How do you accommodate diverse learners in PS? - indicate accommodations in a comment. *for a different grade level. Build in all grade outcomes for adapted programs?

New curriculum outcomes are very broad - teachers constantly spiraling concepts. Outcomes not taught as a full unit anymore - weaved together continuously.

Brightspace work already done - previously consultants/Ed Tech.

Which outcomes make the most sense for what teachers are already doing/provincial assessments, etc. to narrow down 20~ outcomes for D2L.

Data from UofC research? Is there research out there?

Fort McMurry Public Schools - outcomes based assessment. Connected with Cheryl.

AP on Assessment/Reassessment - nothing specific for OBA. We have the tools, but how do we put this into a policy/guideline? Does Nadia have access to other district's policies?

Blueprinting assignments in the grade book. Is it connected to outcomes, can you go back and review outcomes rather than re-write the whole test? At least 5 years of work in LS. How can we community this more effectively to students/parents? D2L.

JH teachers often do a good job of reporting on specific outcomes. Elementary - it's more about the skill, and not necessarily the outcome. "Why are you doing this activity?" "Because it fits my theme of penguins". Can teachers identify the outcome and what they are working towards/assessing?

Disconnect between current progress reports and the new curriculum. We have all year to achieve these outcomes! AB/EX - what is the difference? How do we know? What IS an EX?

Move toward a continuum. Where is the student at this point in time on this outcome? Rubrics, progressions of learning/understanding?

Do teachers really know the outcomes? Are they creating tools that assess how students achieve those outcomes? The outcomes are what should be guiding our practice. Help teachers to understand their outcomes - do teachers have time to do this work?

• Elementary schools - no department heads, fewer PATs so more lose about what happens in classrooms.

• HS - diploma course teachers know the outcomes and teach them well.

Shelley - Rocky View

Nadia - Other districts, UofC perspective

Look in Administrative Procedures - is there anything in there?

Meeting #2:

1. Given what was explored in meeting 1, create a definition of the assessment concept you are working on (i.e. what is reassessment?)

2. How might our current guidelines need to be adapted to match this definition?

3. What guidelines might need to be added?

• Outcomes-based becomes the vehicle.

• Figure out what's happening.

  • Ed Tech - capacity of mastery view

  • Consultants - new curriculum implementation

    • Anticipate what is coming for secondary (by looking at what is now in elementary)

• How do we actually change to OB approach?

• Will look different at different levels (i.e. elementary vs high school).

• Beliefs vs Practices tool

  • hear from teachers (all or a select group)

Can other schools pilot at all 3 levels? Scale the BC pilot before rolling it out to the whole district.

Elementary - new curriculum = less outcomes, so easier to implement outcomes-based assessment. KUSPs are not a checklist.

• schools get together for shared pg and connection/collaboration

• facebook where teachers can share ideas/ask questions

  • we don't have this

• Alberta ed boards

  • no one vetting it - is it good?

• Something is better than nothing!

• thousands of teachers are doing the work - we should use this!

  • support for new teachers

• Workshops/working groups

  • give teachers space to share what they are doing

• It's not about the tool - it's about the teaching behind the tool

  • the resource is the starting point, teachers can make it their own.

Barriers:

• PG model - rigid and teachers have choice (to go or not go)

  • hosting sessions around a theme at a school with multiple schools joining

• 
  

learning about learning/assessment

giving their voice

Does your district already use outcomes-based assessment reporting?

If no – then no further questions!

• Yes

If yes:

Is there a procedure or overarching document that would outline how your district approaches or administers this? YES/NO

• yes

Is it across all grades and subjects? YES/NO

• no

What platform are you using to report grades to parents (i.e. PowerSchool/Brightspace)?

• powerschool

Any other comments on how it is working or its implementation?

• Slow role out to support teachers in their learning (scaffold the learning)

• Time is required for teachers to calibrate student work using a proficiency scale

Given perimeters, yes.  There are requirements outlined in our division document: Implementation Guide for Reporting Student Achievement.  Here's the excerpt:

Reporting Student Achievement, Grading and Conferences

All Divisions

a.                   A standard Division Progress Report template must be used at the end of each reporting period to report student achievement for all students being taught outcomes from the Alberta Curriculum.

b.                   Students who meet special education eligibility criteria are required to have an Individualized Program Plan (IPP). The IPP must describe progress towards achieving goals in each component of the student’s program. If a student is working on the graded curriculum in one or more subject areas, a Progress Report must be used for those subjects. If a student is working on a non-graded curriculum, a Progress Report must still be issued. The code NGC would be used on the Progress Report in addition to a comment directing parents/guardians to the child’s or student’s Individualized Program Plan (IPP).

c.                   Schools must determine and communicate, for each course, how they will report grades/marks. All grades/marks will be based on the teacher’s professional judgment (see the Professional Judgment section of this document).

d.                   Teachers must provide:

• a listing of the learning outcomes from the Alberta Curriculum that were the major area of focus during the reporting period

• written comments in the Progress Report which describe the major focus of instruction during the reporting period, the student’s strengths, areas for growth and any specific strategies the student can implement or practice to improve achievement in relation to the Alberta programs of study/curriculum. Refer to Appendix V - Discussion: Effective Progress Report Comments.

• a grade or a mark (Grade 1 to Grade 12)

5. Copies of Progress Reports and/or Division-approved alternatives [e.g., Early Years Evaluation-Teacher Assessment (EYE-TA), IPP] must be made accessible for the Assistant Superintendents of schools immediately following the release of the first reporting period as part of the procedures for monitoring the implementation of the Administrative Regulation GKB.AR Standards for Evaluation.

5. Schools must ensure that all Progress Reports, IPPs and English as a Second Language (ESL) Proficiency Benchmarks are included in the official student record, as per Administrative Regulation HO.AR Student Records.

5. Parent-teacher conferences should be formatted to best address the needs of the school community (e.g., goal setting, student-led celebration of learning), clarify and illustrate standards of performance that are used when reporting grades/marks, articulate strategies to help each student improve future academic achievement and foster discussions about behaviour, effort and work habits that might impact each student’s learning.