WELCOME!To École Shannon Park School’s Curriculum Night 2009 - 2010

Tonight’s Topics

Assessment of student progressSchool Report to the Community

School Code of ConductPackages for Primary parents

Assessing Student Progress

Imagine we are writing our driver’s exam. The pass mark is 75%. On the first effort we don’t study and get 45%. On the second attempt, we study and get

65%. Still not a passing grade. On the third attempt, we do much better, but

end up with a 74%. On the fourth attempt we get serious and ace

the exam with 100%.

We pass, right? Maybe!

If the driver’s exam were assessed the way we traditionally assess students in school we would not pass the exam.

Traditionally, teachers have averaged grades along the learning process to achieve a final mark.

If this were the case, we would still only have 71% on our driver’s exam, thus we would fail and still need to write another exam even though we have shown that we have achieved the desired outcome.

We Know Better!

Research has shown that there are better ways to assess student progress that value the “learning curve”, but recognize when a goal or outcome has been achieved or mastered.

At École Shannon Park School teachers are distinguishing between assessment for learning and assessment of learning.

To accurately assess student progress we must,

Know what to assessKnow why we are assessingNow how to assess or evaluateKnow how much information is neededMinimize all biasInvolve students – so they know the

targets and what counts.

Assessment For Learning

Assessment for learning is the information and evidence teachers gather from students to inform their decisions of “what to do next” with their instruction. These may include: Observation notes Some quizzes Homework

Assessment for learning asks… Are our students making progress towards meeting

the outcomes?The important consideration is that assessment for learning is

not assessed a value for the student’s final grade.

Assessment of Learning

At certain points in the learning, a teacher must decide when it is time to get an understanding of whether the student has achieved a goal or outcome. This is assessment of learning. This includes: Results on end of unit tests Oral presentations In class projects Book Reviews

Assessment of learning asks… Have our students met the outcomes?

The important consideration here is that a value is assessed and will count towards a final grade.

What if a student does well all unit or term, but does not do well on the final assessment?

Teachers must use their professional judgement to determine if the test or assessment strategy is the problem and either choose another method to see if the child understands the outcome or use assessment for learning information to make a decision.

EVALUATION

Evaluation is the compiling of the assessment of learning results to determine a final grade or mark.

In the Halifax Regional School Board, our progress reports sent home three times per year are the student’s evaluation of how well they have achieved the outcomes studied.

Report to the Community

During the week of October 5th each family in our school will receive a ``Report to the Community`` The report will provide information in key areas as to how Shannon Park is doing to support our students` learning and achievement.

Topics Addressed Are:

1. School and Community Context2. Family and Community Involvement3. Safe and Orderly Environment4. Assessment Results5. Student Engagement6. Professional Development7. Time to Learn8. Additional School Supports9. Planning for Improvement

School Code of Conduct

The school code of conduct has been updated and already sent home for grades three to six in their agendae.

Grades Primary to Two will be sent home either electronically or as a paper copy with the school report to the community.

We ask that you review the code of conduct as a family and ensure that your child understands the expectations of him or her.

Category and Expectations

Description of Disruptive Behaviour

Strategies to Achieve

Expectations

AppropriateConsequences

Chronic Minor Offences

ExpectationsStudents will be

considerate, work quietly, listen politely, and keep hands and feet to themselves.

frequent minor disruptive incidents not a direct threat to the safety of others

Establish clear expectations.

Post and communicate behavioural expectations.

Plan incremental steps (e.g., reminder, warning,

incident note, time-out/referral to office).

Provide non-verbal cues.

withdrawal of privileges

conference with student and parent/guardian

referral to guidance counselor

referral for assessment

instruction regarding expectations and appropriate behaviour

detention meeting with

principal in-school

suspension*

Welcome To School Bags

This year the Halifax Regional School Board has partnered with various agencies to create a Welcome to School Bag for families of primary students.The bag includes:

Foam magnetic lettersDoodle PadConstruction PaperScissors, pencil, glue stick, crayonsTwo Books – Nose to Toes and 1,2,3 Canada

Thank – You for Attending

Enjoy your time in your child’s class learning about their program this year.

Feel free to move from class to class if you have more than one child.

Please remember that tonight is not meant to be a time to discuss your child's progress; but rather a chance to learn about their program of study this year.

We hope you will find the evening informative.