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Curriculum at a Glance
Curriculum Year at a GlanceGrading Proficiency Level Descriptors
The AISJ Grading Proficiencies Levels are the common language we use to provide a summary description of student achievement. These will be used for some assessments and reporting purposes.
Academic Competencies
The AISJ Academic Competencies are words that summarize groups of standards and learning objectives for each subject. Students will receive grades in the form of Proficiency Levels that describe their achievement level.
These are the essential skills and knowledge that students need to master in order to engage effectively in academic learning.
They are derived from the North American academic standards that have been adopted by AISJ.
Students are assessed on 3-4 academic competencies in each subject area on a continuous basis throughout the semester. (See the AISJ website for a list of these competencies.)
Portrait of a Learner - Dispositional Competencies
At AISJ our Portrait of a Learner is defined by the following Dispositional Competencies. Our aim is that all students grow and understand themselves as learners through the use of these competencies. Throughout the year, students will reflect and set goals using these words to help them grow as learners and celebrate their successes through Student-Led Conferences.
Student Portfolios
At AISJ, portfolios are a tool used to promote guided reflection about student learning across various domains. A student’s portfolio is an authentic representation of AISJ’s Vison, Mission, and the elements of the Portrait of a Learner.
A portfolio is an ongoing, evolving document that records a student’s involvement in the learning process and enables dialog on future learning goals. Portfolios can help articulate a student’s development as a learner and as an individual; portfolios empower students, teachers, and parents to identify strengths and areas for development. A student’s portfolio enhances her or his self-knowledge, shows progress, creativity, successes, and higher-order thinking.
TO THAT END, AT AISJ WE BELIEVE THAT…
the primary purpose of the portfolio is to facilitate regular, purposeful, guided reflection that supports learning and personal development.
the portfolio is maintained on an ongoing basis and is time-flexible.
the portfolio organization should be determined by the learner through negotiation with his or her teacher, advisor, or coach.
the artifacts in the portfolio are selected by the learner to highlight their unique journey and reveal the process and product of their learning, not to complete a checklist.
the portfolio and selected artifacts are reviewed collaboratively by teachers, advisors, parents, and peers to provide feedback that improves learning.
the portfolio is not to be used for high stakes decisions but rather to reflect a balanced approach to the four pillars - academics, arts, athletics, and service.
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