1. LOCCSD Reporting Student Achievement 2012-13
LOCCSD SCC Annual General Meetings,
October 2012

2. 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
First, let’s begin by thinking about what we all want for the children attending our school.

3. 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
This is how school systems were designed. Factories needed workers who could be all these things and schools were needed to prepare these workers for the work force. It is not that these things are not important, but other things are important, too.
Skills:
Punctuality
Following instructions
Recognizing the authority of the
supervisor
Working on monotonous tasks for a
long period of time

4. 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.
We still need to prepare our children for the work force but the work force looks and acts differently in our world today. We are uncertain what jobs are going to even exist five years down the road. We are still holding students accountable, in fact more than we ever have, because students cannot opt out of the learning. We want them to be ready for a future we cannot imagine.

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

6. Old vs. New Curricula Grade 9 Science – 91 objectives
Previous documents
New documents
Grade 9 Science – 91 objectives
Identify parallel branches and series branches within a circuit.
Grade 9 Science – 15 outcomes
Analyze the relationships that exist among voltage, current, and resistance in series and parallel circuits.
Further to the size of the documents, the level of thinking has changed. These new curricula expect students to analyze and assess and create. If you look at the underlined verb, you can clearly see this difference from old to new.

7. 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.
Bloom’s Taxonomy is a way to indicate the kinds of thinking we all engage in everyday. In schools, we want students to move to the highest levels possible. That way, they are ready to engage in creative and critical thinking after they graduate. They will be more ready to engage in a variety of careers. They will be ready to solve their own problems, work cooperatively and be resilient and self-motivated.

8. Assessment: Measuring learning in a variety of ways.
Transition

9. 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.
Responsive instruction means instruction that responds to learner needs before it is too late.
Rubrics do not stream students. Depending on the student and their previous experiences, they may be at various places on the rubric continuum. Every place is okay. There is always learning that comes before and learning that comes after. Students will move on the continuum as they take part in learning experiences. Every learning experience teaches them something new. They will move when they are ready but the expectation is that EVERY STUDENT WILL MEET GRADE LEVEL EXPECTATIONS because every student is important and deserves to learn.

10. 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.
Use of 21st Century tools such as digital technology and communication, so that students can “access, manage, integrate and evaluate information, construct new knowledge and communicate with others.”
Teachers and students use real-world applications and experiences that are meaningful and relevant to students.

11. Report Card Renewal Committee and Time Lines
Committee established in the fall of 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 a outcomes based report card. ( )
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 staffs and all parent groups.
(Spring 2012)

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

13. Faith, Life and Learning Goals
LOCCSD Faith, Life & Learning Goals
Goals
Requirements and Characteristics of the FLL Goal
Behavioral Responsibility: Respects self and others as Jesus taught us.
Demonstrates Christ-like character traits (kindness, honesty, courtesy) demonstrates self-control, understanding and empathy skills, manages impulsivity, ethical and moral use of digital media
Learning Responsibility: Taking ownership of learning opportunities
Completes assigned work, listens attentively, strives for quality in work, arrives prepared and ready for instruction, demonstrates effective use of class time, takes responsibility and learning risks
For implementation in the fall of
Critical, creative, and innovative thinking and problem solving.
Shows initiative, metacognition (is aware of one’s own thoughts, strategies, feelings, and actions as to how they learn), remains open to continuous life-long learning, demonstrates curiosity and imagination, persistence , and flexible thinking, applies past knowledge to novel situations, gathers appropriate data, uses effective questioning and problem posing skills
Collaboration and leadership in group interactions
Demonstrates project based learning skills, collaborative group interactions and dynamics: resolves conflicts, thinks interdependently (able to learn from others)
Effective oral, written and digital communication
Accesses and analyzes information, presents ideas in multiple situations and formats for a variety of audiences, demonstrates media literacy skills (social media, use of current technology)

14. LOCCSD RUBRIC FOR FAITH, LIFe & Learning Goals
LOCCSD Student Faith, Life & Learning Goals Achievement Level Description
Level 1
Level 2
Level 3
Level 4
Beginning
Approaching
Proficiency
Mastery
Student rarely demonstrates a willingness to participate in activities and requires continual encouragement to complete tasks and expectations. Student seldom fulfills the requirements to demonstrate achievement of the goal.
Student sometimes demonstrates a willingness to participate in activities with some encouragement to complete most tasks and expectations however the student only fulfills partial requirements to demonstrate achievement of the goal.
The student usually and willingly participates in activities, completes tasks and expectations with care and fulfills most requirements for the task to demonstrate achievement of the goal.
Student consistently and eagerly engages in activities, completes all tasks and expectations with care and fulfills all requirements of the task to demonstrate achievement of the goal.

15. Faith, Life and Learning Goals
Students need consistent 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
Students need appropriate levels of challenge
Students need Relationship, Relevance and Rigor in all classrooms.

16. 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.

17. 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 “CurricularFocus Area”.
6 codes does not reflect a 6 level rubric. We still are using a 4-level rubric, with 2 codes making reference to insufficient evidence for reporting. Focus areas come from the curricular documents.

18. LOCCSD rubric For Student Academic achievement oF Curricular Focus Area (Accepted Standard and descriptor across Saskatchewan)
Student Academic Achievement Level Description
Level 0
Level 1
Level 2
Level 3
Level 4
Insufficient Evidence (IE)
Beginning
Approaching
Proficiency
Mastery
Insufficient evidence of curricular outcomes to report
Indicates partial understanding. Students at this level have limited success with the stated outcome even with support
Indicates a basic understanding. Students at this level demonstrate inconsistent understanding of the stated outcomes
Indicates a well-developed understanding of the grade level outcome. Students at this level are competent with the skills and knowledge identified in the outcome and are on par with curriculum expectations
Indicates an insightful understanding of the grade level outcomes. Students at this level can apply and transfer knowledge to novel
situations

19. LOCCSD Curricular Focus areas
Mathematics: R1 R2 R3
Curricular Focus Area
Grade Score
Number Sense: an understanding of numbers, number systems and their related operations.
Patterns and Relations: an exploration of patterns and pattern rules in numbers and concrete materials.
Statistics and Probability: an understanding of data collection, data representation and the communication of findings as well as determining the probable outcome of specific events.
Shape and Space: an awareness of one’s surroundings and the ability to represent and describe objects and their interrelationships in space.
Comments
Mathematics: R1 R2 R3
Curricular Focus Area
Grade Score
Number Sense: an understanding of numbers, number systems and their related operations.
Patterns and Relations: an exploration of patterns and pattern rules in numbers and concrete materials.
Statistics and Probability: an understanding of data collection, data representation and the communication of findings as well as determining the probable outcome of specific events.
Shape and Space: an awareness of one’s surroundings and the ability to represent and describe objects and their interrelationships in space.
Comments

20. Outcome: N7.1 Demonstrate 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.

21. 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.

22. Rubric Outcome Number Sense 7.1
Fully meeting expectations, with enriched understanding (EU)
Fully meeting grade level expectations (FM)
Mostly meeting grade level expectations (MM)
Not yet meeting grade level expectations (NY)
Develop and apply divisibility strategies for 2, 3, 4, 5, 6, 8, 9 and 10 in order to demonstrate understanding of division
You show a well-developed ability to investigate and generalize divisibility strategies in multiple contexts. You can explain the strategy you are applying and the reasons for it with confidence. You apply strategies with accuracy and validate your factors independently. You can apply your understanding to increasingly complex problems.
On your own, you can investigate and generalize, and then apply divisibility strategies, validating the factors in order to justify your work.
With some help, you can investigate and generalize divisibility strategies for 2, 3, 4, 5, 6, 8, 9, and 10. You sometimes need help applying the strategies in different contexts so continue to practice and become familiar with the strategies so you can do this work on your own with confidence.
You are having trouble developing and applying divisibility strategies. Graphic organizers may help you keep track of the strategies. You may need to continue to review your multiplication facts in order to have this relationship become automatic.
Analyze division involving zero in order to demonstrate understanding of division
You show a well-developed understanding of the complexity of division by a strong understanding of division problems involving zero. You can use patterns, analogies and mathematical reasoning to clearly explain your analyses. You can apply your understanding to increasingly complex problems.
On your own, you can analyze division involving zero in order to demonstrate understanding of division. You can support your analysis with examples and details.
With some help, you can provide an analysis of division involving zero. Continue to work on your reasoning so you can support your analysis more fully and independently.
You are having trouble analyzing division involving zero. What does zero mean? How does it affect division when it is the divisor and the dividend? What is division?

23. LOCCSD Grading Procedure
A mode score is calculated for each outcome(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.

24. 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.
Very similar for the K – 8, except for the part about old curriculum.

25. Questions?