What Growing Success Means to Secondary
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Transcript of What Growing Success Means to Secondary
What Growing Success Means to Secondary
Agenda
Overview of the policy documentFundamental PrinciplesAssessmentLearning Skills & Work HabitsEvaluationReportingSupports for Students
Growing Success Policy
The purpose of the new assessment, evaluation and reporting policy document is to: update, clarify, consolidate, and co-ordinate policy; achieve fairness, transparency, equity, and consistency
across the province in the assessment, evaluation and reporting of student learning.
The new policy document supports the government’s three core priorities for education: high levels of student achievement; reducing gaps in student achievement; increased public confidence in publicly funded education.
Overview
Flip through the document
Identify the chapters
Look at the organization
Have post-it’s ready to flag the document as we move through the sections
Structure of the Document
Two parts:Policy
Statements based on research
ContextInformation for teachersMaterial put in context
Fundamental Principles
Look at the fundamental principles at your table. With your group, discuss what that principle looks like for teachers, students and reporting.
Fundamental Principles
Seven fundamental principles. Teachers use practices and procedures that:
are fair, transparent, and equitable for all students;
support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; (ie.DI)
…cont’d
Fundamental Principles
are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
Performance Standards & Achievement Chart
Criterion-referenced assessment and evaluation
No changes to Achievement ChartsContent standards = Learning Goals
in student languageSuccess Criteria = Performance
Standards in student languageMake these transparent to students
Assessment
For learning: (pg 31)Is used by teachers and students to
determine what students already know and can do with respect to the knowledge and kills identified in the overall and specific expectations.
Does not generate marksCan be assessed by students and peers
Assessment
As learning: (pg 31) Is used by students to provide feedback to other
students, monitor their own progress, make adjustments and set individual goals.
Peer assessment Self assessment Students providing descriptive feedback or responding
to teacher descriptive feedback.
Assessment
Of learning: (pg 31)Is used by the teacher to summarize
learning at a given point in time.Generates a markIs solely the responsibility of the teacherDoes not include peer or self evaluation
Assessment
For As Of
Assessment
For As Of
Learning Skills and Work Habits in Grades 1 to 12
Six learning skills and work habits: Responsibility Organization Independent Work Collaboration Initiative Self-regulation
Emphasized on all progress report cards and provincial report cards
Learning Skills & Work Habits
Using the handout of Learning Skills and Work Habits provided, roll the die at your table.
Discuss with your group, how the corresponding skill is exemplified in your content area.
Learning Skills and Work Habits in Grades 1 to 12
For example, what would responsibility look like in the mathematics classroom if sample behaviours for Responsibility are that the student: fulfils responsibilities and commitments within the
learning environment;
completes and submits class work, homework, and assignments according to agreed-upon timelines;
takes responsibility for and manages own behaviour.
Learning Skills and Work Habits in Grades 1 to 12
…evaluation of learning skills and work habits, … should not be considered in the determination of a student’s grades.
Growing Success (see page 10) provides clarification and examples of when it is not possible to separate the evaluation of the development of the learning skills.
Professional Judgement(as defined by Growing Success, pg 152)
Know the policy and the context.
In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.
Professional Judgement
Where in your teaching would you need to use “professional judgement” as defined by Growing Success?
Talk to your neighbour.
Evaluation
The primary purpose of assessment and evaluation is to improve student learning.
Evidence for evaluation: observations, conversations and student products.
Wherever possible, under the supervision of the teacher.
Evaluation
Flip through pages 38-46EvidenceDetermining a Report Card GradePercentage mark below 50%“I”: Insufficient evidenceLate and missed assignmentsContext
Evaluation
Code “I” for Grades 1-10:
may be used in a mark book and/or on a student’s report card, including the final report card, to indicate that insufficient evidence is available to determine a letter grade or percentage mark.
For the report card, teachers will use their professional judgement to determine when the use of “I” is appropriate and in the best interests of the student. For example:
the student has enrolled in the school very recently; there were issues or extenuating circumstances beyond the student’s control,
such as protracted illness, that affected his or her attendance and/or ability to provide sufficient evidence of achievement of the overall expectations.
Evaluation
Late and Missed Assignments
The Growing Success policy document (see page 43) provides a number of strategies that, when it is appropriate in the professional judgement of teachers, may be used to help prevent and/or address late and missed assignments.
One strategy is deducting marks for late assignments, up to and including the full value of the assignment.
Reporting Student Achievement
Continuous Communication
communication with parents and students about student achievement should be continuous throughout the year: conferences, portfolios of student work, interviews, phone calls, checklists, and informal reports.
Communication about student achievement should … encourage students to set goals for learning, help teachers to establish plans for teaching, and assist parents in supporting learning at home.
The Provincial Report Card
Provincial Report Card, Grades 9-12
Issued twice per semester in semestered schools and three times per year in non-semestered schools
SHSM box indicates the student is taking the course as a credit towards a Specialist High Skills Major
The French box indicates that the student is receiving instruction in French for the course
Page 3 or 4 of the Provincial report card details what the learning skills mean and the criteria for which they were assessed.
Credit Recovery
Credit recovery is designed to help regular day school students meet the expectations of a course they have completed and have received a failing grade.
Credit recovery is one of several options to be considered for a student who fails a course.
Students may only recover the credit of the actual course failed
Credit Recovery
To ensure the integrity of the recovered credit, the student must demonstrate achievement of all of the overall expectations for the course.
Students in Grades 9 and 10 who receive an “I” on their report card may be considered for credit recovery.
The assessment and evaluation practices used for credit recovery must be consistent with ministry and board policies.
ELL
If the student receives a modified program for ESL needs, the ESL box should be checked.
If they are receiving accommodations only…do not check the box.
Ex. Reducing the complexity of writing required.
IEP’s
If the expectations of the course have been modified (ie. reduced in number or complexity) to meet a students IEP, the IEP box must be checked.
Accommodations should always be provided but do not result in the box being checked.
E-Learning
One of a number of opportunities for students to earn credits.
Development of Board Policies
Individual boards will work collaboratively with their schools and communities to develop policy for dealing with:Late and missed assignments for
evaluationCheating and PlagiarismLower limit of the range of percentage
marks below 50% (Grade 9 – 12)
Trillium/SIS
Trillium users across the Province have received Growing Success and are making adjustments to the technical reporting process
Contacts
MaryJane McNamara, Central Co-ordinating Principal
Tara Cook, Instructional Leader
Anthony Meli, Instructional Leader