Blackie Communication Plan 2018-2019 (FSD Administrative Procedure 360)
Dear Blackie Parents,
The following are common beliefs and values that drive our Essential Agreements at Blackie.
- Each Learner entrusted to our care has unique gifts and abilities. It is our mission to find out what these are, explore them, develop them, and celebrate them.
- We are a culture and community of learners that value:
- respectful, responsible and resourceful global citizens.
- honest, clear, and effective communication.
- We are a professional and collaborative culture of sharing and modelling lifelong learning that is focused on growth and well-being of every member of the learning community.
- We create invitations to all students to learn, engage and develop through opportunities that are authentic and meaningful.
- Every child knows we are committed to their well-being and learning and their unique differences are accepted and celebrated.
- We promote global citizenship and ask students to think globally and act locally.
“Building Bright Futures Together”
Assessment & Reporting
Blackie School values student assessment practices that provides students with on-going formative feedback to guide learning, evaluation practices that clearly reflect student achievement to known curricular outcomes, and reporting procedures that clearly and effectively communicate all aspects of student learning.
Blackie School values engaged and meaningful student learning. To accomplish this, the staff provides meaningful, authentic and challenging learning opportunities for all students and encourages students to collaborate and appreciate each other’s work in respectful ways.
The purpose of assessment and reporting is to guide and communicate learning. Procedures used to evaluate student achievement are designed so they are fair, just and equitable; motivate students; instill confidence in students’ abilities to learn and to succeed, and test a variety of skills and levels of understanding.
In accordance with Administrative Procedure 360, “Teachers must incorporate a variety of formative and summative assessments to inform and direct their practice for the purpose of improving, evaluating, and reporting student learning.”
Blackie School is committed to providing fair, accurate and timely assessment.
To ensure all students learn and are successful, teachers will be in communication with parents if a student is struggling with the academic expectations.
Our formal Communication Plan for 2018-19 is as follows: Kindergarten Ends May 30th
|September||School Start up information emailed in August
Meeting the teachers and open house Sept 27th 5:30 pm
|Oct 17 & 18||Interim (Characteristics of a Learner) Self assessment and teacher assessment shared at a scheduled Parent Student Teacher Conference|
|Nov 22||Learner Profiles|
|March 14||Learner Profiles|
|March 20 & 21||Student Lead Conferences|
|May Mid-Late||Final Self Assessment (Characteristics of a Learner)|
|June 27||Final Learner Profiles|
Ongoing access to assessment is available to parents and students through numerous communication avenues, including but not limited to, student agenda, telephone, notes home, email, learner profiles, as well as encouraged student voice. Because we strongly believe in our students having voice and understanding where their learning currently is; and where they need and want to go as next steps; your child is a great indicator of their achievement.
Please recognize that curricular newsletters and calendars are circulated on a regular basis to keep you in formed of a timeline but are not considered assessment indicators regarding your child’s growth.
Some students will have Individualized Learning Plans and these are reported on in the same time frames as Learner Profiles. There are 2-3 formal meeting with parents to sign ILP’s and have discussions with teachers, Learning Coach, and Administration. We are also working in collaboration with Bow River Regional Collaborative Service Delivery this year and so have included a note which outlines the role of the School-Linked Team given that your child may received supports if required.
In partnership with Bow River Regional Collaborative Service Delivery we are working together to support children/youth, families and staff in our school.
This year, members of the School-Linked Team will be visiting our school regularly. This Team may include a:
- Speech-Language Pathologist
- Occupational Therapist
- Mental Health supports
- Consultant for Blind/Visual Impaired/ Deaf Hard of Hearing
- Other supports as required.
The School Linked Team will visit classrooms and work alongside teaching staff to plan and support all learners. The school will contact you, followed by a call from a member of this Team, if any follow-up is required for your child/youth. If specific services are required a Request for Service will be made and your consent will be required.
Some Common Educational Key Terms
Assessment: the process of collecting evidence of student learning
Assessment for Learning: (i.e. formative assessment) occurs during teaching and learning and is used to inform teachers and students of what has been learned in order to provide direction for improvement
Assessment of Learning: (i.e. summative assessment) reports on the status of learning at the end of a period of instruction
Authentic Assessment: an assessment composed of performance tasks and activities designed to simulate or replicate important real-world challenges; asks students to use knowledge in real-world ways with genuine purpose, audiences and situational variables
Balanced Assessment: recognizes that a single assessment cannot provide a clear picture of what a student has learned. It also refers to an assessment program that uses a variety of formative and summative assessments in order to improve and assess student learning
Categorical Grading: using categories to describe a student‘s performance, rather than letter grades or percentages
Common Formative Assessment: An assessment created collaboratively by a team of teachers. It is used to identify students needing extra support and to inform teachers‘ instructional practice.
Criteria: pre-determined indicators of performance based on learning objectives, not the performance of other students
Descriptive Feedback: timely, specific, ongoing feedback given to students; directly related to the learning criteria. It provides students with information about where they are now and what they need to do to meet the identified learning goal or target.
Differentiated Assessment: allows an educator to adapt his/her mode of evaluation to allow students who have particular learning needs to demonstrate their learning
Enduring Understandings: the specific inferences, based on big ideas, that have lasting value beyond the classroom. Enduring understandings are worthy of the learners‘ time and attention and are transferable and retained longer than rote memorization.
Evaluation: the process of judging student achievement based on the curriculum standards from the Alberta Programs of Study.
Grade: a summary statement of student achievement based on the learner outcomes, traditionally indicated by a number, letter or category.
Learner Outcome: students‘ learning expectations based on the curriculum standards from the Alberta Programs of Study.
Mark: a number, letter, or category assigned to any learning task that may be used to determine a grade.
Mode: the one mark that appears most frequently in a set (of marks).â€¨Non- Achievement Factors: student behaviors that may include effort, participation, attitude, attendance, and punctuality.
Authentic Performance Task: a meaningful, real-life task that enables students to demonstrate what they know, understand and can do in situations like those they might encounter outside the classroom or in situations that simulate the real world.
Rubric: set of criteria used to evaluate a student‘s performance in a given outcome area.