Establish and communicate accountability measures for professional learning: Clearly communicate action items Collaborate and communicate progress (PLC) Make learning and growth visible GHES Strategic Plan: Curriculum Redesign and Communicating Student Learning Big Idea Year 1: 2018/2019 Plant Firm Roots: Go Deeper with the Known Year 2: 2019/2020 Branch Out: Grow into New Areas Year 3: 2020/2021 Flower and Bloom: Expand In all Directions Year 4: 2021/2022 Cross Pollinate: Integrate and Embed Throughout GOES (Outdoor Experiential Learning) -Dedicated time for GOES in weekly teacher schedule -Dedicated coordinator role and support person for GOES -GOES coordinator co-teaching K-7 -Integration of GOES with other curricular areas -Curricular mapping core competencies, YFN connections and GOES -Dedicated space for GOES equipment -Collaborate, plan and build outdoor classroom space -Collaboration with K teachers and Yukon Education on inquiry Forest Kindergarten -Dedicated time for GOES in weekly teacher schedule -Dedicated coordinator role and support person for GOES -GOES coordinator co-teaching K-7 -Integration of GOES with other curricular areas -Use curricular mapping to direct teacher long-range planning, of -Increased integration of GOES across curriculum and use of outdoor classroom -Collaboration with K teachers and Yukon Education to explore integrating Forest Kindergarten -Dedicated time for GOES in weekly teacher schedule -Dedicated coordinator role and support person for GOES -GOES coordinator co-teaching K-7 -Integration of GOES with other curricular areas -Use curricular mapping to direct teacher long-range planning, of -Increased integration of GOES across curriculum and use of outdoor classroom -Connect GOES to second language learning instruction -Determine next steps for Forest Kindergarten program -Maintain, monitor, assess and support growth of GOES and begin new cycle of appreciative inquiry, strategic planning and school growth Assessment and Reporting -Develop and implement school assessment plan and guidelines for Communicating Student Learning -Collecting evidence from a variety of sources -Collecting quality evidence -Accessing quality samples -Revise school assessment plan for Communicating Student Learning based on stakeholder feedback -Collecting evidence from a variety of sources -Collecting quality evidence -Maintain, monitor, assess and revise school assessment plan for Communicating Student Learning -Collecting evidence from a variety of sources -Collecting quality evidence -Accessing quality samples -Begin new cycle of appreciative inquiry, strategic planning and school growth for school assessment plan and Communicating Student Learning -Giving specific/ descriptive feedback -Setting specific individual student
Evidence of Learning (immediately prior to a student-parent-teacher conference) demonstrates starting points and growth; demonstrates a learning continuum; demonstrates student and teacher voice. Examples of Evidence of Learning: practical application or demonstrations (e.g., “watch me as I...”) digital portfolios that may include videos, pictures, documents etc. paper portfolios that may include samples, pictures, documents etc. Criteria for Evidence of Learning (Classroom Teachers) shared prior to the student-parent-teacher conference; styles/formats are are chosen by teachers (e.g., portfolios, practical demonstration of learning, etc.); include a baseline sample for literacy and numeracy (possibly conference #1), a similar activity/sample demonstrating growth (possibly conference #2), and finally a similar activity/sample to demonstrate achievement (celebration of learning); samples should include reflective statements (e.g., “at first it was hard to ...”, “now I can ...”, “watch me as I...”); include samples from the areas that teachers will report on in the interim report for Integrated Studies (e.g., G.O.E.S., ADST, Science, Social Studies, Career Education, Arts Education); every subject area must be reported on in some format over the year either through evidence of learning or interim reports; samples, self-assessments and goal statements related to core competencies.
Evidence of Learning Checklist (Sample) Evidence of Learning Parent Script (Sample) These are possible sentence starters to help begin and maintain conversations around what you see in your child’s evidence of learning portfolio: Pose a question to deepen the thinking… Why did you choose to include…? Why do you think your teacher included…? When you look at these two pieces of work, what do you notice? Can you explain your thinking about this…? What do you like most of this work? Compliment the work… I notice how you….(be specific, focusing more on perseverance and less on ability) I am so proud that you are now able to… I can see you tried really hard to… I was pleased with how you did this work because… I can see that you are doing better at… What I like about this work is… I am impressed with this work because…
Learning Standards NY AE ME EE ✔ Teacher’s Comment: ______________________________ ______________________________ Teacher’s Signature Principal’s Signature
Language should be clear and simple. Avoid edu-babble, figurative language, metaphors, complex sentences, nuances, etc. – anything that can be confusing or misunderstood by a parent. If in doubt, keep vocabulary and sentence structures simple and clear. Proofread your reports before handing them in. Use spell check with Canadian English, watch for he/she confounds, wrong names and errors made during cut and paste. Include encouraging comments made directly to the student. Exceptional Needs: Adapted and modified programs must be reflected in the report; One of the following comments must be used when supporting a student who is on an IEP or StLP: (student’s name) is on an IEP that includes adaptations in this subject. (student’s name) is on an IEP that includes modifications in this subject. (student’s name) is on an IEP that includes enrichment in this subject. (student’s name) has a Student Learning Plan that includes adaptations in this subject. Avoid “I” comments such as: “I encourage X to…”. Please use the passive voice: “X is encouraged to…”. Personalized comments are expected as much as possible. Summative Report Checklist The summative reports that I have written: Clearly describe in relation to the learning standards for each subject: -what the student is able to do; -areas in which the student requires further attention or development; -ways of supporting the student in his/her learning Use clear and simple language that parents will understand by: -avoiding pedagogical or curriculum document terms or phrases;
Curriculum Mapping for Long Range Planning (Sample) Completed Curriculum Mapping and Learning and Assessment Plan (Sample) CURRICULUM MAPPING LEARNING AND ASSESSMENT PLAN Grade 2 Social Studies Big Ideas Curricular Competencies Content Instructional Strategies/Assessments Term 1 Canada is made up of many diverse regions and communities Explain why people, events, and places are significant to various individuals and groups Sequence objects, images, and events and explain why some aspects change and others stay the same Knowing our local community Diverse characteristics of communities and cultures How people’s needs and wants are met in communities Relationships between people and the environment Diverse features of our environment Roles and responsibilities of regional governments Making decisions in the classroom (intro to government)…pick a mayor, make rules, etc. Syilx First Nation stories…tied to environmental features Significant events and places in OK Falls Services of OK Falls (needs and wants) Letter to our Mayor (4 sentences) I would vote for ____ because ____ in the classroom. FPPL Learning involves a sense of place. Learning is embedded in memory, history, and story.
Create a pictorial map of OK Falls showing the significant locations…attach reasons why they chose those locations Wanted poster: New Service in OK Falls (include reasons why it is needed Term 2 Canada is made up of many diverse regions and communities Ask questions, make inferences, and draw conclusions about the content and features of different types of evidence Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives Use social studies inquiry processes and skills Comparing communities Diverse characteristics of communities and cultures Relationships between people and the environment Diverse features of our environment Flat Stanley Post a map and pin up Stanley visits Create a table showing differences between different communities (natural environment, activities of people, significant places/events) Students come up with two of their own questions for their Flat Stanley (separate from the 3 – 5 the class came up with) Compare and contrast between OK Falls and their Flat community Complete a journal entry of where they would like to visit and why (after the Flats are back) Term 3 Local actions have global consequences, and global actions have local consequences Recognize the causes and consequences of events, decisions, and developments Roles and responsibilities of individuals regionally and globally Taking care of the environment Reduce, Reuse, and Recycle Taking care of our local natural environment