LOCCSD Reporting Student Achievement 2012-13

1. LOCCSD Reporting Student Achievement 2012-13 LOCCSD Parent Meetings, November 2012

2. Agenda • Opening Prayer and Introductions • Assessment Presentation • Questions

3. Welcome and opening PRayer

4. What do we want for our children? Reading, Writing and Numeracy Skills Resilience Ability to solve complex and simple problems Ability to think deeply on their own Knowledge of where to go for information and what strategies work best for figuring things out Ability to be creative and think critically Ability to accept responsibility Desire to impact their family and the world positively

5. Traditional/Industrial Model • Traditionally, what and how have our schools been teaching students? • Our schools have not changed much in the past 100 years • Students are processed in batches • All are processed at same rate • Pre-set curriculum delivered to all in bite sized pieces in a pre-set order • Skills: • Punctuality • Following instructions • Recognizing the authority of the • supervisor • Working on monotonous tasks for a • long period of time

6. An Examination of Saskatchewan’s PISA and PCap Scores

7. An Examination of Saskatchewan’s PISA and PCap Scores

8. An Examination of Saskatchewan’s PISA and PCap Scores

9. Understanding 21st Century World New Competencies: most work today and in the future requires competencies (skills, knowledge & dispositions) we cannot imagine. • Learning how to learn • Critical, creative and innovative thinking and problem solving • Collaborative teamwork and leadership

10. Welcome to 21st Century Learning:The alignment of curriculum, assessment and instruction guided by relevance, relationships and rigor for our students.

11. Old vs. New Curricula Previous documents New documents • Grade 9 Science – 15 outcomes • Analyze the relationships that exist among voltage, current, and resistance in series and parallel circuits. • Grade 9 Science – 91 objectives • Identify parallel branches and series branches within a circuit.

12. Saskatchewan Curriculum On-LINe Saskatchewan Online Curriculum

13. Bloom’s Taxonomy • 1. Remember • 2. Understand • 3. Apply • 4. Analyze • 5. Evaluate • 6. Create The curriculum asks students to think at higher levels; to develop deep understanding.

14. Saskatchewan Curriculum Designed For Higher Order Thinking Skills

15. What is Mastery? “Tim was so learned, that he could name a horse in nine languages; so ignorant, that he bought a cow to ride on.” • Ben Franklin, 1750 Poor Richards’ Almanac

16. Working Definition of Mastery Students have mastered content when they demonstrate a thorough understanding as evidenced by doing something substantive with the content beyond merely echoing it. Anyone can repeat information; it’s the masterful student who can break content into its component pieces, explain it and alternative perspectives to others and use it purposefully in new situations.

17. Assessment: Measuring learning in a variety of ways.

18. Need For assessment Reform Poor test results for Saskatchewan Students Ontario’s success story Importance Of Teaching and Assessing Key Elements of 21st Century Learning • Core subjects taught at higher levels of understanding • Learning skills such as information and technology skills, thinking and problem solving skills and interpersonal and self directional skills need to be measured. • Teachers and students use real-world applications and experiences that are meaningful and relevant. • Assessment needs to measure students against set of learning criteria not other students

19. Define Each Grade • A – 90% • B - 80% • C - 70% • D - 60 % • F - <50%

20. Grade the Assignment • Look at the Grade 8 piece of writing • What percentage grade would you give it? • What reasons do you have for assigning that percentage grade?

21. Rubrics are valuable because... • They clarify for teachers, students and parents how learning looks on the continuum (learning always continues; there is no end). • They invite a dialogue between teachers and students and provide constructive feedback. • They help teachers prepare responsive instruction. • They describe the visible evidence of learning. • They support the idea of growth – it is okay to need assistance as understanding develops. We do not need to know everything at the beginning. There is always the opportunity to grow.

22. Important Points about Rubrics • Rubrics compare students to a defined set of criteria not to other students. • Rubrics are not attached to a percent level (ie. 2 = 50%) • Levels are not counted as points. (ie. 12/16)

23. Grade the Assignment based upon Rubrics and exemplars • Look at the Grade 8 piece of writing • What grade score (1-4) would you give it? • What reasons do you have for assigning that grade score? • What advice would you give to the student to improve their writing?

24. North East ScHool Division Curriculum Corner http://curriculum.nesd.ca/

25. Report Card Renewal Committee and Time Lines • Committee established in the fall of 2010 to create a new and innovative reporting document. The Report Card Committee was made up of three parents, two in-school administrators, three classroom teachers, three central office curriculum personnel, two central office IT personnel • Intensive professional development to study best practices when creating an outcomes based report card. ( 2010-12) • Creation of focus groups to evaluate the final drafts of the report card: Parent focus group (8 parents representing all school communities), teacher focus groups (representing all grade levels and all school communities), in-school administrators (representing all school communities). (Spring 2012) • Meetings held in all schools for both teaching staff and all parent groups. (Spring 2012)

26. Research matters • Anne Davies (Canadian) • Sandra Herbst(Canadian) • Karen Hume (Canadian) • Ken O’Connor (Canadian) • Damian Cooper (Canadian) • Thomas Guskey • Robert Marzano • Rick Stiggins • Larry Ainsworth • Rick Wormeli

27. Purpose of LOCCSD Report Card The purpose of this report card is to inform students and parents/guardians of the current levels of achievement on year end provincial learning outcomes/objectives and the LOCCSD Faith, Life and Learning Goals. The report card is intended to communicate learning successes, personal growth, and to guide improvements where needed.

28. Faith, Life and Learning Goals Students need consistent, scaffolded learning skills from Kindergarten to Grade 12 Students need 21st Century Learning Skills that will allow them to be lifelong learners Students need to be engaged in their learning and to find meaning in their learning at appropriate levels

29. Faith, Life and Learning Goals

30. LOCCSD RUBRIC FOR FAITH, Life & Learning Goals

31. The New Report Card: K - 9 • Assessments are linked to specific curricular outcomes. • Assessments are then grouped according to LOCCSD designed “Curricular Focus Areas”. • Each student is assessed on each outcome but the outcomes are part of a larger “Curricular Focus Area”.

32. LOCCSD rubric For Student Academic achievement of Curricular Focus Area(Accepted Standard and descriptor across Saskatchewan)

33. LOCCSD Curricular Focus areas

34. Outcome: N7.1Demonstrate an understanding of division through the development and application of divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10, and through an analysis of division involving zero. [C, CN, ME, R] • Investigate division by 2, 3, 4, 5, 6, 8, 9, or 10 and generalize strategies for determining divisibility by those numbers. • Apply strategies for determining divisibility to sort a set of numbers in Venn or Carroll diagrams. • Determine or validate the factors of a number by applying strategies for divisibility. • Explain the result of dividing a quantity of zero by a non-zero quantity. • Explain (by generalizing patterns, analogies, and mathematical reasoning) why division of non-zero quantities by zero is not defined.

35. N7.1 Suggestions for Assessment Key Idea: Nature of division. • Sample assessment tasks: • Have the students create a presentation (e.g., oral, written, art, dance, song, or drama) to demonstrate their understanding of divisibility and the strategies used to determine factors for a number. These presentations could be assessed using a class designed rubric, checklist, or rating scale. Criteria used for the assessment of the performance might include: originality, correctness, completeness, and clarity. • Ask the students to create a Venn diagram and/or Carrol diagram for a given pair of numbers and their factors. • Ask the students to identify, with justification, which of a given list of whole numbers are the factors of another whole number. • Ask the students to determine the factors common to three or more whole numbers and to come up with a variety of ways to represent the solutions. Have the students explain their strategies for determining the common factors. • Have the students explain why division by zero is not defined. • Have the students describe a situation in which they would want to determine if a quantity was divisible by a given number, but not necessarily determine the quotient.

36. Rubric Outcome Number Sense 7.1

37. LOCCSD Grading Procedure A mean score is calculated for each outcome (4 most recent and most consistent scores). Then a mean score is tabulated for each curricular focus area to create the grade that will be presented on the report card for a focus area.

38. The New LOCCSD Report Card: 10 - 12 • Assessments are linked to specific curricular outcomes and objectives. • Assessments are then grouped according to LOCCSD designed “Focus Areas” (new curriculum) or units of study (old curriculum). • Assessment is to be done through rubric/criteria based assessment. • Using the LOCCSD conversion chart, percentage grades will be generated to support the wish of post secondary educational institutions.

39. Questions?