Transcript Coming to understand curricular changes

LOCCSD REPORTING STUDENT
ACHIEVEMENT 2012-13
LOCCSD Parent Meetings,
November 2012
AGENDA
• Opening Prayer and Introductions
• Assessment Presentation
• Questions
WELCOME AND OPENING PRAYER
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
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
Skills:
• Punctuality
• Following instructions
• Recognizing the authority of the
supervisor
• Working on monotonous tasks for a
long period of time
AN EXAMINATION OF SASKATCHEWAN’S
PISA AND PCAP SCORES
AN EXAMINATION OF SASKATCHEWAN’S
PISA AND PCAP SCORES
AN EXAMINATION OF SASKATCHEWAN’S
PISA AND PCAP SCORES
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
Welcome to 21st
Century Learning:
The alignment of
curriculum, assessment
and instruction guided
by relevance,
relationships and rigor
for our students.
OLD VS. NEW CURRICULA
Previous documents
New documents
• Grade 9 Science – 91
objectives
• Grade 9 Science – 15
outcomes
• Identify parallel
branches and series
branches within a
circuit.
• Analyze the
relationships that exist
among voltage, current,
and resistance in series
and parallel circuits.
SASKATCHEWAN CURRICULUM ON-LINE
Saskatchewan Online Curriculum
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.
SASKATCHEWAN CURRICULUM DESIGNED FOR
HIGHER ORDER THINKING SKILLS
Grade: 9 Unit: Physical Science: Characteristics of Electricity
Outcome: CE 9.1 Demonstrate and analyze characteristics of static electric charge and current electricity, including historical
and cultural understanding. [CP, SI, TPS]
Level of Thinking
Score
Deep Understanding
4
3.5
In addition to score 3.0 performance, in-depth inferences and applications with partial success.
The student:
k. Differentiates between conductors, insulators, and superconductors in electric circuits – and can discuss function, design and purpose of each.
l. Differentiates between a complete circuit, a closed circuit, an open circuit, and a short circuit– and can discuss function, design and purpose of each.
j. Designs and safely conduct an investigation to determine the resistance of various materials such as copper wire, Nichrome wire, graphite, rubber tubing, wood, glass, distilled water, and ionic solutions to electric current.
e. Uses a technological problem-solving process to design, construct, and evaluate the reliability of a device to detect static electrical charges, such as an electroscope.
a. Poses questions to investigate related to static electric charge and current electricity.
Creating
construct, create, design, write
Evaluating
appraise, argue, defend, judge
Analyzing
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.
One or more of the indicators is taken to a deeper level of understanding – for example, the student goes beyond the depth of the indicator, uses their knowledge to create a new application, or designs and conducts a personal inquiry on a portion of the content.
3
The student exhibits no major errors or omissions.
compare, contrast, test distinguish,
differentiate,
Applying
choose, demonstrate, use
2.5
Understanding
classify, describe, discuss, explain, identify
Remembering
2
define, list, recall, state
1.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.
There are no major errors or omissions regarding the simpler details and processes as the student:
c. States the properties of static electrical charges.
f. Explains, with reference to electron transfer, the production of static electrical charges in some common materials such as flannel, fur, wood, plastic, rubber, and metal.
b. Gathers evidence for the transfer of static electric charges, including charging by friction, charging by conduction, charging by induction, and electrostatic discharge and create written, visual, and/or dramatic representations of those processes.
g. Describes the operation of technologies that have been developed based on scientific understanding of static electric charge and discharge (e.g., air filters, fabric softeners, lightning rods, automotive painting, plastic wrap, grounding straps, Van de Graaff
generator, and photocopiers).
m. Describes the flow of charge in an electrical circuit based on the particle theory of matter and electron transfer.
i. Identifies dangers to the human body associated with static electric charge and discharge, and current electricity, and discuss how technologies such as grounding straps, lightning rods, grounded plugs, fuses, and circuit breakers are designed to minimize such
dangers.
h. Outlines the contributions of people from various cultures to modern understanding of static electric charge and current electricity (e.g., Thales, Robert Boyle, Benjamin Franklin, Michael Faraday, Nikola Tesla, Georg Ohm, Alessandro Volta, André-Marie Ampère,
James Wimshurst, and Robert Van de Graaff), and past and present careers that require an understanding of static electric charge and current electricity.
d. Examines how the importance of lightning in First Nations and Métis culture is conveyed through stories and legends.
Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content.
1
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
.5
With help, a partial understanding of the 2.0 content, but not the 3.0 content.
0
Even with help, no understanding or skill demonstrated.
WHAT IS MASTERY?
“Tim was so learned, that he could name a horse in nine
languages; so ignorant, that he bought a cow to ride on.”
• Ben Franklin, 1750
Poor Richards’ Almanac
WORKING DEFINITION OF MASTERY
Students have mastered
content when they
demonstrate a thorough
understanding as
evidenced by doing
something substantive
with the content beyond
merely echoing it.
Anyone can repeat
information; it’s the
masterful student who can
break content into its
component pieces, explain
it and alternative
perspectives to others and
use it purposefully in new
situations.
Assessment:
Measuring
learning in a
variety of
ways.
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 need
to be measured.
Teachers and students use real-world applications and experiences
that are meaningful and relevant.
Assessment needs to measure students against set of learning criteria
not other students
DEFINE EACH GRADE
• A – 90%
• B - 80%
• C - 70%
• D - 60 %
• F - <50%
GRADE THE ASSIGNMENT
• Look at the Grade 8 piece of writing
• What percentage grade would you give it?
• What reasons do you have for assigning
that percentage grade?
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.
IMPORTANT POINTS ABOUT RUBRICS
• Rubrics compare students to a defined set of criteria
not to other students.
• Rubrics are not attached to a percent level (ie. 2 =
50%)
• Levels are not counted as points. (ie. 12/16)
GRADE THE ASSIGNMENT BASED UPON
RUBRICS AND EXEMPLARS
• Look at the Grade 8 piece of writing
• What grade score (1-4) would you give it?
• What reasons do you have for assigning
that grade score?
• What advice would you give to the student
to improve their writing?
NORTH EAST SCHOOL DIVISION
CURRICULUM CORNER
http://curriculum.nesd.ca/
REPORT CARD RENEWAL COMMITTEE AND TIME LINES
• Committee established in the fall of 2010 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
an outcomes based report card. ( 2010-12)
• 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 staff and all parent groups.
(Spring 2012)
RESEARCH MATTERS
• Anne Davies (Canadian)
• Sandra Herbst (Canadian)
• Karen Hume (Canadian)
• Ken O’Connor (Canadian)
• Damian Cooper (Canadian)
• Thomas Guskey
• Robert Marzano
• Rick Stiggins
• Larry Ainsworth
• Rick Wormeli
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.
FAITH, LIFE AND LEARNING GOALS
Students need consistent, scaffolded 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 at appropriate levels
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 2013-14
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
conflict, 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)
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.
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 “Curricular Focus Area”.
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
Indicates a wellunderstanding. Students
developed
at this level
understanding of the
demonstrate
grade level outcome.
inconsistent
Students at this level are
understanding of the
competent with the skills
stated outcomes.
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.
LOCCSD CURRICULAR FOCUS AREAS
Mathematics:
Mathematics:
Curricular
Focus
Area
Curricular
Focus
Area
Number Sense: an understanding of numbers, number
systems
and their
related operations.
Number
Sense:
an understanding
of numbers, number
systems and their related operations.
Patterns and Relations: an exploration of patterns and
patternand
rules
in numbers
and concreteofmaterials.
Patterns
Relations:
an exploration
patterns and pattern
rules in numbers and concrete materials.
Statistics and Probability: an understanding of data
collection,
representation
and the communication
of
Statistics
anddata
Probability:
an understanding
of data collection,
findings
as well asand
determining
the probable
outcomeas
of well
data
representation
the communication
of findings
events.
asspecific
determining
the probable outcome of specific events.
Shape
and
Space:
awareness
one’s
surroundings
and
Shape
and
Space:
anan
awareness
ofof
one’s
surroundings
and
ability
represent
and
describe
objects
and
their
thethe
ability
toto
represent
and
describe
objects
and
their
interrelationships
space.
interrelationships
inin
space.
Comments
Comments
R1
R1
Grade Score
R2
R2
Grade Score
Grade Score Grade Score
R3
R3
Grade Score
Grade
Score
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.
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.
RUBRIC OUTCOME NUMBER SENSE 7.1
Fully meeting expectations,
with enriched understanding
(EU)
Develop and apply
You show a well-developed
divisibility strategies ability to investigate and
for 2, 3, 4, 5, 6, 8, 9 generalize divisibility strategies
and 10 in order to
in multiple contexts. You can
demonstrate
explain the strategy you are
understanding of
applying and the reasons for it
division
with confidence. You apply
strategies with accuracy and
validate your factors
independently. You can apply
your understanding to
increasingly complex problems.
Fully meeting grade
level expectations
(FM)
On your own, you can
investigate and
generalize, and then
apply divisibility
strategies, validating
the factors in order to
justify your work.
Mostly meeting grade level
expectations (MM)
Not yet meeting grade
level expectations (NY)
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
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?
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.
LOCCSD Grading Procedure
A mean score is calculated for each outcome (4 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.
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.
Questions?