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Considerations:

The use of multiple measures

continuous review and feedback

understanding of the type of assessments being used (diagnostic, formative, screeners, etc) and what they measure

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·       A systematic method of ongoing communication to student and caregiver (Not just report card time) that is made clear to caregivers

·       Communication is equitable and inclusive (eliminate barriers for caregivers to receive and understand, such as avoiding teach jargon and consider opportunities for translation into home language)

·       Related only to clarified learning intentions that are curriculum expectations, and communicate separately information on learner attributes

·       Specifically connected to recent, relevant body of evidence

·       Areas of Strength, Areas for Growth/needs, and concrete next steps

·       Special considerations addressed and clarified respectfully - Individualized plans, modified expectations, alternate learning expectations, and accommodations must be clearly understood by the caregiver prior to report card time and with ongoing progress updates

·       Report card should not be the first time a caregiver receives information about achievement: areas of strength, areas for growth, next steps.

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Teachers can benefit from using the learning progressions as they assess individual pieces of evidence of various types (COPs); just using the colors on the student recipient end might be more than age appropriate, but can allow for a clear connection to the learning progressions in a teacher's body of evidence.

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Encouraging PTPro as tool to store collected evidence would be helpful if the teacher is using outcomes-based reporting with achievement levels (1, 2, 3, 4).

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With the upcoming updated 3-5 curriculum and the current updated P-2, it is timely to think about how we organizing assessment evidence to ensure that we are covering and assessing our most current outcomes.

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Teachers should be documenting evidence in a timely manner.

Teachers should make sure the evidence they are documenting aligns with student expectations and curriculum.

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Communication with families:

*jargon free

*free from bias

*clear understanding of how a student is doing in relation to the outcomes and expectations

*supportive

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whether in PTPro or otherwise, should be organized by student, key outcomes in ways that highlight more recent evidence (learning over time); if possible it should align various forms COPs of same learning outcomes in ways that allow for triangulation and observation learning progression that can inform next steps and guide small-group instruction. Way of recording previous descriptive feedback and next steps (like the 'half-scribbler' or a digital portfolio)

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Elementary teachers need to have A way to track and organize student evidence of learning. This may be electronic but could also be folders, binders, portfolios, etc. The key take away is that teachers need to gather and use assessment evidence and they need to be able to read and reflect on this data for planning and reporting. A system that a teacher uses and works for them (whatever that is) is far more valuable that requiring everyone to use gradebook or some other tool. Grading and assessment needs to be based on the curriculum outcomes for each subject taught. Perhaps our RAC group/ EECD partners could design some exemplars of some ways teachers could set up their assessment 'system' to effectively gather, use and record assessment evidence. Teachers could then refer to these and choose a system that works for them.

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Some teachers already do this. Moving to a 1,2, 3, 4 helps to ground everyone in a similar practice and allows for feedback to be meaningful and actionable ( vs. good, or 78%, etc.).

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Elementary teachers have many ways that they document student achievement and evidence of learning. As appropriate, if documenting in PTPro was a possibility with the ability to link to course outcomes, it could be beneficial for teachers to organize their progression through their outcomes.

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For consistency, yes, I think elementary teachers should use the achievement level scale. There have been challenges with families accepting the use of the scale at Grades 7 and 8. If used in lower grades, it can help to build a more solid understanding of expectations.

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Evidence of student learning should be organized such that more recent examples of students' work is valued. Elementary teachers often have strong professional judgement skills, the progression chart could help to organize this.

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Strong understanding of the value of formative assessment and timely feedback. Considerations should also include mindful use of formative assessment to drive next steps in instruction.