“Communicating Student Learning” (CSL)

Tea with the Principal presentation

January 13, 2020

McKechnie Elementary

Ankie Carswell, Principal

Communicating Student Learning (CSL)Why Communicating Student Learning?

Reporting practices are changing to align with the redesigned curriculum. The focus is now on the “doing” or process rather than “knowing” or the facts. The curriculum is learning focused, not achievement based and reporting is changing to reflect that.

At McKechnie, we changed our reporting practices in the Fall of 2017 –using the Student Competency Scale rather than grades, written reports to parents twice per year, in January and in June.

The Goal

The goal is to create a reporting process that is timely and responsive

with increased student ownership and parent involvement.

Terminology

Current terminology

• reporting

• performance scale/grades

• Prescribed Learning Outcomes

• “soft skills”

“New” terminology

• communicating student learning

• Student Competency Scale

• Learning Standards• Curricular Competencies

• Content

• Core Competencies• Communication

• Thinking

• Personal and Social

How will I know how my child is doing?

Communicating student learning is ongoing communication between

teacher, student and parent, throughout the year. Some teachers will be

using a digital platform to document the learning process. Some

teachers will contact you directly to discuss the student’s progress. All

teachers are required, in VSB schools, to provide parents with 2 written

reports (January and June) and contact you at least 3 additional times

on an informal basis.

Key components

1. A shift from primarily focussing on summative assessment to primarily focussing on formative assessment

2. 5 required communications (2 written, 2 informal) with parents within a school year

3. Student Self-Assessment of the Core Competencies accompanies the written report in June

Shifting to formative assessmentA shift to primarily focussing on formative assessment:

• Ongoing personal feedback embedded in daily instruction and examples of student work are more critical to supporting student learning than simply reporting on student results.

• The communication is based on clear standards and expectations and is intended to make learning visible. Students are encouraged to think of the questions: • Where am I now? (What proof do I have?)• Where am I going? • What do I need to do to get there?

Required Communications5 required communications with parents within a school year:

• a minimum of three ongoing communications of student learning throughout the school year (timing at the teacher’s discretion)• based on authentic evidence of student learning from a variety of sources

(examples of student work, photographs, audio, video, portfolios)• can occur in different ways (three-way conferences, electronic portfolio reviews,

parent-teacher meetings, reflections on student work, on-line platforms, telephone conversations, interim written reports, Individual Education Plan (IEP meetings, Celebrations of Learning)

• one written Progress Report end of January (Jan 31, 2020 for McKechnie)

• one written Summative Report at the end of June (June 25, 2020)• No letter grades reported

What can I expect to see on a written report?

• Descriptive information about your child’s learning, strengths and stretches

• Your child’s contributions to the classroom, school and community

• The development of your child’s social skills

• Comment(s) about the Core Competencies – strengths or stretches

• Ways to further support your child both at school and at home

Each report will also include an overview of what was covered in the class under each subject area.

Student Competency Scale – in relation to grade level expectations

Beginning to acquire knowledge, skills, strategies and processes“ I am just getting started and I learn best with help”

Developing the ability to apply knowledge, skills and processes“ I am getting there and I am beginning to do more and more on my own”

Applying knowledge, skills, strategies and processes consistently“I get it and I can do it on my own”

Extending knowledge, skills, strategies and processes creatively and strategically“I get it and go beyond what is expected of me”

• Student is beginning to understand at grade level expectations.

• Student is developing understanding at grade level expectations

• Student is applying understanding at grade level expectations

• Student is extending understanding at grade level expectations

• Shows evidence that learnercan demonstrate some progress toward the learning standards

• Shows evidence that the learner can understand the learning standards in basic or familiar situations

• Shows evidence that learnercan transfer understanding of learning standards to both predictable and new situations

• Shows evidence that learnercan insightfully and creatively apply an in-depth understanding of learning standards in complex situations.

Translations – Student Competency Scale

Core Competency Self Assessment

Student Self-Assessment of the Core Competencies accompanies the written Summative Report in June

• Began in June 2017

• Will continue to be a separate document attached to the written report

Core Competencies

• Communication

• Thinking• Creative Thinking

• Critical Thinking

• Personal and Social• Positive Personal and Cultural Identity

• Personal Awareness and Responsibility

• Social Responsibility

Any Questions?