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Achievement and SIP

Measures of Student Achievement and Success

Assessment for Learning

This is the most important form of assessment. For Assessment to be useful to students, it must inform them in words, not number (or letter) scores. They need to know what they have done well, what they still need to learn, and what they need to do next in order to improve. Students learn best from the feedback they receive during the learning process. Studies show that students who received feedback only show a higher level of success than those who received marks and feedback or marks only. Therefore, Bayshore teachers give the students feedback and many opportunities to correct their work.

Students in Grade 1-5 will bring home a student Progress Report in November. It will focus on sharing each student’s learning skills development and provide an overall indication of progress in the subject areas. Strengths, needs and next steps for learning will be outlined.

How are our students assessed?

Assessment and instruction are inseparable. Every day, teachers assess children’s work using a number of strategies.

These include:

• Oral work

• Performance tasks (such as the presentation of a poster project or a play)

• Written tasks

• Observations regarding the child’s work habits

• Formal assessments such as PM Benchmarks & CASI for Literacy

Throughout this process, children are given clear directions so that they know what is expected. Each assessment helps teachers decide what children need to learn in order to achieve the provincial expectations.

What does this look like?

During the term, parents receive feedback through the work sent home with your child. This feedback will be in various forms such as:

• Comments written on children’s work

• A rubric (or chart) which describes a number of skills and level of achievement in each skill area for a specific task

• A test with comments (such as the child completed this test independently; the child needs to practice his spelling). Number or letter grades are not included

• The most important thing parents need to understand is that our focus will be on giving students concrete directions regarding how to improve academic performance

• Assessment of Learning (The Report Card)

• The Ministry of Education has certain curriculum expectations that students are to meet. Report cards go home twice times a year for students in SK and Gr. 1 to 5. There is one report card per year for students in JK. All reports include anecdotal comments and, for students in Gr. 1-5, letter grades. The purpose of the report is to provide a summary of progress as compared to the standards established by the Ontario curriculum.

School Improvement Plans and Initiatives

Over the past several years, we have worked on a number initiatives directed at improving our students’ literacy skills. They include:

• Higher Order Thinking Skills

• Questioning

• Inferring

• Make connections between reading texts, previous learning and personal experiences

• Communicate thinking and justify strategies used when solving mathematical problem.

Each year, we have had a specific goal that we build on year after year.

During the 2012-2013 school year the Smart Goal was:

With a focus on English Language Learners, students will engage in authentic experiences and tasks to allow for opportunities to learn and apply rich vocabulary in a variety of contexts.

During the 2013/2014 school year, we have identified the following SMART goal:

By June 2014, students will become more engaged (with what they are learning in class -in any subject) by providing them with meaningful and authentic tasks along with opportunities to share and consolidate what they have learned with a focus on oral communication.

We want students to:

• Be motivated by having unique opportunities to demonstrated their learning.

• Be involved in tasks that allow them to reflect and share their learning with a focus on oral communication.

• Access and use different types of technology to support and extend their ideas, and document and share their thinking.

• Communicate information and ideas effectively to multiple audiences using a variety of media and formats. ( media literacy, through the Arts)

• Demonstrate creative and critical thinking

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