learning and assessment map principles ......while each learner’s journey is unique and includes...

Relationships are Foundational for Learning

Curiosity and Passion Drive Learning

Learning Demands Interactive and Flexible Spaces

Learning

Learners Apply Knowledge to Make an Impact

PRINCIPLES & PRACTICE

MISSION

Inquiry

Innovation

Impact

College Ready

Globally Competitive

Engaged Citizen Leaders

Start with Questions

Fail Up

Share the Well

Assume the Best

Have Fun

MV NORMS

21ST CENTURY MV MIND

Ethical Decision-Maker

Communicator

Creative Thinker

Collaborator

Innovator

Solution Seeker

RESULTS

PURPOSEDESIGN

CULTURE

Grounded in Christian Values

PRESCHOOL• Play-based, project-directed, student-driven curriculum• Emergent STEM and STEAM based curriculum projects• Play-based, formative assessment• Focus on both indoor and outdoor learning experiences• Curricular connections with performing arts, visual arts, and Spanish.

As the beginning of a learner’s journey at Mount Vernon, our Preschool experience provides the foundation for students to view learning as active, dynamic and engaging, where teachers act both as researchers of student interest and facilitators of student experience. Curriculum in Preschool is a balance between teacher-initiated disciplinary activities, as well as co-created emergent curriculum projects designed around topics of student interest. Drawing consistently upon Mount Vernon’s comprehensive learning outcomes, teachers plan foundational academic activities around phonological awareness and mathematics.

LOWER SCHOOL• Explores inquiries, passions & curiosities through project-based learning • Incorporates movement through daily tactile and kinesthetic learning, recess & P.E. • Extends learning beyond the classroom through curricularly-aligned field trips and collaborations with Experts in Residence & external experts• Embraces components of positive digital citizenship including coding, ePortfolio curation & computer-based design

Kindergarten through Grade 4 students focus on mastering foundational skills of literacy, numeracy, social sciences and science while also applying their developing knowledge. They expand their curiosities and passions through self-discovery and by observing, questioning, and exploring the world around them. Uncovering their own questions along with mastering essential skills develops creative collaborators ready to share their discoveries with our local, global, and digital community to make an impact.

MIDDLE SCHOOL• 1:1 Chromebook program• Opportunities to explore curiosities and passions in athletics, the arts, and clubs of choice• Connections classes in Performing and Visual Arts; Maker, Design, and Engineering; World Languages; study skills; and technology• Weekly Chapel / Christian Education• Developmentally appropriate evening social events

UPPER SCHOOL• Mount Vernon Diploma and Innovation Diploma offered• College Preparatory, Honors, and Advanced Placement coursework• Over 25 elective offerings• Curiosity-based learning through annual iProject• Global education and internships during Interim Term• Academic advisement and college counseling• 22 Varsity and Junior Varsity athletic teams• Award-winning debate and Fine Arts programs

As students progress through Middle School, they develop an increasing sense of identity, discover their passions, identify their areas of impact, and build their leadership skills. Balancing growing responsibilities and the freedom that comes with an increased level of independence, students take greater ownership of their learning through student-led conferences and participation in a variety of co-curricular and extracurricular experiences.

Mount Vernon’s Upper School curriculum balances student choice and universal learning goals, allowing students to embrace a customized, autonomous, and high-quality learning experience. Students pursue Mount Vernon’s Upper School diploma and may apply for the Innovation Diploma as well. With a wide variety of disciplinary, interdisciplinary, and transdisciplinary courses available, students explore passions in humanities, literature, math, science, social studies, and world language, as well as curiosities and interests in over 25 elective offerings. Global education, real-world opportunities for learning, and student-driven curiosity iProjects make Mount Vernon’s Upper School offerings innovative and unique.

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THE MV CONTINUUM:At the Heart of Our Learning and Assessment Map

The Mount Vernon Continuum exists as a dynamic model of our school learning community. It sets the overarching conditions for growth and transformation for everyone. All learners at Mount Vernon live daily experiences that stem from the purpose expressed in our mission, the culture crafted by our norms, the designs grounded in our principles and practice, and the results developed through our mindsets. At the School, we research and design curriculum, instruction, and assessment with the Continuum as our North Star and core focus.

ABOUT THE MAPLearning and Assessment as a System

Just as a map provides an overview of a place and its various features, the Mount Vernon Learning and Assessment Map offers a bird's eye view of our school program, from Preschool and Lower School to Middle and Upper School. The purpose of the schoolwide Learning and Assessment Map is to enable the viewer to see a number of the distinguishing attributes of our curriculum, instruction and assessment, and to under-stand better the entire system as a whole. Additionally, the Learning and Assessment Map allows one to see the major ways that students and families receive progress monitoring information and the seasonal times when such reporting and reflecting occur.

While each learner’s journey is unique and includes multiple pathways, common essential elements exist in everyone’s Learning and Assessment Map. Not only can we see where learners are today, we can also envision where they will go.

MODES OF LEARNINGMount Vernon students learn in a variety of modes, encountering the world through disciplinary, interdisciplinary, and transdisciplinary lenses. Students draw on knowledge from different disciplines within their boundaries (math, science, English and language arts, history and social sciences, visual and performing arts, and physical education and health), integrate knowledge and methods across different disciplines, and create a unifying intellectual framework beyond the disciplines.

We emphasize instructional designs focused on inquiry-based learning (e.g., design thinking, project-based learning, project approach, visible thinking routines). In Preschool, the curiosities and interests of our students drive each of their learning experiences, whether it be an exploration of insects or a fascination with soil. As students move through the Lower, Middle, and Upper School divisions, learning experiences stem from their curiosities, disciplinary learning outcomes, and problems and challenges that span disciplines.

LEARNING AND ASSESSMENT MAPMount Vernon Presbyterian School

LEARNER AS NAVIGATORWe believe that all learners bring their own interests, strengths, curiosities, passions, and faith into their classrooms and school communities. They observe, question, empathize, experiment, craft, and implement innovations and ideas in a variety of fields and contexts. Faculty and staff facilitate “wonder” opportunities for learners’ curiosities and passions to incubate, iterate, and flourish. Students grow, too, from regular Chapel experiences and service opportunities. At Mount Vernon, we position our students beyond the preparation of coursework-- all to establish the framework for college, career, calling and citizenship.

LEARNING JOURNEYAt Mount Vernon the School is organized into four divisions - Preschool, Lower School, Middle School, and Upper School. The faculty and staff devote considerable attention to the developmental needs and characteristics of our students as they progress from moment to moment, grade to grade, and division to division. While Mount Vernon is a unified school, the divisions operate with appropriate autonomy and purpose given the stages of childhood and adolescent development.

SCHOLARLEADERATHLETEARTIST

Disciplinary: Draws on knowledge from a particular subject area.

Interdisciplinary: Integrating knowledge and methods from different disciplines, synthesizing approaches.

Transdisciplinary: Creating a unity of intellectual frameworks beyond the disciplinary perspectives.

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ASSESSMENT, FEEDBACK AND REFLECTION: A COMPREHENSIVE AND BALANCED SYSTEMAssessment is so much more than a test or a grade. At Mount Vernon, we seek to offer multiple and varied opportunities for learners to demonstrate evidence of learning, growth, and mastery. Our system includes a balance of standardized/objective, adaptive/personalized, authentic/real-world, and performance-based assessments that connect to learning outcomes, mindsets, as well as individual curiosities and passions. Assessment relative to standards and desired outcomes, feedback from trusted others, and reflection on experiences help learners to understand more deeply what they are learning and how they can progress further with their learning. At Mount Vernon, a number of components work together as a system to help a learner steer on his or her learning journey.

AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL

Q1 Q3 Q4Q2PROGRESS MONITORINGTIMELINE Progress Report

Standards-based Assessment

Comments

ConferencesNotesParent-Share Conferences in September allow classroom teachers to build relationships with families and co-create common goals for children. Largely driven by

parents, these conferences give classroom teachers a deeper window into children’s curiosities and passions to help with curriculum development throughout the year. Progress reports in the preschool will be shared with parents at the December and May conferences and are written as narrative summaries of each child’s individual progress towards developmental milestones, foundational learning outcomes and personal goals.

PS

Progress ReportStandards-based Assessment

Comments

ConferencesNotesIn Lower School, standards-based grading is the approach used for quantitative reporting of a child’s skill development as measured against the Mount Vernon

expectation. Students, teachers, and parents also receive regular narrative feedback through the student’s ePortfolio. This narrative tells more of the story behind the numbers represented on the progress report. In October, we host parent-teacher conferences. In March, we host student-led conferences where the child highlights their progress in the classroom and sets goals for further learning. Additionally, parent-teacher conferences may be scheduled at any other time throughout the year.

LS

Progress ReportTraditional + Standards

Comments

ConferencesNotesStudents receive feedback through a variety of informal and formal learning measures including rubrics, ePortfolios, 1:1 sessions with teachers, and student-led

conferences. In addition to traditional numerical (0-100) grades in core academic subjects and standards-based grading in Connections classes, students receive feedback on their development in the Mount Vernon mindsets throughout. As student learners grow and develop, they assume greater ownership and responsibility for directing the conversations that happen about their learning.

MS

Progress ReportTraditional + Standards

Comments

ConferencesNotesStudents, parents, and teachers employ conferences, ePortfolios, progress reports, and formal comments to reflect upon student growth and next steps for

learning. Students regularly encounter both formative and summative assessment of their learning inside their classes, through written reflections on their iProjects and Interim experiences, and through external measurements including the PSAT, SAT, ACT, and CWRA. Students, teachers, and parents come together for conferences during the fall and spring to discuss student growth and ePortfolio curation. Comment writing will be connected directly to specific assignments in Powerschool because feedback is most effective when it is timely and specific.

US

Mount Vernon employs both qualitative and quantitative learning measures. Feedback comes from self, peers, teachers, and external experts. In order to provide numerical indicators for various learning outcomes, the School uses standards-based grading in Preschool and Lower School. Preschool communicates this by using a developmental scale with levels, while Lower School uses a four-point proficiency scale:

- advanced (4), - proficient (3)*,- emerging (2), and- novice (1), * with proficient being the target.

In the Middle and Upper Schools, faculty use a 100-point scale and corresponding letter grades of A, B, C, and F (with +/-, in US). In Innovation Diploma, assessment relies heavily on external evaluation and standards-based grading.

Beginning in 2017-18, students also receive formal feedback on the Mount Vernon Mindsets. In LS, MS, and US the following scale is used:

- Exceeding Expectations (EE),- Meeting Expectations (ME)*,- Approaching Expectations (AE) and, - Lacks Evidence (LE),* with ME being the target.

Throughout the academic year learners regularly reflect on their experiences, and faculty provide ongoing feedback. At designated times of the year, the School also issues more summative progress reports and comments, and the School facilitates in-person conferences. In Middle and Upper School, students and parents have continuous online access to grades.

CTP-Online (ERB)

CWRA

SAT/ACT

AP

PSAT

CHILDREN’SPROGRESS

3-8

K-2

11-12

10-11

10-12

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ASSESSMENTSNAPSHOTSIn addition to the abundance of assessment opportunities that teachers design for all learners, Mount Vernon includes a number of standardized assessments that offer an additional glimpse or snapshot into a child’s learning at a particular point in time. Such assessments are developmentally appropriate for each age and progress from skill-based checkpoints to a combination of higher-order reasoning and achievement measures.

ACHIEVEMENT DEVELOPING ABILITIES PERFORMANCE TASK ADAPTIVE

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FUTURE MAKING

CURRENT SYSTEM

Like badges in scouting, these markers of learning allow us to have a clearer sense of what students are accomplishing on their learning journeys. Badges provide validated displays of accomplishment, skill, quality, or interest-- making learning progress visible.

BADGES

As student learners grow and develop, they can and should increasingly take the driver’s seat during conferencing. Through coaching, students assume greater ownership and responsibility for directing the conversations that happen about their learning.

STUDENT-LEDCONFERENCES

Archiving and documenting one’s learning journey is fundamentally important. Additionally, creating a positive digital footprint is a critical, modern imperative. Students and teachers create ePortfolios to make record of, to share, and to reflect on their learning.

EPORTFOLIO

MVMIND

FEEDBACK ANDCOMMENTS

EXCHANGES ANDCONFERENCES

STANDARDIZED TESTING

A B C D E

PROGRESS REPORTS

PORTFOLIO

PS

P P I P

LS MS US

PS

I I I P

LS MS US

PS

R P P P

LS MS US

R - RESEARCHING P - PILOTING I - IMPLEMENTING

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learning and assessment map principles ......while each learner’s journey is unique and includes...

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