principals' training center ptcnet survey summary

PTCnet survey www.ThePTC.org 1

Principals’ Training Center PTCnet Survey Summary

Topic Standards Based Report Card Templates

Query -

Date May 2013

Query submitted and collated by Andras Valezy

American International School of Budapest

Total number of responses -

Individual responses on following page(s). Standards based report card templates from Ontario, Canada and Victoria, Australia. http://www.edu.gov.on.ca/eng/document/forms/report/1998/report98.html http://www.education.vic.gov.au/school/teachers/support/pages/reportcards.aspx#1

http://www.theptc.org/

http://www.edu.gov.on.ca/eng/document/forms/report/1998/report98.html

http://www.education.vic.gov.au/school/teachers/support/pages/reportcards.aspx#1

Students are evaluated based on their achievement of the grade-level skills, strategies, and concepts identified in the California contentstandards. For the first two reporting periods, students who receive a mark of "proficient" are making consistent progress towardachieving end-of-year expectations. For the third and final reporting period, the report card marks show students' overall achievement ofend-of-year expectations for a given grade level.

Linda Vista Elementary

858-496-81962772 Ulric StSan Diego, CA 92111

Deborah Hatchell-Carter

Student InformationSixth Grade SBRC3109312007-20086Aldave, Astrid

School InformationStudent NameStudent IDAcademic YearGradeTeacher

SchoolPrincipalSchool Phone#School Address

San Diego Unified 08-09 SAMPLE Standards-Based Report CardPrinted 08/05/2008 Page 1 of 3

E01 E02 E03Attendance

Days Absent 0 0 0 43 60 71Days Enrolled

0 0 0Days Tardy

To the Parent or Guardian of:Sixth Grade SBRC4100 Normal St Rm 2116San Diego, CA 92103

LEGEND

REPORTING PERIODSE01E02E03

Elementary Reporting Period 1Elementary Reporting Period 2Elementary Reporting Period 3

STANDARDS ACHIEVEMENTAD:PR:BA:BB:NA:

AdvancedProficientBasicBelow BasicNot Assessed

ENGLISH LANGUAGE DEVELOPMENTA:EA:I:EI:B:NA:1, 2, 3: Progress within ELD level

Advanced ELDEarly Advanced ELDIntermediate ELDEarly Intermediate ELDBeginning ELDNot Assessed

CITIZENSHIPC:S:R:

ConsistentlySometimesRarely

SIXTH GRADE E01 E02 E03AldaveSTANDARDS BENCHMARKSLITERACY ACHIEVEMENT: READING IN ENGLISHWord Analysis, Fluency, and Systematic Vocabulary PRDevelopment • Reads grade-level texts smoothly and accurately • Uses knowledge of how words and language work to improve vocabularyReading Comprehension PR • Uses text structures (such as compare-contrast) to understand nonfiction materials and popular media (such as newspapers) • Uses a variety of strategies (assesses evidence, takes notes) to understand nonfiction materials and media • Evaluates the author's conclusionsLiterary Response and Analysis • Uses knowledge of literary elements (such as conflict, resolution) to analyze, discuss, and write about grade-level literature • Uses knowledge of literary devices (such as tone, mood, symbolism) to analyze, discuss, and write about grade-level literature • Evaluates how authors develop believable plots and characters in grade-level literatureLITERACY ACHIEVEMENT: WRITING IN ENGLISHWriting Strategies • Uses the writing process (prewriting, drafting, revising, editing) effectively • Writes well-organized pieces that develop a controlling idea for a specific audience and purpose • Uses word processing skills to write and format pieces (such as margins, spacing)

SIXTH GRADE, CONT. E01 E02 E03AldaveWriting Applications (Genres and Their Characteristics) • Writes a variety of pieces including fiction, nonfiction, research reports, persuasive pieces, and responses to literatureWritten and Oral English Language Conventions • Writes and speaks using appropriate English conventions (such as grammar, punctuation, spelling)LITERACY ACHIEVEMENT: LISTENING ANDSPEAKING IN ENGLISHListening and Speaking Strategies • Uses a variety of strategies (identifies tone and mood) to understand speakers, presentations, and discussions • Explains and clarifies information using appropriate phrasing and expressionSpeaking Applications (Genres and TheirCharacteristics) • Gives a variety of well-organized oral presentations including reports, responses to literature, and persuasive speechesENGLISH LANGUAGE DEVELOPMENT (ELD)Expected Overall Proficiency Level (by the end of theschool year)Written ExpressionOral ExpressionMATHEMATICS ACHIEVEMENTNumber Sense and Operations • Compares and orders (least to greatest) positive and negative fractions, decimals, and mixed numbers • Solves problems involving fractions, ratios, proportions, and percentages • Solves problems using addition, subtraction, multiplication, and division

Linda Vista ElementaryDeborah Hatchell-Carter

Student InformationSixth Grade SBRC310931

School InformationStudent NameStudent ID

SchoolPrincipal


SIXTH GRADE, CONT. E01 E02 E03AldaveAlgebra and Functions • Writes word problems as algebraic expressions and equations • Finds the value of algebraic expressions, solves simple linear equations, and graphs and explains the results • Analyzes and uses tables, graphs, and rules to solve problems involving rates and proportions • Investigates geometric patterns and describes them algebraicallyMeasurement and Geometry • Understands the measurement of plane and solid shapes and uses this understanding to solve problems • Names and describes the properties of two-dimensional figuresStatistics, Data Analysis, and Probability • Computes and analyzes statistical measurements (mean, median, mode, and range) for sets of data (information) • Uses data samples (responses to a survey) and describes the characteristics and limitations of the samples • Calculates the mathematical probability of an event and compares it to what actually happensMathematical Reasoning • Makes decisions about how to solve problems • Uses strategies, skills, and concepts in finding solutions • Uses what was learned about one type of problem to help solve other types of problemsHISTORY / SOCIAL STUDIES ACHIEVEMENTEarly Civilizations • Locates and describes the major river systems that supported the early civilizations • Understands the relationship between religion and the social and political order, and the significance of Hammurabi's Code • Discusses agricultural developments, the growth of cities as centers of culture and power, and the role of trade • Describes the main features of Egyptian art and architecture, and the evolution of written language in the ancient worldThe Development of Civilization in India and China • Discusses the major beliefs and practices of Brahmanism, and outlines the social structure of the caste system

SIXTH GRADE, CONT. E01 E02 E03AldaveThe Development of Civilization in India and China,Cont. • Knows about the life and moral teachings of Buddha and how Buddhism spread to other parts of Asia • Explains aspects of the life of Confucius and the fundamental teachings of Confucianism and Taoism • Describes the important developments of the Shang, Qin, and Han DynastiesThe Ancient Hebrew Civilization • Discusses the importance of Judaism as the first monotheistic religion and the contributions of significant individuals • Identifies how Hebrew traditions, beliefs, and experiences contributed to the roots of western civilizationThe Development of Civilization in Greece and Rome • Discusses the significance of Greek mythology in ancient civilizations as a source of art and literature • Identifies the connections between geography and the development and spread of civilizations in the Mediterranean region • Describes the lasting contributions of significant Greek and Roman figures in art, architecture, science, and government • Discusses the origins, teachings, beliefs, and important figures of Christianity and the circumstances that led to its spread • Relates contributions of Greek and Roman democracies to the development of western political traditionsSCIENCE ACHIEVEMENTPhysical Sciences • Knows heat flows from warmer objects to cooler objects until all the objects are at the same temperature • Knows heating and cooling inside Earth, its atmosphere and oceans, are caused by heat energy from the SunLife Sciences • Understands energy is transferred among living things and between living things and their environment • Knows Earth's useful materials vary in amount, where they are located, and the time they take to formEarth Sciences • Knows the movement of plates (giant sections of Earth's top layer) causes volcanoes, earthquakes and changes in land formations • Understands natural forces (moving water) and events (earthquakes, volcanoes, landslides, and floods) shape Earth's land

Linda Vista ElementaryDeborah Hatchell-Carter

Student InformationSixth Grade SBRC310931

School InformationStudent NameStudent ID

SchoolPrincipal


SIXTH GRADE, CONT. E01 E02 E03AldaveInvestigation and Experimentation • Develops a hypothesis, selects appropriate tools, performs tests, collects, organizes, displays and explains data • Writes and reports investigations, supporting conclusions with evidence • Interprets events and identifies changes that occur in geologic time; and reads topographic and geologic mapsVISUAL AND PERFORMING ARTS ACHIEVEMENTDance, Music, Theatre, Visual Arts • Creates, performs choreography with expression, control, focus, accuracy • Reads, writes, performs, and improvises using appropriate music notation • Writes, produces, performs scripts, interprets subtext through characterization • Uses elements and principles to create visual metaphorPHYSICAL EDUCATION ACHIEVEMENTMovement, coordination, balance, strength, endurance,motor and cooperative skills • Performs and demonstrates knowledge of motor skills and movement patterns (analyzes and corrects movement errors) • Maintains and demonstrates knowledge of physical fitness concepts (develops individual fitness goals) • Demonstrates self-responsibility, social interaction, and group dynamics (participates productively in group activities)HEALTH ACHIEVEMENTUnderstands, explains, and practices healthy behaviorsin relation to: • Alcohol, tobacco, and drugs; sexual health; mental, emotional and social health; and injury prevention and safetyDEVELOPMENT OF PERSONAL AND CITIZENSHIPSKILLSRespects people and propertyShows interest in learningPrepares and organizesCompletes documents/assignments when dueCOMMENTSE01: Demonstrates responsibility; Listens to and respects the opinions of others; Participates well in class/group activities; Responds positively to feedback from othersE02: Demonstrates responsibility; Listens to and respects the opinions of others; Participates well in class/group activities; Responds positively to feedback from othersE03: Demonstrates responsibility; Listens to and respects the opinions of others; Participates well in class/group activities; Responds positively to feedback from others

SIGNATURES

Parent

Teacher

Principal

ISK Middle School Report 2012-2013

Student Name: ... Director: Mamie Heard

Grade: ... Head of Middle School: Erik Lutley

Homeroom Teacher: ...

Attendance Quarter 1 Quarter 2 Quarter 3 Quarter 4

Total Student Days:

Days Absent:

Days Tardy:

Purpose of Communicating Student Learning: This report is intended to communicate student achievement and approach to learning. Our standards are in alignment with ISK’s mission of dedication to excellence in the intellectual and personal development of tomorrow’s world citizens. Standards in each subject area are given letters according to the Description of Learning Growth, below. These same letters are also used to evaluate a student’s overall Approach to Learning, below, which is a measure of a student’s excellence (including enquiry and communication), responsibility (including resilience and adaptability) and respect (including cooperation and thoughtfulness). In addition to measuring achievement of standards, this report summarizes student achievement on important academic assessments throughout the quarter as a Product Grade. This is a number from 1-7, representing the most typical quality or average of the major summative assessments. This number is not an average of the letter grades for each standard, although there is most likely an obvious correlation between them. The relationship between a product grade, and the percentage or quality of the assessment used to determine it, is shown on the table below. For courses which meet less than three periods a week, the product grade is simply P (pass) or F (fail) instead of a number. A semester (S) grade is made up of 40% of each of the two quarter (Q) grades, plus 20% of the semester exam (E) grade.

For further information on grade level/course standards, see ISK website (Rubicon Parent)

Description of Learning Growth (evaluation of standards and approach to learning)

E = Consistently exceeds grade-level expectations

M = Consistently meets grade-level expectations

A = Approaching grade-level expectations

N = Not meeting grade-level expectations

* = not assessed during this grading period

Approach to Learning

Excellence: Student connects new learning to prior learning, generalizes and applies learning to new situations, reflects critically on own and others’ learning, and asks questions to extend learning.

Responsibility: Student is prepared for class, completes homework, and engages in school and community activities.

Respect: Student shows respect towards other students, teachers and property.

Summative Assessment %

Descriptor Product Grade

98-100 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them 7

almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

90-97 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.

6

80-89 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

5

70-79 A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

4

60-69 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

3

50-59 Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.

2

Below 50 Minimal achievement in terms of the objectives. 1

Language Arts Teacher:

Q1 Q2 E1 S1 Q3 Q4 E2 S2 Comment

Oral

Reading

Writing

Product Grade:

Approach to Learning Grade:

Social Studies Teacher:


History

Geography

Society and Government

Economics and Technology

Product Grade:


Math Teacher:


Analysis and Problem Solving

Understanding of concepts in units: (Q1=, Q2=, Q3=, Q4=)



Product Grade:


Science Teacher:


Experimental Skills

Scientific Reasoning and Analysis



Product Grade:


Native Language Teacher:


Oral

Reading

Writing

Research

Product Grade:


OR

Intensive English Teacher:


Listening

Reading

Speaking

Writing

Product Grade:


Foreign Language Teacher:


Listening and Reading

Speaking and Writing

Culture

Product Grade:


Art Teacher:


Creating Art

History and Culture

Perception and Evaluation

Connections

Product Grade:


Music Teacher:


Vocal Skills

Instrumental Skills

Musical Literacy

Reflecting, Creating and Listening

Product Grade:


Drama Teacher:


Performance and Production

Cultural Context and Theater History

Judgment and Criticism

Aesthetics

Product Grade:


Information Technology Teacher:


Digital Systems

Software Applications

Digital Media / Design

Product Grade:


Physical Education Teacher:


Motor Skills and Object Control

Fitness Level

Team Play and Skill Application

Product Grade:


Health Teacher:


Goals and Career Development

Healthy Living

Healthy Relationships

Product Grade:


Support Services:

Additional Comments:

Course: English 9 Teacher: Ms. Angelou Description: The teacher would write a short, generic summary of what happened during the grading the period here. Academic Achievement Sem

1 Sem

2 Learner Development Sem

1 Sem

2 Achievement Grade A- Reading A Growth Mindset 3 Writing A- Planning for Success 2 Speaking and Listening A- Organization and

Participation 3

Language and Usage B Core Values in Action 3 Comment: The teacher would write specific comments concerning the student’s achievement, learner development and comment on next steps. Course: Algebra 1 Teacher: Mr. Newton Description: The teacher would write a short, generic summary of what happened during the grading the period here. Academic Achievement Sem

1 Sem


1 Sem

2 Achievement Grade B+ Expressions and Equations A Growth Mindset 3 Functions and Modeling B Planning for Success 2 Descriptive Statistics NA Organization and

Participation 3

Linear and Exponential Relationships

B Core Values in Action 3

Comment: The teacher would write specific comments concerning the student’s achievement, learner development and comment on next steps.

Course: Introduction to Physical Science Teacher: Mr. Bohr Description: The teacher would write a short, generic summary of what happened during the grading the period here. Academic Achievement Sem

1 Sem


1 Sem

2 Achievement Grade B+ Expressions and Equations A Growth Mindset 3 Functions and Modeling B Planning for Success 2 Descriptive Statistics NA Organization and

Participation 3

Linear and Exponential Relationships


Comment: The teacher would write specific comments concerning the student’s achievement, learner development and comment on next steps. Course: World History Teacher: Mr. Lewis-Clark Description: The teacher would write a short, generic summary of what happened during the grading the period here. Academic Achievement Sem

1 Sem


1 Sem

2 Achievement Grade B+ Developing Questions and Planning Inquiries

A Growth Mindset 3

Applying Disciplinary Concepts and Tools (Civics, Economics, History, Geography)

B Planning for Success 2

Evaluating Sources and Using Evidence

NA Organization and Participation

3

Communicating Conclusions and Taking Informed Action


Comment: The teacher would write specific comments concerning the student’s achievement, learner development and comment on next steps.

Course: Visual Art Teacher: Ms. Cassett Description: The teacher would write a short, generic summary of what happened during the grading the period here. Academic Achievement Sem

1 Sem


1 Sem

2 Achievement Grade A- Creativity and Originality A Growth Mindset 3 Elements and Principles B Planning for Success 2 Craftsmanship, Skill, Exploration of Media

B Organization and Participation

3

Process, Experimentation, Critique and Analysis

A Core Values in Action 3

Comment: The teacher would write specific comments concerning the student’s achievement, learner development and comment on next steps. Course: French Teacher: Mssr. Hugo Description: The teacher would write a short, generic summary of what happened during the grading the period here. Academic Achievement Sem

1 Sem


1 Sem

2 Achievement Grade A Speaking A Growth Mindset 3 Listening A Planning for Success 2 Reading B Organization and

Participation 3

Writing A Core Values in Action 3 Comment: The teacher would write specific comments concerning the student’s achievement, learner development and comment on next steps. Course: PE/Health 9 Teacher: Ms. Sharapova Description: The teacher would write a short, generic summary of what happened during the

grading the period here. Academic Achievement Sem

1 Sem


1 Sem

2 Achievement Grade B+ Active & Safe Participation B Growth Mindset 3 Movement Competency A Planning for Success 2 Healthy Living B Organization and

Participation 2

Physical Fitness B Core Values in Action 3 Comment: The teacher would write specific comments concerning the student’s achievement, learner development and comment on next steps. Course: Theater Teacher: Mr. Miller Description: The teacher would write a short, generic summary of what happened during the grading the period here. Academic Achievement Sem

1 Sem


1 Sem

2 Achievement Grade A Ensemble Skills A Growth Mindset 3 Individual Performance Skills

A Planning for Success 2

Theory and Knowledge B Organization and Participation

2

Performance Etiquette A Core Values in Action 3 Comment: The teacher would write specific comments concerning the student’s achievement, learner development and comment on next steps.

American International School of Budapest2012 - 2013Semester One Report

Student Name-First LastClass of 2016

Student ID - #Grade - 9Tutor - Tutor Name

Assessment PhilosophyAssessment at [AISB] is integral to all aspects of the curriculum. Assessment is not only a means of measuring studentachievement; it informs decisions made by teachers and students about what will be learned and how it will be learned.

Assessment will be authentic, informative, personalised and collaborative, involving teachers, students and parents. Constructivefeedback will be provided through a balance of formative and summative practices that inform the teaching-learning cycle. Ourassessment practices will re�ect our international context, as well as the ethos and values of this school community.

[AISB] encourages e�ective assessment practices that promote learning by inspiring, motivating and challenging all learners, inorder to develop students who are: independent, inquiring, con�dent, re�ective, knowledgeable and embrace lifelong learning aspart of an e�ective learning community.

NamePrincipal

2094 Nagykovacsi, Nagykovacsi Way 12, Hungary +36 26 556 000.

logo here

Student Photo Here

Signature

Reporting at AISBThere are two main elements to reporting in Middle and High School: the parent-teacher-student conferences, held twice peryear and end of semester reports issued in December and June. The parent-teacher-student conferences take place in Octoberand March and o�er opportunities for parents, teachers and students to discuss student progress. The end of semester report,sent home in December and June of each year, provides a summary of student achievement and also identi�es areas studentscan develop.

In Grades 6 - 10, student work is assessed using sets of criteria for each subject. Each piece of summatively assessed work isawarded a level of achievement against the relevant criteria. Recently sustained levels of achievement for each criteria are thendecided upon by teachers, and the total of these is then used to generate an end of semester achievement level on a 1 - 7 scale.The achievement levels awarded are internal grades and represent the student's current levels of achievement. In Grades 11and 12, student work is also assessed using criteria sets described above; in addition, IBDP assessment tasks without criteriaare used to determine a �nal level of achievement on a 1 - 7 scale.

All learners are also assessed against approaches to learning criteria which are common across the Middle and High Schools.These criteria cover organizational, critical thinking, collaborative and communication skills as well as the student's ability tore�ect on learning e�ectively. A continuum is used to assess these skills which ranges from the student needing improvement tobeing highly developed. A summary of these criteria is below and full versions of all criteria used can be found via the parentportal on the school's website.

Approaches to LearningOrganizational Skills

time management including using time e�ectively in class, keeping to deadlines

self-management including personal goal setting, organization of learning materials

referencing including the use of citing, footnotes and referencing of sources, respecting the concept ofintellectual property rights

Collaborative Skills

working in groups including delegating and taking responsibility, adapting to roles, resolving group con�icts,demonstrating teamwork

accepting others including analyzing others’ ideas, respecting others’ points of view, using ideas critically

personal challenges including respecting cultural di�erences, negotiating goals and limitations with peers and withteachers

Critical Thinking Skills

generating ideas including the use of brainstorming

planning including storyboarding and outlining a plan

inquiring including questioning and challenging information and arguments, developing questions, usingthe inquiry cycle applying knowledge and concepts—including logical progression ofarguments, inquiring in di�erent contexts—including changing the context of an inquiry to gainvarious perspectives.

identifying problems including deductive reasoning, evaluating solutions to problems

creating novel solutions including the combination of critical and creative strategies, considering a problem frommultiple perspectives

making connections including using knowledge, understanding and skills across subjects to create products orsolutions, applying skills and knowledge in unfamiliar situations

Re�ection and Communication

self-awareness including seeking out positive criticism, re�ecting on areas of perceived limitation self-evaluation—including the keeping of learning journals and portfolios, re�ecting at di�erentstages in the learning process

being informed including the use of a variety of media informing others—including presentation skills using avariety of media

Student Name Grade 9 S1 08 May 2013 2

Organizational skills CAPABLE

Collaborative skills EFFECTIVE

Critical thinking skills EFFECTIVE

Re�ection and communication CAPABLE

A - Knowledge and understanding (8) 6

B - Application (10) 7

C - Re�ection and evaluation (8) 6

D - Personal engagement (8) 6

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent

End of SemesterAchievement Level 5

Organizational skills EFFECTIVE



Re�ection and communication EFFECTIVE

A - Content (receptive and productive) (10) 6

B - Organization (10) 8

C - Style and language mechanics (10) 8

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameDrama 9Course Outline

In the �rst unit, students explored ensemble building techniques creating basic devised theatre through improvisation with the main focusbeing the elements of drama, such as roles, relationships, focus, tension and space. They used these elements to create a groupdevised piece, based on the theme of “Chaos”. Students then investigated the many types of staging theatre, as a prelude to their secondunit in technical theatre and set design.

Approaches to Learning

Overall Achievement Level

Achievements and Goals

[Name] has shown creativity in class improvisations and she has a strong voice and physical presence on stage. In her devised scenes onthe theme “chaos”, she played an airport attendant, though much of the scene was heavy with dialogue which restricted the actorsinteractions. She has been consistent with her online journal but still needs to connect theory with practice.

Teacher - Teacher’s NameEnglish 9Course Outline

This year, we are continuing to study literature and to develop the students' reading, writing, speaking and listening skills. They arelearning a variety of functional language skills, including summarising, letter writing, script writing and persuasive writing. A range of taskswill be completed. These will be assessed according to the English Department Assessment Criteria. This semester, we have beenstudying archetypes in creation myths and fairy tales and various forms of sonnets.




[Name] is generally attentive and engaged in class and keen to volunteer to answer questions and contribute her ideas, when shedemonstrates knowledge and understanding of the topic under discussion. [Name] works quite well in collaboration with others and cancontribute much to meaningful discussion. However, she also has a tendency to go o� the topic and waste her own and other people'stime. I hope she will try to overcome this. [Name] expresses her ideas and opinions clearly and �uently both orally and in writing, though herwritten assignments may lack some depth and detail. To improve her writing skills, [Name] needs to try to focus strictly on the requirementsof a task, develop her ideas in depth and plan carefully before she writes.



Collaborative skills CAPABLE




B - Investigating patterns (8) 7

C - Communication in mathematics (6) 5

D - Re�ection in mathematics (6) 4

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent






A - Oral Communication (8) 6

B - Visual interpretation (8) 7

C - Reading comprehension (8) 8

D - Writing (8) 7

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameExtended Mathematics 9Course Outline

During the �rst semester of this course the class has studied the units on Using Number, Similarity and Trigonometry and AlgebraicRepresentation and Manipulation. They have taken �ve formal assessments during the grading period. The focus in the �rst unit was onthe use of number work in a project to design a business. The second unit concentrated on the trigonometry associated with righttriangle. The third unit looked at the rules that apply to handling algebraic expressions and equatio




[Name] has some strong mathematical skills, which, when coupled with e�ort, produces some pleasing work. [Name] has been consistent inher level of achievement and she has been proud of some of the work she has produced. [Name] writes well and her communication relaysher understanding well to the reader of her work. [Name] has responded well to the challenges of this extended level class, and with a littlemore focus, has the opportunity to build a strong foundation for herself in this subject.

Teacher - Teacher’s NameFrench B 9Course Outline

The course started with a consolidation of the material learnt in Grade 8. The topics studied this semester were "Shopping in the city","Describing and characterizing oneself", "Visit of an exchange student". The students learned how to make and respond to requestsusing more sophisticated communicative functions. They also learned how to ask for advice and suggest means of transportation. Theycommunicated information about themselves in an informal letter and described their homes.




[Name] has had a successful semester. She is a capable student who works diligently to achieve her goals. She has demonstrated a solidunderstanding of the material learnt so far and she has been able to communicate e�ciently both orally and in writing. An area where[Name] could improve is her pronunciation and intonation, which are strongly in�uenced by English. She needs to make an e�ort to rectifyher common accent mistakes. In class I would also encourage [Name] to participate more actively rather than letting herself be dragged intoside conversations.




Critical thinking skills CAPABLE


A - Use of knowledge (8) 6

B - Movement composition (6) NA

C - Performance (10) 6

D - Social skills and personal engagement (8) 5

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent






A - Using knowledge (8) 4

B - Inquiring and designing (8) 6

C - Processing and evaluating (8) 6

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NamePhysical Education 9Course Outline

In Grade 9 Physical Education this semester, the students have studied the following Middle Years Programme units: Net Games -Volleyball; and Individual Pursuits - Cross Country and Health, Fitness and Wellness. Through these units, the students have beenassessed in Criteria A - Knowledge and Understanding, Criteria C - Performance and Criteria D - Personal and Social Engagement.




[Name] has enjoyed a good semester in Physical Education. [Name] found motivation in the interactions with her peers and was able to attemptnew activities and set goals. She communicated well with her peers and worked e�ectively in teams. It wasn't always a strength,however, as she could occasionally become distracted by talking with her peers and lose her focus in class. [Name] faced up to herchallenge during the cross country unit and employed her running strategies. Once she was ready to learn, [Name] quickly developedunderstanding . For [Name] to improve, she should prepare herself mentally and physically well for every class. Properly prepared she willfurther her understanding and performance in the next semester.

Teacher - Teacher’s NameScience 9Course Outline

Science 9 includes separate sections of biology, chemistry and physics. This semester in the biology component the students studiedtraits of living things, evolution, cells, photosynthesis, respiration, the carbon cycle and global warming. In early November this grouprotated to physics with Mr Du�eld. Students have been developing their practical skills with a broad range of equipment and techniquesto reinforce their learning.




[Name] is a con�dent and self-reliant student who has made good progress this semester in Grade 9 Science. She has completed all writtenwork on time and has participated well in all class activities and practical work. She is an independent worker who has always strived todo her best and has worked hard to improve her experimental and communication skills. She is very good at organizing and presentingher written work. [Name] has recently �nished with the biology section of the course and is now studying physics. She will �nish the yearwith chemistry. She should work on improving her understanding of the concepts to raise her test results in the next semester.






A - Knowing and understanding (8) 6

B - Investigating (8) 6

C - Thinking critically (8) 5

D - Communicating (8) 6

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent






A - Investigate (6) 4

B - Design (6) 4

C - Plan (6) 4

D - Create (6) 5

E - Evaluate (6) 2

F - Attitudes in Technology (6) 3

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameIndividuals & Societies 9Course Outline

In Individuals and Societies the semester started with the geography unit on development and disparity, focusing on the unit question“How can we make the world a more equal place?” Our second unit explored the role of government and answered the question “Whogoverns?” We have just begun a third unit on the in�uence of individuals on history. Students have presented their knowledge andunderstanding through presentations, short answer questions, class discussions and a comparative essay.




[Name] has had a good �rst semester in Individuals and Societies. She did quite well on the Kiva project, both in terms of content andpresentation. Her comparative essay on the Indian and Chinese Governments was also very good: She worked extremely hard on herresearch and ended up with quality arguments. In class, [Name] is always very pleasant, willing to take part when prompted. I would like tosee her take initiative in terms of class participation, as well as being more willing to pair-up with di�erent people for group-work.

Teacher - Teacher’s NameTechnology 9Course Outline

Grade 9 students took on a practical challenge at the request of the secondary counselors, to design a brand to promote the idea ofkindness in our school. With an emphasis on independent problem solving, students work through the Design Cycle to research, design,plan and create their brand. They evaluate their product and process at each stage of production. At semester’s end the counselors willchoose one or more of the students’ designs to use in a school-wide kindness camp




Though [Name] fell behind on her design project, she worked well to get caught up. She has a satisfactory understanding of the individualstages of the Design Cycle, but the challenge now is to understand how the stages are interconnected and interdependent. Her designswere good, but demonstrated little risk-taking. Though she seems to be more attentive now, [Name] needs to continue to follow instructionscarefully and complete tasks on time.


Activities, Attendance & Tutor CommentActivities

Dragons Dance TeamHS ChoirHS Girls Field Hockey JV

Attendance

Absences (Full Day) 2Absences (Half Day) 0

Tardies Unexcused 1Tardies Excused 3

Tutor Comment

[Name] is an exuberant and energetic member of my tutor group. She enjoys sharing her thoughts and ideas with the group and asks themost intriguing questions. During our community service trip to Phuket, [Name] participated in all the activities with enthusiasm and interest.Some of these activities were: painting the walls of a school for Burmese refugees, trekking in the rainforest to understand bio-diversity,snorkeling in the water to explore marine bio-diversity, interacting and playing wih children from an orphanage. [Name] blog posts for thistrip were re�ective and showed the learning she has gained as a result of this. As for her academic performances, looking at the subjectresults and the teacher comments, she seem to be doing well and progressing in the right direction. In the areas that she will want tomake further progress in , I hope she will take the good advice given by her teacher to raise her levels of achievement. I wish her thebest in second semester.

Tutor’s NameTutor


American International School of Budapest2012 - 2013Semester One Report

Student Name- First LastClass of 2019

Student ID - #Grade - 6Tutor - Tutor Name

Assessment PhilosophyAssessment at [School] is integral to all aspects of the curriculum. Assessment is not only a means of measuring studentachievement; it informs decisions made by teachers and students about what will be learned and how it will be learned.

Assessment will be authentic, informative, personalised and collaborative, involving teachers, students and parents. Constructivefeedback will be provided through a balance of formative and summative practices that inform the teaching-learning cycle. Ourassessment practices will re�ect our international context, as well as the ethos and values of this school community.

[School] encourages e�ective assessment practices that promote learning by inspiring, motivating and challenging all learners, inorder to develop students who are: independent, inquiring, con�dent, re�ective, knowledgeable and embrace lifelong learning aspart of an e�ective learning community.

NamePrincipal

logo here

2094 Nagykovacsi, Nagykovacsi Way 12, Hungary +36 26 556 000.

Signature

Student’s Photo Here

Reporting at [AISB]There are two main elements to reporting in Middle and High School: the parent-teacher-student conferences, held twice peryear and end of semester reports issued in December and June. The parent-teacher-student conferences take place in Octoberand March and o�er opportunities for parents, teachers and students to discuss student progress. The end of semester report,sent home in December and June of each year, provides a summary of student achievement and also identi�es areas studentscan develop.

In Grades 6 - 10, student work is assessed using sets of criteria for each subject. Each piece of summatively assessed work isawarded a level of achievement against the relevant criteria. Recently sustained levels of achievement for each criteria are thendecided upon by teachers, and the total of these is then used to generate an end of semester achievement level on a 1 - 7 scale.The achievement levels awarded are internal grades and represent the student's current levels of achievement. In Grades 11and 12, student work is also assessed using criteria sets described above; in addition, IBDP assessment tasks without criteriaare used to determine a �nal level of achievement on a 1 - 7 scale.

All learners are also assessed against approaches to learning criteria which are common across the Middle and High Schools.These criteria cover organizational, critical thinking, collaborative and communication skills as well as the student's ability tore�ect on learning e�ectively. A continuum is used to assess these skills which ranges from the student needing improvement tobeing highly developed. A summary of these criteria is below and full versions of all criteria used can be found via the parentportal on the school's website.

Approaches to LearningOrganizational Skills

time management including using time e�ectively in class, keeping to deadlines

self-management including personal goal setting, organization of learning materials

referencing including the use of citing, footnotes and referencing of sources, respecting the concept ofintellectual property rights

Collaborative Skills

working in groups including delegating and taking responsibility, adapting to roles, resolving group con�icts,demonstrating teamwork

accepting others including analyzing others’ ideas, respecting others’ points of view, using ideas critically

personal challenges including respecting cultural di�erences, negotiating goals and limitations with peers and withteachers

Critical Thinking Skills

generating ideas including the use of brainstorming

planning including storyboarding and outlining a plan

inquiring including questioning and challenging information and arguments, developing questions, usingthe inquiry cycle applying knowledge and concepts--including logical progression ofarguments, inquiring in di�erent contexts--including changing the context of an inquiry to gainvarious perspectives.

identifying problems including deductive reasoning, evaluating solutions to problems

creating novel solutions including the combination of critical and creative strategies, considering a problem frommultiple perspectives

making connections including using knowledge, understanding and skills across subjects to create products orsolutions, applying skills and knowledge in unfamiliar situations

Re�ection and Communication

self-awareness including seeking out positive criticism, re�ecting on areas of perceived limitation self-evaluation--including the keeping of learning journals and portfolios, re�ecting at di�erentstages in the learning process

being informed including the use of a variety of media informing others--including presentation skills using avariety of media

Grade 6 S1 08 May 2013 2Student Name

Student Name


Collaborative skills IMPROVING







1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Organizational skills IMPROVING



Re�ection and communication IMPROVING





1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameDrama 6Course Outline

In our �rst unit, students explored vocal and physical expression through improvisation. While playing “improv” games, students used theirimagination and spontaneity to create scenes. Being open to making o�ers and accepting these ideas was essential for scenedevelopment. An “Improvisation Tournament” was held at the end of this unit in class where students worked as teams in a friendly“improv” competition.




[Name] is improving with her approach to performance and she has challenged herself to new limits of expression. In the improvisationalgames, she has shown that she does have a fairly strong voice and can create interesting characters on stage. [Name] blog entrieshave been fairly detailed but she needs to expand her explanations about how to play or approach the activities in class.

Teacher - Teacher’s NameJapanese Music 6Course Outline

Students in Grade 6 Music, have been investigating instruments in a variety of ways. Students researched a chosen instrument andcreated a family tree poster showing the history of that instrument and its origins. They also created a biography of a musician in�uentialwith that instrument. Koto ensemble practice was a regular part of class, and students performed and recorded a piece of music.Students also created a rehearsal log to keep track of their practice schedule and development.




[Name] has a good knowledge of basic music theory, and produced an interesting poster on the history of the violin. She is encouragedto practice koto more regularly at home, making sure to check that her tuning is precise and that her presses are accurate. Regular useof the practice log cannot be stressed enough.

Grade 6 S1 08 May 2013 3

Student Name

Organizational skills NEEDS IMPROVEMENT


Critical thinking skills IMPROVING






1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent









1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameVisual Art 6Course Outline

Grade 6 Art has weekly 80 minute lessons for the entire academic year. Semester one consisted of drawing self-portraits. This unitdiscussed how observing helps students become artists. Students were introduced to techniques that helped them measure facialproportions as well as expressing tonal gradations in the human face. Using a black and white photograph as a base, students thenattempted to incorporate this knowledge into their own �nal self-portrait.




It is very clear that [Name] enjoys this subject very much. Throughout the semester she was observed to be engaged in active andpositive discussion about the progress of her own and that of her peers' drawing skills. In the unit of self-portraiture, she endeavoured toincrease her own ability in measuring the proportions of the face as well as the shading-in of the face. This resulted in a �nal portraitbeing much better than her initial attempt. At times [Name] would forget to bring in her homework or Developmental Workbook and thus[Name] is asked to address her organisation skills in the following semester for her to reach her true potential in this subject.

Teacher - Teacher’s NameEnglish A 6Course Outline

In English there has been a sustained focus on language development. Students read “Holes” by Louis Sachar, exploring the theme ofsurvival and the use of �ashback. They developed descriptive writing skills and produced a story opening. There was a focus on oralskills and language for comparison, resulting in a presentation comparing scenes from the �lm and book. The class collaborated tocreate a display answering “What makes Roald Dahl a good storyteller?” for our next unit.




[Name] has improved her e�ort and focus in English. Her story opening in response to the novel 'Holes' was imaginative and showeddescriptive skill. [Name] found the comparison of the �lm and book more challenging. Her group presentation was organised but herindividual speech was rather rushed. During the "Mission Dahl" project, [Name] was impressively risk-taking, as she chose the role ofLeader. [Name] helped organise the class and she listened to others. She also o�ered interesting and original ideas. [Name] main goalfor the second semester is to develop her speaking con�dence. She can do this by using the techniques she learns in Drama and alsopractising in front of a small audience when rehearsing for a presentation.

Grade 6 S1 08 May 2013 4

Student Name






B - Investigating patterns (8) 4

C - Communication in mathematics (6) 4

D - Re�ection in mathematics (6) 2

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent









1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameMathematics 6Course Outline

During the �rst semester grade 6 mathematics has covered the units on Working Mathematically, Number Theory and Fractions,Decimals and Percentages. The focus of the �rst unit was on problem solving techniques, the second unit looked at whole numbers andthe �nal unit concentrated on the mechanics of handling calculations and conversions between fractions, decimals and percentages.Students have been assessed across all of the four MYP criteria using four formal assessments.




[Name]is a quiet student who has completed a satisfactory semester’s work. She found the �rst unit, 'Thinking Mathematically' quitedi�cult. Her results for her unit test and the 'Codes' project showed she had di�culty understanding some of the questions. For the'Slamming Lockers' project she was able to identify the pattern correctly but not name the pattern. She gained a good result for thenumber theory test and her working out was very neat and easy to understand. [Name] has enjoyed working on Mathletics and hascompleted all of the work on number, number theory, decimals and fractions with very good results. Next semester [Name] could improveher classwork by remaining focused in class and asking for help more often.

Teacher - Teacher’s NameJapanese A Native Level 6Course Outline

The course is the �rst year of the MYP language A Japanese course. In the �rst semester students were exposed to di�erent types oftexts involving di�erent styles and topics. The units focused on the e�ects of narrative and dialogues, register, style and techniques andrhetoric as well as kanji and vocabulary. Apart from concluding summative tasks for the units, kanji study is also an integral part of thecourse. Assessment is based on the Language A Grade 6 Year 1 criteria rubrics.




Even though [Name] was distracted at times, she continued to follow the Japanese lessons well. [Name] is a �ne Japanese languagestudent who has developed a good understanding of the spoken and written language. [Name] wrote a �ne story. She is able to expressher ideas very e�ectively when writing creatively and she is learning to adapt a writing style to suit a purpose and audience satisfactorily.[Name] is �uent and speaks with ease. However, her choice of words is not always best, sometimes too casual in the formal context. Inorder to further improve in speaking [Name] will need to pay closer attention to the register. [Name] performance in weekly kanji quizzeshas been maintained to a high standard throughout the semester.

Grade 6 S1 08 May 2013 5

Student Name





A - Oral Communication (8) 4

B - Visual interpretation (8) 2

C - Reading comprehension (8) 3

D - Writing (8) 4

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent






A - Use of knowledge (8) 6

B - Movement composition (6) 4

C - Performance (10) 5

D - Social skills and personal engagement (8) 6

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameSpanish B 6Course Outline

During the �rst semester we spent time discovering the countries where Spanish is spoken. We learned simple words and expressions,which allow the students to communicate greetings, to introduce themselves and others with simple words, to tell where they are from, toexchange phone numbers, to describe the weather and to talk about activities they like and dislike. To put their vocabulary into practicethe students gave oral presentations and wrote short letters and dialogues.




[Name] is a quiet, but cooperative student. She had a rather slow start to the year for writing, but seemed to improve her e�ort and levelof engagement somewhat in this area towards the end of the semester. She also listens better than at the start of the year. She is able toanswer some of the comprehension questions related to the reading texts, but she still struggles with answering the more complexquestions and with writing. I encourage [Name] to review on a regular basis and to visit the online textbook and the Conjuguemos site inorder to practice writing skills, vocabulary retention and pronunciation. This will be important in order to develop her language skills at asatisfactory level. I look forward to observing her progress.

Teacher - Teacher’s NamePhysical Education 6Course Outline

In Grade 6 Physical Education this semester, the students have studied the following Middle Years Programme units: Net Games -Volleyball; Individual Pursuits - Cross Country and Health, Fitness and Wellness; and Movement Composition - Jump Rope. Throughthese units, the students have been assessed in Criteria A - Knowledge and Understanding, Criteria B - Movement Composition, CriteriaC - Performance and Criteria D - Personal and Social Engagement.




[Name] was somewhat quiet and has taken time to adjust to each unit in Physical Education. She found motivation in the interactions withher peers. [Name] built her con�dence little by little and discovered her own way to learn. She worked hard in the cross country unit andwas delighted when she learned of her improvement. It will be good to see her continue to build her con�dence through her experiencesin the next semester.

Grade 6 S1 08 May 2013 6

Student Name





A - Using knowledge (8) 7

B - Inquiring and designing (8) 6

C - Processing and evaluating (8) 7

D - Re�ecting on the impacts of science (8) 6

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent






A - Knowing and understanding (8) 6

B - Investigating (8) 6

C - Thinking critically (8) 7

D - Communicating (8) 7

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameScience 6Course Outline

This semester students have been learning how to think and work scienti�cally. They have covered the units: Science Skills and Safety,Matter and Organisms. They have carried out and written experiments, learning about working safely in the laboratory and the scienti�cprocess. They have discussed current scienti�c issues weighing up bene�ts and disadvantages. They have learnt new skills andknowledge and applied this to solve scienti�c problems.




[Name] is a quiet student who has shown good progress in Science this semester. All assessments tasks have been submitted on timeand most have been completed to the best of her ability. She has shown that she has a strong knowledge of the content, but wouldbene�t from regularly reviewing the work covered in class to further strengthen her current understanding. When writing scienti�c reports,[Name] needs to ensure that she lists all equipment required under apparatus along with making sure she links the data collected in herresults to any trends that may be present. It should also be noted that Amane has shown a signi�cant improvement in the quality of herassessments and attitude in class since parent teacher interviews.

Teacher - Teacher’s NameHumanities 6Course Outline

Our Humanities units this semester were "Early Humans" and "Earth and Man". In the "Early Humans" unit, students learned about theorigins, development, and essential advances of our ancestors. In "Earth and Man", students investigated the interactions betweenhumans and our physical environment. Map reading skills, online and book research, and technology skills are integrated in all units, andstudents have presented their knowledge and understanding in a variety of methods and media.




[Name] has been a pleasant but very quiet student in Humanities this semester. Her work for her Early Humans projects, and her recentanalysis of Hurricane Sandy and investigation into life in Hawaii were quite successful overall, and I believe she has shown increasingengagement, interest and communicative ability as the semester has progressed. [Name] areas for possible future improvement aremainly related to increasing her command of academic spoken and written English and working on demonstrating more motivatedwillingness to take control over her own learning. As we move into the second semester, I look forward to seeing more vocal engagementfrom [Name] in this subject.

Grade 6 S1 08 May 2013 7

Student Name



Critical thinking skills IMPROVING


A - Investigate (6) 4

B - Design (6) 4

C - Plan (6) 5

D - Create (6) 6

E - Evaluate (6) 6

F - Attitudes in Technology (6) 4

1very poor

2poor

3mediocre

4satisfactory

5good

6very good

7excellent


Teacher - Teacher’s NameTechnology 6Course Outline

We have followed the MYP Technology Design Cycle to create individual blogs on the Learning Hub. Students explored other blogs tolearn what makes a good blog, brainstormed ideas for their blogs, learned how to use WordPress, designed their ideal blog template,planned how to develop their blog, perfected their blog design, and added an About Me page. Each stage of the Design Cycle has beenincluded as a blog post on your child's individual blog as documentation and re�ection of their learning.




[Name] is a very quiet member of our Technology class. In recent weeks, she has started to contribute more to class discussions, and toparticipate more actively in small group activities. Although [Name] is quite shy in class, her writing is strong. However, she oftenstruggles to follow in-class and written directions, in particular her Plan re�ection and blog designs were missing key elements. Iencourage [Name] to increase her level of participation, as well as her attention to assignment details.

Grade 6 S1 08 May 2013 8

Student Name

Activities, Attendance & Tutor CommentActivities Attendance

Absences (Full Day) 0Absences (Half Day) 0

Tardies Unexcused 0Tardies Excused 0

Tutor Comment

[Name] is a quiet but inquisitive student who is starting to settle into middle school life. She is well liked by her peers but would bene�tfrom being more vocally active in a class setting. [Name] has found juggling di�erent classes challenging this semester, but has shownan improvement in her organizational skills towards the end of the semester. She is reminded to use her google calender to help plan herhomework timetable. [Name] has shown solid academic progress this semester, but needs to pay close attention to Mathematics andSpanish. Participating in all activities to the best of her abilities will help her progress next semester. [Name] has participated in allactivities for tutor group this semester, but has found presenting in front of a group challenging. In particular, she can be at times hesitantbefore class skits. Next semester, she is also encouraged to participate in an extra curricular activity.

Tutor’s NameTutor

Grade 6 S1 08 May 2013 9

principals' training center ptcnet survey summary

Documents