Communicating Student Learning

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Introduction

Seaside Elementary School believes that student success depends in part upon the collaborative efforts of all those involved in the education of the child.  Collaboration requires that teachers, children, and parents/guardians share a common understanding of what children are expected to achieve through their educational experiences, as well as an understanding of where the child is in his/her learning.  This School Plan will explain what is done at the school to assess and evaluate your child’s learning, and how our expectations of his/her learning as well as his/her achievements are communicated to parents/guardians. 

Tools for Assessment and Evaluation

Assessment is defined as the process of gathering information for student learning.  A variety of methods for assessing student learning are used so that a more accurate picture is gained of what students know and are able to do.  This is referred to as balanced assessment.  

The following are types of assessment strategies that are used to gather information on student learning.  These vary according to the grade level.

- portfolios

- work samples

- models

- oral and/or written  journals/reports/logs/presentations

- performances

- graphic/visual representations

- experiments

- concept maps

- quizzes

- tests

- debates

- projects

- checklists

- anecdotal records

- conferences

- surveys

- observation

- performances ie., - drama, music, gym

- reading records

- Provincial Assessments  

While no one teacher would necessarily use all of the above with each student, every teacher at Seaside Elementary is committed to a balanced and fair approach to assessing student learning.  Your child’s teacher would be pleased to discuss how he/she is meeting this goal.  

Evaluation is the process of analyzing and reflecting upon and summarizing assessment information and making judgments and decisions based upon the information gathered through assessments.  

Reporting

At Seaside Elementary School, a variety of methods will be used to communicate your child’s progress and achievement.  This includes two Parent/Teacher interviews, and three report cards.  

Your child’s progress is deserving of focused, private, planned conferences, free of distractions.  Teachers are not able to meet on an impromptu basis nor are they able to discuss a student’s program or progress during class time.  Instructional time includes supervision duty as well as the time spent meeting and greeting students.  Parents/guardians who would like to meet with the teacher are asked to contact the school/teacher to arrange a time outside of student contact time by calling the school at 465-7600.

Reporting on achievement of expected learning outcomes consists of the following:

A-  The student consistently demonstrates achievement of the expected learning outcomes addressed during the current reporting period. The student’s work sometimes exceeds program expectations.

B-  The student demonstrates achievement of most of the expected learning outcomes addressed during the current reporting period. The student’s work meets program expectations.

C-  The student demonstrates achievement of some of the expected learning outcomes addressed during the current reporting period. The student’s work approaches program expectations.

D-  The student rarely demonstrates achievement of the expected learning outcomes addressed during the current reporting period. The student’s work does not meet program expectations.  

Children Requiring Additional Support

The school is committed to supporting the learning of all students.  Teachers at Seaside Elementary School believe in the identification of students requiring extra support.  Timely intervention is the most effective approach in supporting student learning.  Parents are informed before any intervention such as resource support takes place.  

The school has established a process for the identification, assessment, and the program planning for students with special needs.  Classroom teachers, resource teachers, and parents may initiate and/or assist in identifying students with special needs.  In some cases when a student is identified as having special needs, a referral is made to the school program planning team.  The program planning team consists of the principal, school psychologist, resource teachers, two classroom teachers and other teachers and parents, as needed.  

Parents are consulted and written permission is required for any formal individual assessment.  Parents are informed of the test results.  The test results along with other information will be used in making adaptations to the student’s program or developing an Individual Program Plan (IPP) for the student.  The student and the parents/guardians as participants of the program planning team will be involved in making adaptations or developing an IPP for the student.  

Parental/Guardian Concerns

Throughout the year there may be questions and concerns that arise pertinent to your child’s progress.  If you have a concern, you are encouraged to address the teacher first.  A meeting can be arranged with the teacher where the administration may or may not be present.  If a follow-up meeting is arranged with the administration, resolution of the matter raised will involve the teacher, even if the teacher is not present at all meetings.  The goal is to resolve the issues in a climate of mutual respect while maintaining the dignity of all concerned and keeping in mind the best interests of the child.  

If the standard forms of communication of parents prove to be inappropriate (eg. English as a Second Language – ESL – parents), alternate methods of communication will be pursued to ensure that all parents have a clear understanding of their child’s progress.  

Review of School Plan

The School Plan for Communicating Student Learning will be reviewed and amended as needed by the principal after consulting with staff and the School Advisory Council.  This review will take place in conjunction with the annual updating of the School Improvement Plan 

For Further Information

Parents/guardians wishing to review the relevant provincial curriculum guides may download and view them from our school website by going to the Links tab on the left hand side of the web page. Copies are also available at the school for viewing.  The Halifax Regional School Board policy on Student Assessment and Evaluation can be accessed by visiting the Board’s website: www.hrsb.ns.ca.