from the teacher to the student.

• Engages students in actively collecting and interpreting assessment information.

• Helps students set more realistic and active goals for continuously raising achievement.

Strategic Teacher Questioning

• Directs students and teachers towards salient elements of the content, process, or perfonmance.

• Scaffolds learners as they move beyond partial, thin, or passive understandings.

• Promotes conceptual change.

Engagement of Students in Asking Effective Questions

• Increases intentional and active student engagement.

• Promotes autonomy and independence.

• Develops students’ perceptions of themselves as producers of knowledge and generators of important lines of inquiry.

• Gives students confidence to work through difficulties themselves.

Moss, Connie, and Brookhart, Susan. Advancing Formative Assessment in Every Classroom, Alexandria, VA, 2009.

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GO BEYOND TESTS AND QUIZZES: In an online classroom, students can access all information in seconds. While this may tempt us to brainstorm ways to offer traditional assessments with little to no room for cheating, we instead want to think about this context as an opportunity. Instead of restricting learners from working within this environment, we encourage designing assessments that encourage learners to take advantage of this access to information, navigate the material, and apply it in new ways.

FACTORS THAT INFLUENCE STUDENTS TO PUT FORTH THEIR BEST EFFORT: Ensure task and goal clarity by setting expectations, sharing models, and providing rubrics. Tasks that are relevant to the student’s life are ones they are more likely to engage in. The student’s PERCEIVED ability to be successful in the assessment or with the learning is KEY, so the role in supporting students in their learning is important to clarify and demonstrate.

STICK TO THE CRITERIA:

FEEDBACK:

Unlike assessments with right and wrong answers, performance-based assessments allow for a lot of student choice. Set parameters around feedback by creating and sharing criteria before, during, and after the assessment. Clear, consistent guidelines and benchmarks offer learners and educators a shared understanding of desired learning outcomes.

THE most important factor for student success. Feedback must be specific using language that the LEARNER easily understands. It must be timely and provide a built-in opportunity for students to make use of the feedback - revise or apply it. Feedback that isn’t used is like eating without digesting. Online learning also creates space for teacher-student, student-student, and student-teacher feedback in interesting, valuable, and varied ways. Ultimately, you can build and sustain relationships with your students through highly personalized and elevated conversations about their learning. Dylan Wiliam suggests that the most important thing about feedback is what students do with it.

LEVERAGE PROTOCOLS FOR SELFASSESSMENT: Metacognition is an essential element of learning. Protocols offer a structured way for students to assess their own learning. Use protocols to design exit tickets or other activities where students can articulate where they are and where they need to go. 10 Assessments You Can Perform in 90 Seconds, 40 Reflection Questions from Edutopia, and School Reform Initiative’s Reflective Protocols

CNG Assessment Model & Protocol

SEVEN KEYS TO EFFECTIVE FEEDBACK -GRANT WIGGINS

ONGOING

GOAL-REFERENCED

ACTIONABLE

USE A COACHING APPROACH: TANGIBLE & TRANSPARENT

USER-FRIENDLY

TIMELY

CONSISTENT

• Think of yourself as an athletic coach. Frame curriculum and assessment around PERFORMANCE - what do we want students to DO with their learning?

• To develop long-term transfer, students need to APPLY their learning to new situations within and outside school - what is the game they are playing? Life? College? Work?

• Coaches want/need to know what their players know and can do - PRE ASSESS knowledge/skills/competencies.

• Ongoing, formative assessment with FEEDBACK (geared to the task/game).

• Provide DIRECT INSTRUCTION for basic skills and rules of the game/strategies.

• DIFFERENTIATE as different players need to improve in different areas.

• By having students/players self-assess and set goals, they will ENGAGE.

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Six Key Components of Assessment: • Projects with Assessment Components - focused on important skills that are truly challenging • Group work (collaboration) • Real audience (authentic) • Criteria known in advance • Self assessment - as individuals and as teams • Rich assessments - with measurements known ahead of time Information pulled from Global Online Academy’s Designing for Online Instruction: Assessment Course.

In Agreement with: Circular #25, November 13th, 2020, Secretaría de Educación Distrital, Bogota.

Circular # 002, January 14th, 2021, Secretaría de Educación Distrital, Bogota.

CNG Assessment Model & Protocol

CNG ASSESSMENT MODEL & PROTOCOL The evaluation of learning is an integral part of the teaching and learning process. The school has taken into consideration the requirements of Colombian educational law (Decree 1290, April 16, 2009), U.S. accreditation requirements, and the professional knowledge of the teaching staff at CNG in the development of our assessment practices.

The CNG plan for assessing student performance has been specifically designed to meet the individual needs of all students while maintaining high standards for learning. Rubrics, exemplars, and other descriptive feedback tools are used to provide students and teachers a clear understanding of expectations for basic, proficient, and advanced performance.

We believe in a balanced approach to assessment including pretests and multiple ways for students to demonstrate proficiency including, but not limited to: conferring, informal observations, performance assessments, and authentic transfer tasks. Assessments may include portfolios of individual assignments, projects, verbal presentations, and other forms of nontraditional assessment such as self-assessments.

Assessments should be differentiated based on student readiness, interest, or special need. In particular, students with special academic needs who are served through the Learning Center may be given alternative assessments for measuring how much they have learned.

Evaluation policies and procedures for students to demonstrate proficiency of standards are set forth in this CNG Assessment Model and Protocol.

CNG Assessment Belief Statement: Student learning and growth signify our greatest priorities at CNG. We use assessments to determine and communicate what students know and are able to do as well as to improve teaching and learning for all students.

CNG Essential Agreements About Assessment: As a faculty and staff, we are committed to the following agreements: 1. Formative/Summative Assessments: Over the past few years CNG has been using best-practice research and working to ensure formative assessments are frequent and provide students opportunities to try and show their learning. As a result, we have K4-12 alignment regarding the following for formative/summative assessments. a. Teachers will use a range and balance of quality formative and summative assessments. Within the range of assessments, exemplars are used as a guide for consistent grading of student work. These exemplars offer a model for teachers and students of the type of performance measure that clearly meets the standards. b. Teachers will provide meaningful and timely descriptive feedback to learners on all assignments. Results of formative assessments should guide teacher planning and instruction, and these should be tightly linked to

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what will be assessed on summatives in order for students to have ample opportunities for feedback and time to reach expectations by the time summative assessments are given. c. Formative assessments have a nocount value, weighted at 0%, to provide opportunity for low-risk feedback as well as to provide a snapshot during a unit of study and indicate students’ level of proficiency as well as to prepare students for summative assessments. d. Formative assessments are wellaligned with benchmarks of focus; namely, the content and skills that will be assessed on summative assessments. e. At CNG the trimester/semester grade is determined by the teacher and may not necessarily be the average of assessments. We want to ensure grades represent the student’s best, most recent evidence. f. All summative assessments will be weighted at 100% - resubmission will be allowed for all summative assessments within two weeks of the the class receiving their summative feedback. Please note, that for final summatives at the end of each semester, there is no guarantee of a resubmission opportunity due to time constraints.

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

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

Teachers should consider the entire body of assessment evidence, and final semester/trimester grades should reflect the best and most recent evidence.

4. 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. Three to five pieces of recent evidence should be used to determine final grades (These can include observational records).

5. Student behavior/core values will be graded under Core Values/Life Skills separately from academic achievement with the exception of academic dishonesty at Middle and High School.

6. Within a grading period, students will be provided with additional opportunities to improve learning and reassess after having engaged in extra practice/help from the teacher.

7. The grade of “4” should be achievable on all 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.

8. 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

CNG Assessment Model & Protocol

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.

9. In MS/HS, grades will be updated electronically every two weeks, on average. In PS/ES, grades will be inputted at the end of the trimester. Community members are expected to keep track of student data through the school systems on a regular basis. Teachers are expected to alert parents as soon as learning difficulties are detected, consult with the intervention coach in PS, and begin Tier 1 interventions with regular and consistent progress monitoring.

10. In general, homework should be considered informal formative assessment and be aligned with the CNG Homework Philosophy & Practices.

11. 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.

12. Across all divisions students with Learning Center Services may receive accommodations on summative and/or formative assessments as stated on their Individualized Education Plan (IEP) or Individual Accommodation Plan (IAP).

13. English Language Learners may receive accommodations as stated in their Language Enhancement Plan (LEP) according to their level of proficiency.

Use Of Assessment Data CNG engages in a comprehensive and systematic process of thoroughly evaluating student performance results in order to assess the effectiveness of our programs and accurately determine the impact of our improvement efforts.

“As one of the key research-based strategies for school improvement, robust data-driven decision-making helps propel all program improvement efforts at CNG. Our school collects, analyzes, and uses multiple data sets and measures to evaluate student learning, program quality, and organizational effectiveness. Given the breadth and depth of data utilized for school improvement purposes at CNG, the school uses a highly specialized data management system, Spotfire, which more effectively and efficiently provides data to teachers and administrators for the improvement of curriculum, instruction, and assessment. The extensive evaluation of these data also provides us with valuable input to help us align our professional development investment and use of financial resources for school improvement efforts.” 1 In addition to school-wide analysis of student performance data, teacher teams and individual teachers use assessment data in systematic ways to improve teaching and learning. Educators at CNG use formative and summative assessment information in many ways, including:

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CNG Annual Report 2015‐2016, p. 18

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• Providing meaningful and systematic feedback to/for students • Identifying and setting growth targets for groups and individuals • Calibrating and aligning instruction and assessment among teachers • Understanding individual and group learning styles • Teaching students to own their learning and set personal goals • Analyzing curriculum effectiveness and planning improvements • Articulating departmental or grade-level goals and improvement plans • Communicating progress to parents and students • Guiding ongoing teacher professional learning • Designing Individualized Education Plans, Individualized Accommodation Plans, and Individualized Learning Plans (IEPs, IAPs, and ILPs) and Interventions • Determining class placement and grouping students for learning

RATIONALE BEHIND ASSESSMENT AND 4-POINT GRADING PRACTICES Ongoing reflection, review of past information, and synthesis of the key points: Improve consistency and validity in grading • “Research shows that 100-point scale grades tend to reduce students’ interest in learning itself, reduce students’ preference for challenging tasks, and reduce the quality of students’ thinking” (Marzano, 2000, p. 24).

• “Research indicates that a score a student receives on a test (on a 100 point scale) is more dependent on who scores the test and how they score it than it is on what the student knows and understands” (Marzano, 2006, p.30).

• In addition, according to Marzano, “studies have shown that the reliability of a score obtained by a single teacher using a 4 point scale is .719, whereas the reliability of a score obtained using a 100 point system is .294” (2006, p. 118) A 100-point scale increases error between various classrooms because of the range of possible scores and subjectivity in grading. It is both cumbersome and probably not accurate, then to use so many degrees, 10 - 100, to describe performance to a standard, so a 4 or 5 scale is generally recommended.The 4 pt. scale tends to separate the 1-2 performance being below the standard from the 3-4 performances from being above or well-above the standard performance.

A 5 pt. scale sometimes allows for the “fencesitting” score of a 3.

• As part of the school’s ongoing process of reviewing and refining our assessment protocols, CNG conducted an analysis in 2014 of student GPAs from Grades 1 through 12 and found that the majority of students were achieving performance averages between 3.2 - 3.4 on a majority of their grade-level assessments. As a result, the school determined the need to realign grade-level expectations with actual performance levels being achieved by students. In an effort to set these appropriate target levels aligned with established performance, CNG revised its protocols by setting a 3.25 as our expected grade-level proficiency and a 3.0 as the minimum grade-level expectation.

CNG Assessment Model & Protocol

• Additionally, the school upgraded the assessment protocol by .25 increments to the scale in order to provide teachers with increased specificity and greater precision in their grading practices and application of their professional judgment. Finally, the expanded protocol continuum with .25 / .50 / .75 increments also ensured that the transfer grades of departing students more accurately reflected their true achievement level when translated into grading scales back in their own national systems or at other international schools.

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

Creation of a common language for assessment

Value and Importance of Formative Feedback & Assessment for Learning

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

• An assessment grade of 4 indicates that a student has an advanced, superior level of performance and they can demonstrate an understanding that exceeds expectations. According to Marzano, an advanced score of 4 indicates that a student can show “in-depth inferences and applications that go beyond what was taught” (2006, p. 58).

• “Classroom teachers, who are the subject and grade-level specialists 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 4 characterizes a student demonstrating an understanding of a benchmark that exceeds expectations” (Comment from Dr. Jane E. Pollock).

A well-written scale can be thought of as an applied version of a learning progression. A scale should make it easy for teachers to design and score assessments. 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. http://www.marzanoresearch.com/ resources/tips/fasbg_tips_archive

The 4-point scale places an emphasis on formative assessments, the ongoing feedback process, and the actual growth and learning in terms of the learning target, rather than on just on the “grades.”

• The purpose of moving to standards for scoring was to improve student performance by improving the quality of the feedback to students. By indicating how well they perform on the standard itself, and not just on the tasks related to standards (that often address more than one standard), the student would be able to see where he and she could improve.

• 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).

• Popham, Transforming Assessment (2008), offers these insights: Formative assessment is not a test but a process—a planned process involving a number of different activities.

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• In addition, one can infer from research stated in Classroom Instruction that Works (Marzano, Pickering, Pollock, 2001) that an individual teacher who uses formative assessment practices can show student achievement gains equivalent to a percentile gain of about 23 points (pg.7).

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

• Using that research in the Improving Student Learning Series (2007, 2009), Pollock shows teachers how to use formative assessment as integral to both planned instruction and planned assessment, and, importantly, in tracking student progress by the curriculum objectives.

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.

• “One of the most powerful and straightforward ways a teacher can provide feedback that encourages learning is to have students keep track of their own progress on topics.” (Marzano 2006, p.89)

• “We sacrifice our aims and our children’s intellectual needs when we test what is easy to test rather than the complex and rich tasks that we value in our classrooms and that are at the heart of our curriculum” (Wiggins, 1998, p.7).

• Classroom formative assessment strategies emphasize the powerful effect that frequent and specific feedback can have on student learning relative to the curriculum targets at the grade level.

• 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).

• W. James Popham, conceptualizes formative assessment as a planned process in which teachers or students use assessment-based evidence to adjust what they’re currently doing. 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.

CNG Assessment Model & Protocol

A change in Colombian Law (Decree 1290, April 16, 2009) 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 academic dishonesty only.

All assessments must include the possibility of earning a 4.0.

COMPARATIVE GRADING SCALES A-F

F

D-

D

D+

C-

C

C+

B-

B

B+

A-

A

A+

100

0 TO 59

60-62

63-66

67-69

70-72

73-76

77-79

80-82

83-86

87-89

90-92

93-96

97-100

IB

1 AND 2

3

4

5 AND 6

7 Revised June 2019

PERFORMANCE LEVEL DESCRIPTORS CNG’s Grading Scale

Niveles de Desempeño (Decree 1290)

4

Superior/Advanced

3

Alto/Proficient

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

2

Básico/Basic

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

1

Bajo/Below Basic

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

Academic Proficiency Standards Able to demonstrate advanced knowledge and skills that were taught.

The CNG comparative grading scale is provided, along with the current CNG School Profile, when transcripts are requested for student transfer to another school. Schools where our students transfer in then use this to help find the appropriate equivalent for the CNG grade to their system as a 3.0 on the CNG scale is not 75% but in the range of 80-85%. This comparative grading scale should be used only for the purpose of finding equivalent grades for students who transfer in or out of CNG.

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DEFINITIONS FOR ASSESSMENT MODEL (DECREE 1290, APRIL 16, 2009) ▶ 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 verbal or written. ▶ 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, with or without a value, before a summative assessment of the learning interval. Examples include: exit slips, warm ups, observational records, class work, paper/pencil, journals, quizzes, activities, presentations, etc.

• Informal Formative Assessment – ongoing gathering of information on which students get feedback but there is no reported entry in the gradebook, such as observation, anecdotal notes, most homework, using the checkmarks to communicate that a task was completed, etc. ▶ Summative Assessment Assessments and evaluations that are carried out at the end of a learning interval (unit, chapter,

section, 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. ▶ Student Self-Evaluation Students are provided self-assessment opportunities on academic benchmarks as well as on life skills/core values. This enables students to develop skills in self-reflection and the ability to determine next steps for improvement. Some self-assessment strategies are portfolios, selfevaluation 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, what students will be able to know/understand/do at the end of the instruction. ▶ Standards A K-12 statement of what students will understand and be able to do within a specific subject area.

CNG Assessment Model & Protocol

▶ Benchmarks A specific learning goal for a particular grade level and subject. ▶ Standardized Assessments Are used to reflect on student learning and our program; however, these results are not reflected in subject grades. Examples are MAP, STAR Reading in Spanish, CogAT, CELF, Saber, Pre-Saber, psycho-ed evaluations, etc.

to the Office through a referral process.

3. The teacher may require the student to redo the work.

4. The student’s behavior/conduct grade for the assessment should be a 1.0.

5. Please note that students may be placed on Behavior Advisement, Probation, or Matriculation Hold due to Academic Dishonesty.

ACADEMIC DISHONESTY & PLAGIARISM 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 CNG Code of Honor and Disciplinary Policy.

CNG believes in the importance of teachers ensuring that students receive direct instruction and guidance to understand plagiarism and the correct use of citations acknowledging the use of the direct words of other authors. The school provides various resources including Turnitin. com for student and faculty use in order to check for correct citation as well as to take proactive steps to identify inadvertent “cut-and-paste” plagiarism.

1. The teacher takes steps following the protocol stated in the Academic Dishonesty and Plagiarism document on page 16 of the CNG Code of Honor and Disciplinary Policy.

2. The teacher informs parents via email, copying Office, as well as refers the student

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PRIMARY SCHOOL ADDENDUM September 2020

CNG Assessment Model & Protocol

PRIMARY SCHOOL ADDENDUM • Our PS trimester report cards are meant to represent students’ best, most recent evidence of learning.

• As per CNG Essential Agreements About Assessment, in PS we do not average formative and summative assessment scores together for trimester grades as that would not represent most recent evidence.

• Formative assessments have a no-count value, as their primary purpose is as a snapshot during a unit of study, to show students’ level of proficiency.

• Formative assessments are well-aligned with benchmarks of focus; namely, the content and skills that will be assessed on summative assessments.

• Feedback on formative assessments is descriptive and non-numerical. Feedback makes explicit to students what they have learned and what they need to do to improve, to reach or exceed expectations prior to summative assessments.

• The results of formative assessments are of key importance as teachers use data/results to plan the same/next day follow up that is focused and strategic; follow up that leads students to improved understanding and proficiency; again, prior to summative assessment(s).

• In general, teachers ensure a minimum of two formative and two-to-five well-aligned, high-quality summative pieces of evidence per domain of focus per trimester. This evidence can include written responses, observational checklists, performance assessments or other evidence determined appropriate by the grade level or specialists. However,

teams are expected to discuss this at the outset of each trimester and to determine what would be the best type and number of assessments or evidence to fairly and accurately measure student understanding, according to the nature and complexity of the benchmark, and depending on whether it’s declarative (content/knowledge based) or procedural (skill based) as well as the expectation for level of achievement according to rubrics or indicators for each trimester for specific standards or clusters in mathematics.

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ELEMENTARY SCHOOL ADDENDUM September 2020

CNG Assessment Model & Protocol

ELEMENTARY SCHOOL ADDENDUM • Our ES trimester report cards are meant to represent students’ best, most recent evidence of learning.

• As per CNG Essential Agreements About Assessment, in ES we do not average formative and summative assessment scores together for trimester grades as that would not represent most recent evidence.

• Formative assessments have a no-count value, as their primary purpose is as a snapshot during a unit of study, to show students’ level of proficiency.

• Formative assessments are well-aligned with benchmarks of focus; namely, the content and skills that will be assessed on summative assessments.

• Feedback on formative assessments is descriptive and non-numerical. Feedback makes explicit to students what they have learned and what they need to do to improve, to reach or exceed expectations prior to summative assessments.

• The results of formative assessments are of key importance as teachers use data/results to plan same/next day follow up that is focused and strategic; follow up that leads students to improved understanding and proficiency; again, prior to summative assessment(s).

• In Skyward, we use the following non-numerical codes to indicate degree of understanding (NY=Not Yet; S=Starting to; Y=Yes, Proficient) so there is a record of the process, the journey of learning.

• Teams are expected to discuss the common formative and quality summative assessments at the outset of each trimester; to determine

what would be the best type and number of assessments/evidence to fairly and accurately measure student understanding, according to the nature and complexity of the benchmark, and depending on whether it’s declarative (content/knowledge based) or procedural (skill based) as well as the time of the year and whether mastery is expected.

• We provide a minimum of one retake opportunity per summative assessment for all subjects with the following protocols/guidelines in place: 1. Students attend at least one Opportunity Day or Extra Help session (during which teacher re-teaches concept) and students may be given follow up practice to complete in advance of retake.

2. Parents are notified of retake opportunity and encouraged to support further study/review of concept at home prior to retake.

3. In most cases, retake should be a variation or a portion of the original assessment, as in not the exact assessment/very same questions, and typically students retake sections where they scored below proficiency in the original assessment.

4. There should be an opportunity to earn a 4 on all assessments, including retakes as our goal is to improve students’ learning/ achievement/performance and to provide them with opportunities to demonstrate their improved/advanced learning.

5. If a grade is lower on a retake summative assessment, teachers examine why and check on understanding verbally. In such a situation, teachers use their professional discretion to determine a student’s final level of understanding, referencing scoring guide/rubric.

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MIDDLE SCHOOL ADDENDUM September 2020

CNG Assessment Model & Protocol

MIDDLE SCHOOL ADDENDUM This Addendum represents a compilation of the work of the Middle School staff related to assessment and grading.

Resubmission of Assessments • Resubmission of formative assessments ◊ Students may seek additional practice or reinforcement after formatives, but the original score in Skyward will remain. Teachers may enter a comment in Skyward for the formative assessment, when appropriate. Persistence and demonstration of growth on formative assessments will positively impact Core Values grades.

• Resubmission of summative assessments ◊ All summative assessments are eligible for resubmission. ◊ Resubmissions must be completed within 2-weeks of when feedback was given to the class or by special arrangement with the teacher (students who submit summatives late many have less time for resubmissions). ◊ The specific resubmission process and timeline for a summative assessment will be shared with students concurrent with returning the assessment.

• Prior to re-submitting any assessments for any course, a student must complete the Middle School Revision and Resubmission Form in order to reflect on their learning and outline the action steps taken to improve their learning.

• Based on the subject and nature of the assessment, each teacher will determine whether re-

submission requires a fully new product, resubmission of portions of the assessment, or edits.

• Students who have submitted a summative late may have less time for a resubmissions or may miss the resubmission window. Proactive arrangements may be made with teachers if additional time is warranted and extenuating circumstances will be considered.

• Teachers may give students accommodations on the resubmission process in line with their needs, particularly for students with Individual Education Plans (IEPs) and Individual Accommodation Plan (IAP).

• Grading of Resubmitted Assignments: ◊ Formative Assessments ■ The original grade for a formative assessment should remain unchanged in Skyward.

■ If students come for extra practice or reinforcement, teachers may add a comment to the formative assessment in Skyward noting the additional effort. ◊ Summative Assessments ■ Students may not re-submit a summative assessment without completing all the related formative assessments.

■ “Resubmitted summative assessment feedback will be entered into the existing assignment in Skyward and a comment with the original grade will be marked.”

■ If a student earns a lower score on a summative resubmission, the highest score will count for the assessment and the teacher will examine the body of evidence to determine next steps.

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Calculation of Grades: Marking Periods (Semesters) • Mid-Semester grades ◊ Communicated as a progress monitoring grade ◊ Not a final grade ◊ Not averaged into a semester grade ◊ The only exceptions are Health, PE, and Dance classes which will calculate as independent mid-semester grades.

• Semester grades: ◊ Communicated as the final grade ◊ An average of all the standards across the semester. ◊ Semester grades are not averaged together into a yearly grade.

Missing or Late Assessments • Late or missing assessments will be marked in Skyward with the “M” code; parents may configure Skyward to send email notifications for missing assignments.

• When a student is still missing a summative assessment after feedback has been provided to the rest of the class, the teacher will overwrite the MP grade as “incomplete.”

• Students may not re-submit a summative assessment without completing all the related formative assessments.

• If, at the end of a semester after all opportunities for resubmission have passed, a student has still not demonstrated evidence of proficiency for a given benchmark/standard, the code “NE” (no evidence) may be used for a

given benchmark/standard to indicate insufficient evidence to assign a grade.

• Missing or late assessments will impact a student’s Life Skills grade.

Core Values Grades: • All courses in Middle School will enter grades for the Core Values - Respect, Responsibility, Integrity and Caring - based on the Middle School Core Value Assessment Indicators Rubric.

• Core Values grades will be entered into Skyward during each marking period and at least concurrent with each summative assessment .

• Teachers use self-reflections and many other methods for providing informal, formative feedback to students between formal, Core Values grade entry.

CNG Assessment Model & Protocol

CNG MIDDLE SCHOOL 4-POINT GRADING SCALE

Regular MS Courses

Pre-AP MS Courses

4

Advanced

4

Advanced

3.5

Proficient, with some advanced evidence

3.5

Proficient, with some advanced evidence

3

Proficient

2.5

Basic, with some Proficient evidence

2

3

Proficient (With some evidence of independence & extended thinking)

2.5

Proficient

Basic

2

Basic

1

Below Basic

1

Below Basic

M

Missing Work

M

Missing Work

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HIGH SCHOOL ADDENDUM September 2020

CNG Assessment Model & Protocol

HIGH SCHOOL ADDENDUM Determination of Grades: Progress Reports and Semester Grades • Students will receive a Progress Report for MidSemester 1 and Mid-Semester 2 which are a snapshot of the student’s achievement to date on the standards that have been evaluated to that point.

• End of semester grades (S1 and S2) reflect the student’s achievement on the standards and benchmarks that were evaluated summatively during the entire semester. They are not an average of all assessments. Consideration will be given to best and most recent evidence of student learning when standards / benchmarks have been assessed multiple times.

• As per CNG Essential Agreements About Assessment, in HS formative assessments are not included in the final grade for a course so that students are not penalized for mistakes during the learning process.

• PreAP and AP courses are weighted at the end of the semester with a 0.3 bump.

Missing or Late Assignments • In order for teachers to provide meaningful, timely, and effective feedback, students must submit all formative and summative tasks, on time. This follows the philosophy that, “All Learning is Mandatory!”

• If a student has not completed a formative or summative assignment, the subject teacher will work with the student and parents to ensure that all assignments are completed. This could include assigning a student to Opportunity Day, assigning a detention, etc.”

Additional Opportunities to Demonstrate Learning • Students will be given an additional opportunity to demonstrate their learning for summative assessments.

• Students may not re-submit a summative assessment without completing all the related formative assessments.

• Students will have to reflect on their learning, complete a remediation form, and negotiate requirements and dates with their teacher before proceeding with a remediation attempt.

• Any remediation attempts must be completed within a two-week period from the time the student received the original assessment back from the teacher.

• Students may not re-submit or submit late any assessments during the final two weeks of the semester. Teachers will need time to grade the work and provide feedback.

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LEARNING CENTER ADDENDUM MODIFIED GRADES September 2020

CNG Assessment Model & Protocol

LEARNING CENTER ADDENDUM Please note the use of the below rubric for modified grades for students who are following a replacement curriculum as part of their Learning Center services through the Resource Room.

Learning Center Resource Room Classes: Individual Goal Areas Rubric

4

• Student needs no assistance or prompts to complete the task.

• Student consistently completes task independently in two or more settings with supervision from an adult.

• Student independently uses a reference tool without support.

• Independently asks for clarification if in need of clarification.

• Zero prompts needed to complete the task.

3

• • • •

2

• Student is inconsistent with completing the skill even with multiple prompts (verbal, gestural, modeling).

• Student requires repeated directions to complete the task.

• Reference tools (checklists, visuals, etc.) have been introduced and taught but are not used independently.

• Three or more prompts from teacher are needed to complete the task.

1

• Skill has been introduced but the student is not making progress even with repeated prompts and support.

• Student needs full assistance from teacher.

• Tasks can only be completed with full physical prompts or hand over hand assistance.

Student requires no physical assistance to complete the task.

Student consistently completes the task in at least one setting with adult supervision.

Student uses reference tool (checklist, visuals) independently.

Student needs only one or two prompts (verbal, gestural, modeling)

IMPORTANT NOTE: LC Classes have MODIFIED GRADES based on progress towards individual goals and expectations.

At the beginning of a school year or at the start of a new IEP, it is expected that students frequently score 2’s because they are working on new skills and they are in need of lots of teacher support and guidance. As these skills improve and students gain independence, the scores change to 3’s and 4’s by the end of the IEP period as students meet their individual goals.

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APPENDIX A: ATTENDANCE POLICY

CNG Assessment Model & Protocol

ATTENDANCE POLICY CNG expects students to be in attendance each and every day that school is scheduled.

Absences implicate not only the student who is absent but can negatively impact the learning of other students in the class. Parents should plan vacations, medical appointments, and other nonschool events around school holidays and school hours whenever possible. CNG has implemented the following policies and procedures to encourage regular attendance.

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

Parents must report student absences to the division office within 48 hours of the absence for it to be counted as excused. Parent reports after that time will be noted but not generally excused. For students who are absent due to an illness of three or more days, an official doctor’s note (incapacidad) must be delivered by hand to the building administrative assistant in charge of attendance or sent scanned via email to the appropriate building.

For all absences that can be planned in advance (both personal and school sponsored), students must complete a Pre-Arranged Absence Form.

We require students to fill out a Pre-Arranged Absence Form if they are going to miss one or more class(es) and know about the absence in advance. The form has space for writing additional information as well as explaining the reason

behind the absence. These forms require students to talk with each of their teachers to make plans for the learning that will be missed during the absence as well as have their parents sign that they are aware of the absence. Additionally, students need to turn the Pre-Arranged Absence Form into the office and, frequently, this also requires having a conversation with an administrator about the absence. We believe this helps our students build the responsibility they will need throughout their lives in the world of work.

Absences are Excused for: (last updated June 14, 2019)

1. Illness or treatment (with medical note) 2. Unavoidable cause (e.g. accident, natural catastrophe) 3. Issues with school-provided transportation 4. Behavioral consequences 5. Religious celebrations 6. Field trip organized by the school 7. Student athletes selected to represent national/district events (Decree 2845 of 1984, article 48, required by law for athletes) 8. Passport/visa issues or legal/Embassy appointments 9. Transition visits or testing for other schools (for departing students) 10. AP Exams (in HS) 11. Other absences caused by extenuating circumstances, must be petitioned through a Pre-Arranged Absence Form or letter and will be reviewed by the division administration and/or committee.

31

The request in a Pre-Arranged Absence Form may or may not be granted by the building administrator and/or committee. Please note that although a Pre-Arranged Absence Form may not be approved and the absence excused, it is the student’s responsibility to submit a form for any advance absences they may have as these documents become part of the student’s CNG record.

Excessive unexcused absences will result in administrative action.

Early Departure from Campus Parents are requested to follow the proper procedures at each building to request a student leave early.

• Parents must contact the building level attendance office at least two (2) hours prior to the request for students to leave school early. If the parent fails to send the email prior to two (2) hours of dismissal, they must personally come and sign the student out. Please note that maids, nannies, drivers, and other employees of the parent may not come to the building office in place of a parent or guardian.

Bus Passes • Students who need to go home on a different school bus route, need to have parents email the building office dismissal system by 11:00 AM (12:00 PM for ES) and include the bus number, the name of the student their child is going home with and/or the address of the place where the student needs to be dropped off.

Number of Absences • Primary/Elementary School - If a student has

been absent (unexcused) for more than twelve (12) school days during the first two trimesters, s/he may be placed on Matricular Hold due to missed instructional hours.

• Middle School - If a student by the end of semester one (January) has been absent (unexcused) for more than five (5) classes per course in a semester, s/he may be placed on Matricular Hold due to missed instructional hours.

• High School - If a student by the end of semester one (January) has been absent (unexcused) for more than five (5) classes per course in a semester, s/he may be placed on Matricular Hold. Additionally, if a HS student has more than five unexcused or excused absences, with a few exceptions for the latter, in a particular course within a semester, s/he may need to make up hours to ensure credit can be granted.

High School Section Only Absences & Missing Work/Assignments • “All Learning is Mandatory at CNG” • If missing work due to absence is not turned in on time, students must make arrangements with the subject teacher to complete the missing work to address the content standards.

This may include attending Opportunity Days, working through lunch time, and/ or completing alternative assignments at the teacher’s discretion. It is the student’s responsibility to demonstrate the content standards.

• If missed work is not turned in by the two week deadline, students will receive a Missing grade on the assignment according to the CNG

CNG Assessment Model & Protocol

Assessment Model Protocol. This will also result in a referral in Skyward to Administration.

Pre-Arranged Absence • It is the responsibility of students to ensure they have completed and returned to the Associate Principals any Pre-Arranged Absence forms for school-related and non-school related activities.

These should be received by the Associate Principal three (3) days prior to being off campus.

Unless there are extenuating circumstances, forms submitted after the three (3) day deadline will not be approved, and therefore, the absence will not be excused.

• For non-school related Pre-Arranged Absences, students must obtain PRE-APPROVAL from the Associate Principal. If approved, the student must have all teachers sign and return the form to the Office three (3) days prior to the absence.

Work Missed During Absences • Students are required to make up formative/ summative assessments that were due during an absence. Students should be prepared to attend Opportunity Day and/or lunch time sessions as assigned by their teachers to complete all assessments. Students who fail to attend these sessions will be referred to the Office through Skyward for follow-up by their Associate Principal.

Excessive Absences • Attendance in class is critical for success at CNG. Students with excessive absences (i.e. more than five (5) classes per course in any one semester) will be referred to the Associate Principal. If it is determined that the absences are not valid / excused, students will face

disciplinary consequences under the CNG Code of Honor and Disciplinary Policy as they will be seen as not upholding the CNG Core Values. Students will be expected to attend EAMUC (see below) and make up the work missed as it is the student’s responsibility to demonstrate the content standards.

• Students who miss more than five (5) days of a course during the second semester will not be allowed to take an excused absence from school to study for AP Exams.

Excessive Absence Make-Up Classes (EAMUC) • Students with excessive absences will be required to attend after-school sessions in the Responsibility Room or during Opportunity Day with a teacher. They are expected to be completing work that is overdue, coming due, or preparing for upcoming assessments in any of their courses.

• Students who do not attend EAMUC risk not earning the credit in their U.S. accredited courses as a result of excessive absences.

33

APPENDIX B: DIPLOMAS OFFERED AT CNG

CNG Assessment Model & Protocol

U.S. High School Diploma The High School Diploma is a college and university preparatory academic program for students which qualifies them to enter U.S. and foreign universities. At CNG, this includes academic courses taught in English as well as Spanish as a second language or Español (for Spanish speaking students). Sociales courses taught in Spanish are not required, but may be included as electives. It is the philosophy of CNG that all high school students be enrolled in the High School Diploma Program. Transfer students must show evidence from official transcripts of high school program course work in order to be admitted into the High School Diploma Program. Students must complete 32 academic credits as specified, 80 hours of social service, and a Senior Research Project (SRP) in order to receive the High School diploma.

Bachillerato Académico Diploma The Bachillerato Program is the academic program for Colombian students, which qualifies them to enter Colombian universities. At CNG this includes the academic courses taught in English as well as courses in Español, Filosofía, and Sociales which are taught in Spanish. It is the policy of the Board of Directors that all Colombian students be enrolled in the Bachillerato Program.

Exceptions can be made for special reasons and must be approved by the Academic Council made up of: Bachillerato Committee, HS Principal, Director of Colombian Program, College Counselor, Counselor, and LC Program Director (if needed). Non-Colombian students may participate in the program with parent approval.

Students must complete 32 academic credits as

specified, 80 hours of social service, and a Senior Research Project (SRP) in order to receive the Bachillerato Académico diploma.

Bachillerato Diploma and/or High School Standard Diploma Bachillerato Diploma (according to Decree 1421 DE 2017, and Approved by CNG Board of Directors on April 2019) and/or the High School Standard Diploma (Approved by CNG Board of Directors on November 21, 2016) are diplomas offered to students at CNG. The Standard High School Diploma Program and Bachillerato Diploma are academic programs for students who require a modified curriculum in two or more core subjects (English, Spanish, mathematics, social studies, Colombian sociales, and/or science) which is delivered through our Learning Center. In order to be eligible for this diploma, students must qualify based on their psycho-educational testing. Students qualifying for the Standard Diploma and/or Bachillerato Diploma must qualify for services as having a Moderate to Severe intellectual learning disability, a severe health/physical impairment, and/or a mental health condition that prevents the student from being successful on a full time basis within the general education curriculum.

Students who meet the criteria for the Standard Diploma Program and/or Bachillerato Diploma will not be able to obtain a US High School Diploma, nor a Colombian Bachillerato Académico Diploma.

Students in the program for Standard High School Diploma and/or Bachillerato Diploma, typically complete 32 academic credits, between the general education High School classes and Resource Room classes. Students’ whose

35

Individual Education Plan (IEP) (PIAR Plan individual de ajustes razonables, Decreto 1421 de 2017) indicates special circumstances may be eligible to complete fewer credits to complete the program for the Standard Diploma and/ or Bachillerato Diploma. The High School requirements of 80 hours of social service and a Senior Research Project (SRP) will be differentiated based on each students’ needs and abilities. For changes to any of the above stated requirements for specific individual needs there must be prior approval by the High School Principal, Learning Center Director, and Director of the Colombian Bachillerato Program. Parents of students in this program must sign a form acknowledging that their student is a candidate for these specific diplomas.

CNG Assessment Model & Protocol

37

APPENDIX C: COMPLIANCE WITH COLOMBIAN LAW

CNG Assessment Model & Protocol

COMPLIANCE WITH COLOMBIAN LAW (Decree 1290, April 16, 2009) Evaluation and Promotion Criteria: • Students who meet the minimum evaluation criteria (2.0) in all courses/classes for the trimester/semester/year as well as meet the attendance requirements, are considered to have passed the course/class.

Primary School:

• Students who fail one or more courses/classes, who do not meet the minimum attendance requirements, and/or have significant behavior issues, may be placed on Behavior Probation, Matricular Hold, Conditional Matriculation, and/or may not be offered matriculation for the following school year.

• Students who have specific strengths in academic learning, may be placed in an advanced grade level course/class according to the procedures listed in the Gifted and Talented Handbook.

CNG Divisional Promotion Criteria (Decree 1290, April 16, 2009) • Colombian Law, Decree 2247, artícle 10 (year 1997), mandates that students completing K4, K5 and 1st grade will be automatically promoted to the next grade, unless the school recommends the student be retained and the parent(s)/guardian(s) agree.

• If a 2nd grade student, by the end of trimester two (March) is in danger of failing two (2) or more subjects and/or has been absent (unexcused) for more than twelve (12) school days during the first two trimesters, s/he will be automatically placed on Matricular Hold and is referred to the Evaluation Committee comprised of Principal, Counselor, homeroom teacher, and other teacher(s) as needed. This Committee studies the individual case and determines recommendations and/or follow up steps.

Elementary School:

• In May the Evaluation Committee will review the case and determine if matriculation will be offered.

• If a student by the end of trimester two (March) is in danger of failing two (2) or more subjects and/or has been absent (unexcused) for more than twelve (12) school days during the first two trimesters, s/he will be automatically placed on Matricular Hold and is referred to the Evaluation Committee comprised of Principal, Counselor, homeroom teacher, and other teacher(s) as needed. This Committee studies the individual case and determines recommendations and/or follow up steps.

• In May the Evaluation Committee will review the case and determine if matriculation will be offered.

39

Middle School:

High School:

CNG Divisional Promotion Criteria (Decree 1290, April 16, 2009) • If a student by the end of semester one (January) is in danger of failing two (2) or more subjects and/or has been absent (unexcused) for more than five (5) classes per course in a semester, s/he will be automatically placed on Matricular Hold and is referred to the Evaluation Committee comprised of Principal, Counselor, and teacher(s) as needed. This Committee studies the individual case and determines recommendations and/or follow up steps.

• In May the Evaluation Committee will review the case and determine if matriculation will be offered.

• 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 (8) courses each semester.

• When students receive a final grade of at least 2.0 (on a 4.0 scale) they are awarded credit. Credits are granted on the successful achievement of the standards within each 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.

Grade Level Credits for Promotion of High School Students: • Students enter ninth grade in the High School as freshmen. Any student who has earned less than 8 credits at the end of his/her first year at High School retains the standing of a freshman -- grade 9 student.

• To be considered a tenth grader or a sophomore, a student shall have earned at least 8 credits in his/her first year of High School. A student who ends the second year of High School with fewer than 16 credits retains the standing of sophomore -- grade 10 student.

• To be considered an eleventh grader or a junior, a student shall have earned at least 16 credits in his/her first two years of High School. A student who ends the third year of High School with fewer than 24 credits retains the standing of junior -- grade 11 student. Students in this situation will be matriculated as JR and are unlikely to graduate with their peers.

• To be considered a twelfth grader or a senior, a student shall have earned at least 24 credits in his/her first three years of High School.

CNG Assessment Model & Protocol

High School:

CNG Divisional Promotion Criteria (Decree 1290, April 16, 2009) Failed Course Policy for High School Students • Students who fail a course by receiving less than 2.0 out of 4.0 or a grade of incomplete (INC) for a semester final grade have failed a course.

• When students fail a course, they must retake the course if it is a core course or take another course within the department if it is an elective.

• Please note that if the student fails the same course a second time, by school policy, the student may not be re-matriculated at CNG. • In addition, students have to make up the credits that were failed as all students need 32 credits in order to graduate.

ADVANCED PROMOTION CNG 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 Gifted and Talented Review Board. This cannot happen in High School because of the credit system. Individual parent requests through the Gifted & Talented Coordinator and Building Principal will be considered; however, it is extremely rare for a student to change grade level.

Advanced Promotion Process: 1. Parents need to hand in a written request explaining the reasons why they believe their child should be promoted to the next level.

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

2. The request for examination of the case goes

first to the Building Principal and second to the Gifted and Talented Review Board. ◊ Criteria includes, but is not limited to: ■ Cognitive development ■ Social development ■ Life Skills/Core Value assessments (which include student behavior/ core values) ■ Academic records ■ Disciplinary records ■ Date of birth ■ Teacher(s) recommendations 3. The Gifted and Talented Review Board will be convened and study the case, and make a recommendation which will be shared with parents. In the case of advanced promotion, the involved team leaders who sit on the Academic Council and the Director’s Council will validate the recommendation.

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

5. The Academic Secretary/Registrar will then update the records appropriately.

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• CNG’s Grading Scale complies with the Colombian national 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 academic dishonesty only.

All assessments must include the possibility of earning a 4.0.

COMPARATIVE GRADING SCALES A-F

F

D-

D

D+

C-

C

C+

B-

B

B+

A-

A

A+

100

0 TO 59

60-62

63-66

67-69

70-72

73-76

77-79

80-82

83-86

87-89

90-92

93-96

97-100

IB

1 AND 2

3

4

5 AND 6

7 Revised June 2019

• CNG ensures balanced and comprehensive assessment protocols for all student performance, including formative and summative assessments. Additionally, teachers use feedback to assist students in their learning growth. Students are provided self-assessment opportunities on academic benchmarks as well as on life skills/core values. 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.

• CNG ensures that students receive feedback on academic subjects as well as on life skills such as CNG Core Values, organization, growth mindset, self-regulation, etc.

• CNG ensures students have follow up actions to improve their performance during the school year. This begins with feedback and extends to Opportunity Day, Remediation, and retaking of courses in high school. ◊ Opportunity Days (OD) are special days and hours designated for students to have the opportunity to meet with any teacher to

CNG Assessment Model & Protocol

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.

■ 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 to 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 and Thursdays.

■ 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.

■ 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.

■ 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.

■ Remediation of Credit for High School Students - When a student fails a course, in addition to retaking the course (or a similar course if not a core course) for credit, he/ she must make up the credit lost. Students can petition to use completed Classroom Without Walls (CWW) credits, if they have them. Otherwise, the only way this can be done is through a distancelearning or summer school course at an accredited school. Parents are responsible for all associated costs of external courses for credit remediation. As part of the process for making a final decision related to recommendation, the Principal may consider, but not be limited to, the following criteria: • When a student fails a course, he/ she typically must retake courses at CNG for credit. Typically only elective courses are allowed to be taken via distance learning.

• A student may generally take no more than one distance learning course during a given semester; and

43

• A student must be under the direct supervision of an accredited distance learning provider as approved by the Principal and/or Director.

• A student can apply no more than five (5) total earned credits from distance learning or independent study courses toward the fulfillment of CNG´s required number of credits for graduation.

■ Credit Requirements for Graduation in Grade 12 - In order to graduate from CNG, a student must complete 32 academic credits as specified and complete at least eighty (80) hours of social service. Students who fail to meet one or both of these requirements will not be allowed to participate in the Graduation ceremony. Once requirements are completed, the student may receive the diploma(s) if approved by the High School Principal and Director.

CNG has a Learning Center which supports students who have learning differences and may need various supports and accommodations.

When students, parents, and/or teachers identify a need, various strategies are applied to see how to best support a student. When the student’s needs exceed those which are offered to all students in a class, and the student continues to struggle, the student may be referred to the Learning Center for psychoeducational testing. When a student requires formal accomodation or modification, s/he will be issued an IEP - Individualized Educational Plan or a Health Plan.

CNG has a Gifted & Talented program which offers services to support the learning needs of students who have been identified as highly capable.

CNG Principals and Directors, comply with the evaluation processes stipulated in this document by periodically reviewing Skyward gradebook and report cards as well as curriculum units in Atlas Rubicon.

CNG offers MS & HS parents online access to current, up-to-date grading/assessment via Skyward. As well, progress and grade reports are sent to parents as per the below chart.

Student progress/report cards include clear and concise information related to achievement of standards, along with a general grade for the subject.

As well, student Life Skills/Core Values are reported on these documents.

Formal parent-teacher (and sometimes student) conferences are offered to all parents twice a year.

Parents are encouraged to communicate with teachers when they have concerns during the year.

Teachers may schedule meetings to discuss parent or teacher concerns.

CNG Assessment Model & Protocol

CNG INSTRUCTIONAL PERIODS & PROGRESS/REPORT CARDS Please see CNG Calendar for specific dates.

School Building Primary School Elementary School Middle School High School

Instructional Periods Trimester Trimester Semesters, Years Semesters, Years

Progress Reports/Report Cards three times per year three times per year four times per year four times per year

For extraordinary cases, parents may request a review of their son/daughter’s grading and promotion processes. In this case, a meeting with the Evaluation Committee consisting of the principal, counselor, and teachers will occur to review the case. Typically, the appropriate team and/or subject leader for the division will attend this meeting.

and faculty/staff was convened and developed the initial document. This document is revised on a regular basis to ensure compliance with Colombian law and best practices related to assessment. Edits and changes go through a process to be formally approved by the Academic Council, Director’s Council, and Board of Directors.

The CNG Assessment Model and Protocol was originally developed as a result of recommendations from AdvancED/Cognia.

A task force of principals, associate principals,

Note: Items in the CNG Assessment Model and Protocol with the label (Colombian law, Decree 1290 ) must be kept in parallel with Colombian law as indicated above.

*Alternative Grading for English Language Learners.

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APPENDIX D: REFERENCES

CNG Assessment Model & Protocol

References Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

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. https://www.marzanoresources.com/resources/ tips/fasbg_tips_archive/ Marzano, R. J. (2000).

Classroom Grading, ASCD.

Transforming

Marzano, R. J. & Haystead, M. W. (2008).

Making Standards Useful in the Classroom, ASCD. 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., Norfrod, J. S., & Ruyle, M. (2019). The New Art and Science of Classroom Assessment. Bloomington: Solution Tree/ASCD. O’Connor, K. 15 fixes to make grades more accurate, consistent, meaningful and supportive of learning [Webinar and PDF File]. Retrieved from https://www.learningpersonalized.com/ wp-content/uploads/2016/10/A-Repair-Kit-ForGrading.pdf

O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. ETS Assessment Training Institute. Portland, OR O´Connor, K. (2013). The School Leader’s Guide to Grading. Bloomington: naesp.

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.

Decreto 1290 de 2009 Decreto 2247, de Septiembre 11 de 1997

47

vision statement:

CNG Assessment Model & Protocol

mind

body

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

leadership and service

character

in the world of today for a better tomorrow.

vision statement:

mind

body

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

leadership and service

character

in the world of today for a better tomorrow.

Cra 2ª Este No. 70-20 Bogotá, Colombia

PBX 2123511

Fax 2113720

www.cng.edu