Ends Assessment and Reporting

1. Ends Assessment and Reporting Calgary Board of Education

2. The Ends Mega-End

3. Ends 3, 4 and 5

4. What are Ends 3, 4 and 5 about? Integrity Responsibility Curiosity Perseverance Goal-setting Flexibility Empathy Confidence Compassion Optimism Respect Strategic thinking Independence Adaptability Resilience Collaboration Communication Courage Concern for others Critical thinking Perspective-taking

5. In and ThroughLearning Families have the primary responsibility for the development of a child’s citizenship, personal potential and character. • Schools share in these responsibilities. The context for our assessment and reporting is on the citizenship, personal development, and character students exhibit in and through learning. • Being able to personalize learning, to understand a great many things about the individual learner and to teach accordingly, requires understanding and developing the processes of a student’s interactions within the learning environment as well as the student’s understandings of content.

6. Gathering Evidence • Gathering evidence related to Ends 3, 4, 5 includes seeking to understand: • What decisions did the student make about how to approach a task, an interaction, an issue, etc.? • What did they initiate, and what does that tell us about their priorities? • How did they respond to events, ideas, issues and obstacles in their learning environment? • What did they say about their thoughts, feelings, intentions, etc.? • How did their decisions, responses and actions contribute to their success in learning?

7. In the CBE, the Personalization of Learning  begins with engagement  is active and effortful  is assessment-rich  is metacognitive and transformative Personalization The work of Ends assessment and reporting draws particular attention to the assessment-rich nature of personalized learning, to practices of assessment that inform instructional decisions, inform student learning tactics, and articulate multiple avenues for the representation of learning.

8. Programs of Study • Students  will  be  encouraged  to work  collaboratively  in  planning  and carrying  out  investigations  and  in  generating  and  evaluating  ideas;  e.g., • •  assume  a  variety  of  roles  within  a  group,  as  required • •  accept  responsibility  for  any  task  that  helps  the  group   • complete  an  activity • •  evaluate  the  ideas  of  others  objectively • •  seek  the  points  of  view  of  others  and  consider  a   • multitude  of  perspectives. Alberta Education Program of Studies Chemistry 20-30 (revised 2009) p. 16 Ends 3, 4, 5 are not new curriculums. They are elements of all programs of study and are integrated into everything that schools do to advance student learning.

9. Strength-Based Reporting • An assumption of strength within each student will serve as foundational to Ends 3, 4, 5 assessment and reporting. • There are multiple versions of successful demonstrations of citizenship, personal development and character within any given situation. • These multiple versions of success do not lend themselves to rubric or checklist assessments. Ends 3, 4, 5 will primarily be reported as descriptions of student performance interpreted in relation to the general indicators of success for each Ends. • Assessments of student performance are made through a triangulation of data sources: student work, teacher observation, and student reflection.

10. Reporting The same report card stems will be added to all Grade 1- 12 student report cards. Distinctions between the divisions will be evident in the context in which students are asked to work and learn and the level of sophistication evident in the descriptions of student assessment information.

11. Citizenship in Learning

12. Personal Development through Learning

13. Character in Learning

15. The Report Card Summative evaluations will be based on teachers’ judgments of the consistency with which students demonstrate those strengths and the degree of support required to incorporate them within the learning environment. EX – Exemplary Strengths EV – Evident Strengths EM – Emerging Strengths SR – Network of Support Required IPP – Individual Program Plan

16. Descriptive Reporting

17. Effort “Effort” will be removed as a reporting category in all subject areas on report cards with the understanding that the Ends 3, 4, 5 report card stems provide the opportunity to describe to parents students’ initiative, persistence, responsible decision making, group contributions, pursuit of learning goals and the independence with which they engage in learning tasks – information that together creates a very comprehensive portrait of students’ effort in learning. 

18. Reporting

19. Timeline Elementary and Middle/Junior High Schools • 2010/2011 • Partial implementation: • full assessment and reporting of at least one End • descriptive feedback prior to summative scale • optional full implementation 2011/2012 Full implementation Senior High Schools • 2010/2011 • Partial implementation: • some assessment and reporting of at least one End • 2011/2012 • Partial implementation: • continuation of 2010/2011 Ends reporting • assessment and reporting of at least one additional End 2012/2012Full implementation

20. Student Agency • reflective and self- aware • well-informed about expectations • understands the relationship between academic success and the other Ends • active participant in determining what the Ends look like, lived • involved in the conversations about Citizenship, Personal Development and Character • able to, and expected to, provide evidence of his own personal growth • lives his understanding beyond the classroom

21. Collaborative Effort The advancement of citizenship, personal development and character in our students must be a whole-school effort. All members of the school community share the responsibility to model, teach and expect demonstrations of the characteristics of these Ends in all school, classroom and extracurricular activities.

22. A Parent’s Wish “To my son … when I think of education in 20 years I hope that your teachers have loved you and nurtured you and helped you to become a “ready citizen” for your adult journey of life. I hope your teachers have instilled the power of lifelong learning and teamwork.” Parent, Fort McMurray Inspiring Education, Community Conversation