1. Overview for Parents and Guardians Fall 2010
Growing Success Assessment, Evaluation and Reporting in Ontario Schools, Grades 1-12
Overview for Parents and Guardians
Fall 2010
Purpose:
The purpose of this presentation is to:
familiarize parents/guardians with key themes in the new provincial policy for assessment, evaluation and reporting in Ontario schools;
foster the ongoing commitment of clear communication with parents/guardians; and
strengthen the home-school partnership.
Materials Needed:
A copy of Growing Success
Speaker’s notes
A photocopy of the Elementary Progress Report Card (page of Growing Success)
Ministry Resources for Parents
Please let participants know that the Ministry is also preparing information for parents in many different languages and school boards are looking forward to receiving this information.
Time: minutes
*Throughout this presentation, “parent” refers to parents and guardians.
Elementary Version

2. Learning Goals Participants will:
become familiar with key themes of the Growing Success policy;
understand the role of assessment for, as and of learning; and
understand how to interpret the Elementary Progress Report Card.
Presentation Design:
This presentation is organized into three sections:
Overview + definitions of assessment for, as and of learning – slides 3-10
Student Roles and Responsibilities – slides 11-13
Understanding the Elementary Progress Report Card- slides 14-22

3. What is Growing Success?
Growing Success is our new Assessment, Evaluation and Reporting policy for Grades 1-12 in Ontario.
It replaces all old assessment, evaluation and reporting policy documents from 1998 – 2010.
is a year of implementation for all school boards across Ontario.
Kindergarten will be included in the updated policy in 2011 for the next school year.
: Year of Implementation

4. Purpose In May 2010, the Ontario Ministry of Education
released the 1st edition of Growing Success.
The purpose of this new policy document is to:
update, clarify, consolidate, and co-ordinate policy; and
achieve fairness, transparency, equity, and consistency across the province in the assessment, evaluation and reporting of student learning.
Growing Success takes our existing policies and procedures and updates, clarifies, coordinates, consolidates and aligns them. It reflects the current state of our evolving knowledge of student learning and the role that assessment plays in that learning.

5. Fundamental Belief of Growing Success
The primary purpose of assessment and evaluation is to improve student learning.
Growing Success, p. 6
At the core of the Growing Success document is the fundamental belief that the primary purpose of assessment and evaluation is to improve student learning.
York Region has the same core belief about assessment and evaluation. Many of the policies in Growing Success align with our 2006 ,YRDSB guidelines for Assessment and Evaluation. As a result, York Region staff is well situated in understanding and developing the policies found in this new document.
(This slide is animated)

6. Key Themes of Growing Success
Renewed commitment to clear communication when reporting to parents
Focus on Assessment for and as learning
Student’s roles and responsibilities with respect to providing evidence of learning
Six common Learning Skills and Work Habits for grades 1-12
Growing Success promotes:
ongoing communication between home and school regarding student achievement. Some examples of clear communication include clear and personalized comments on report cards, formal and informal interviews, phone calls, student led-conferences, portfolios of student work, shared learning goals, and reference to success criteria checklists;
an emphasis on providing students with ongoing feedback and opportunities for reflection and goal setting during the learning;
student voice and involvement in the assessment process and student ownership of learning; and
critical importance of Learning Skills and Work Habits to 21st century learning.

7. What’s New? Elementary The school year is now divided into two terms.
There are three formal reporting periods within the two terms.
The reporting schedule is as follows:
Elementary Progress Report Card – November 2010
(Middle of Term 1)
Elementary Provincial Report Card – January 2011 (End of Term 1)
Elementary Provincial Report Card – June 2011 (End of Term 2)
Learning skills and work habits appear first on each report card.
Greater emphasis on student involvement in the assessment process.
The formal reporting periods are part of ongoing communication with parents and students about student achievement.
When teachers, parents, and students share information about student progress both formally and informally, clarification of student strengths and next steps can occur as well as help to promote a culture of learning both at home and at school.

8. Classroom Assessment Today
Assessment plays a critical role in teaching and learning. In today’s classroom, assessment is used for the purpose of:
improving learning;
informing instruction;
guiding next steps; and
helping students to monitor their own progress towards achieving learning goals.
Growing Success, p.28, 29
The role of teacher and student in the learning process is changing. Students are encouraged to have a more active role in their learning and teachers are taking on more of a collaborative relationship during the learning process. (Adapted from Growing Success, p. 30)
Assessment for the purpose of improving student learning is seen as both assessment for learning and assessment as learning. (Growing Success, p.28)

9. What is Assessment for and as Learning?
Some classroom examples are:
learning goals and criteria are shared
feedback is given and used
self-assessment and goal setting are ongoing
Assessment for and as learning is assessment that occurs during the learning and involves the student in the process.
As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. (Growing Success, p.28)
Using a sports analogy, it is like the practice before the game. The focus is on learning and receiving feedback from the coach to improve .
As part of assessment as learning, teachers help all students develop their capacity to be independent learners, who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. (Growing Success, p.28)
(This slide is animated.)
Practice Time!
Skill building
Coaching

10. What is Assessment of Learning?
Some classroom examples of assignments for evaluation are:
Projects
Tests
Presentations
Performances
Assessment of learning is the performance or game that takes place after the practice sessions.
In the classroom, teachers design and pre-plan opportunities for students to demonstrate what they have learned in a variety of ways at the end of a learning cycle. Some examples are: projects, tests, presentations and performances.
When teachers evaluate or judge these pieces of evidence to calculate a grade, this is called evaluation. Teachers then report to parents, how students are doing, in the form of a report card.
(This slide is animated)
Game Time!
Evaluation and Reporting
End of term provincial report cards

11. Student Roles and Responsibilities

12. Student Role and Responsibilities
Students are:
important partners in the assessment process
responsible for providing evidence of their learning within the time frame specified by the teacher, and in a form approved by the teacher.
Student involvement in the assessment process is emphasized in the new policy.
Below is an example of how teachers promote student involvement in this area.
Teachers will help students to:
Understand what they are expected to know, say and be able to do in order to successfully reach the provincial standard of their grade/course level. (Teachers will do this by sharing the learning goals before students are evaluated);
Set on-going goals for growth; and
Continually build on student strengths and focus on areas of need to help students achieve success.
Students are also responsible for providing evidence of their learning so that teachers can accurately assess their progress.

13. Late and Missed Assignments Cheating and Plagiarism
YRDSB Policies
Late and Missed Assignments
Cheating and Plagiarism
In order to be fair, transparent and equitable for everyone, Board-wide policies surrounding late and missed assignments, dealing with cheating and plagiarism are being developed to support students in their learning. These policies are currently in draft form and will go through a consultation process for feedback from system partners.

14. Growing Success: Understanding the Elementary Progress Report Card
It is recommended that you provide a photocopy of the Elementary Progress Report Card for participants to view during this section.
A copy of a blank progress report can be found on page of the Growing Success document.

15. Purpose The purpose of the Elementary Progress Report is to:
communicate a student’s development of learning skills and work habits and general progress in working towards the achievement of the curriculum expectations * in all subject areas; and
establish a positive tone for learning for the remainder of the school year Growing Success, p. 50 & 66
The progress report is written for all students, including those students with special education needs as well as English Language Learners.
* Or expectations in the IEP

16. Page 1 – Progress Report Learning Skills and Work Habits Rating Scale
1. Responsibility
2. Organization
3. Independent Work
4. Collaboration
5. Initiative
6. Self-Regulation
Rating Scale
for Reporting
E - Excellent
G - Good
S - Satisfactory
N - Needs
Improvement
“The development of learning skills and work habits is an integral part of a student’s learning.” (Growing Success, p.10)
These six learning skills and work habits were identified by the Ministry after consulting national and international research on the topic.
The learning skills and work habits are now common throughout grades 1-12 and are demonstrated by students across all subjects and grades.
YRDSBS is well situated in understanding and developing the learning skills and work habits as a result of our ongoing professional learning and work in many areas including:
Character Matters
SEAL (Social, Emotional & Academic Learning)
Tribes™
Growing Success, p. 55

17. Home-School Partnership Learning Skills and Work Habits
“It is expected that teachers work with students and parents to ensure that they understand these learning skills and work habits and their importance.” Growing Success, p.13
Students will develop learning skills and work habits when teachers:
· discuss and explicitly teach these skills;
· explain how these skills will be assessed and evaluated; and
· work collaboratively with parents to help develop these skills.
  Growing Success, p.13
The development of learning skills and work habits is needed both in school and in life. As a result, Growing Success encourages teachers to work collaboratively with parents to help develop these skills.
Note: Teachers have always assessed and reported on the development of learning skills and work habits however, the new policy places a greater emphasis on such skills and habits. Growing Success provides explicit guidelines for teachers and encourages greater responsibility for students in the learning and assessment process.

18. Page 2- Progress Report Academic Progress Rating Scale for Reporting
Teachers describe general progress in working towards the achievement of the curriculum expectations*.
Rating Scale
for Reporting
Progressing
Very Well
Well
With Difficulty
Please note: for students with special education needs, the teacher will be describing progress towards expectations in the IEP.
Growing Success, p. 50,56
* Or expectations in the IEP

19. Interpreting the Progress Report
The progress report is a spring board for the parent-teacher interview.
It answers the question, “How is my child doing?”
When reading the report, consider both the letter symbol/check mark and the comment. Together they tell the whole story of your child’s progress.
The comment describes in overall terms, your child’s strengths and next steps for improvement.
It is recommended that participants have a copy of the Progress Report Card when discussing this slide.

20. YRDSB Definitions  Progressing Very Well
The student is currently demonstrating significant learning in relation to the curriculum expectations and is expected to achieve the learning goals of the term.
 Progressing Well
The student is currently demonstrating sufficient learning in relation to the curriculum expectations and is likely to achieve the learning goals of the term.
Through a collaborative process with YRDSB staff, these definitions were created to support teachers when determining the overall progress of your child in the early weeks of first term.
When you receive the Progress Report, you will see these definitions on the top of the first page of the report. Refer to these definitions when interpreting your child’s report card.
 Progressing With Difficulty
The student is currently demonstrating some learning in relation to the curriculum expectations and may not achieve the learning goals of the term. The student is being supported to achieve the learning goals.

21. Reporting Timelines Elementary Progress Report Card
Report to be sent home: November 8-10
Interviews to be held: November 11 (evening) and November 12 (PA day)

22. “Parents have an important role to play in supporting student learning
“Parents have an important role to play in supporting student learning.” Growing Success, p.8
York Region teachers and parents are well situated in understanding and fulfilling the policies found in Growing Success.
In this year of implementation, we look forward to continuing the assessment journey that we have already embarked on together.
In York Region, we celebrate … working together to help students learn.