This document discusses communicating student learning and the shift away from traditional report cards towards a more balanced approach. It provides 3 key points: 1. It introduces the new balanced approach to assessment that focuses on curricular competencies, core competencies, and student reflection rather than just letter grades. This approach provides a clearer picture of what students can do and understand. 2. It outlines some of the differences between the old and new approaches, including assessing curricular content and competencies rather than just letter grades for grades 4-7. The goal is to support student growth and independence. 3. It shares positive parent feedback on the pilots of the new approach, including that it provides a better understanding of each child

1. Communicating Student Learning
November 30, 2016

2. What does
Communicating Student
Learning mean?
Report Cards
Student-led
conferences
Parent/teacher
interviews
Student work
Digital Portfolios
Email/Phone Calls

3. • What do you remember about your
report cards as a student?
• How were they received in your
household?
• How did you use the report card?
REPORT
CARDS

5. NEW CURRICULUM
o Know, Understand, Do
Model
o Big Ideas
o Curricular Content and
Competencies
LIMITS OF GRADES
Grades tend to reduce:
o students’ interest in the
learning itself
o students’ preference for
challenging tasks
o the quality of students’
thinking
http://www.alfiekohn.org/teaching/fdtd-g.htm
BALANCED
APPROACH
o Curricular
competencies
o Core
competencies
o Student
Reflection
Rationale – Why Change?

7. Time to Shift our Thinking

8. What’s different? What’s the same?
Same Different
Focus on foundational skills of
reading, writing and numeracy
Balanced approach: Core
competencies and student voice
Curricular content assessed Clearer language and assessment
Ways to support at home and at
school
No letter grades (4-7)

9. Five Keys
My child’s teacher knows exactly where my child is at and
is committed to helping them move forward.
1. Clear foundational skills: reading, writing, and math
2. Focus on what the child can do
3. Focus on what the child understands.
4. Social and emotional development a priority.
5. Clearly stated areas of growth to help foster student
independence and confidence

10. Communicating
Student Learning:
Kindergarten

11. Communicating
Student Learning:
Grades 1-3

12. Communicating
Student Learning:
Grades 4-7

13. Communicating Student Learning – Grades K to 3
Curricular ContentCurricular Competencies

14. Communicating Student Learning – Grades 4 to 7
Curricular ContentCurricular Competencies

15. How is my child using this
new report card?

16. Understanding the Core Competencies

18. Engaging in Self-Reflection

19. Engaging in Self-Reflection

20. • Reporting Pilots 2014-2016
• Parent Surveys
Parent
Feedback

21. Parent Feedback (2015/16 Pilot)
“It gives the parent a better understanding of the child’s learning
experience. It also makes it easier for parents to address issues with
their child.”
“…more clearly shows where improvements need to be made.”
“…much more comprehensive”
“This more holistic approach helps those students who are not strong
academically; they find their strengths and build on them.”
“My child felt understood, rather than labelled.”

22. • District Parent CSL Forum
in January 2017
• PAC Meetings
• Email Scott or Laura
Parent
Feedback

23. Questions?