Prairie Spirit CSL Teams K-8

1. Prairie SpiritCSL Teams K-8 November 24, 2010

2. 9:00 – 10:40 10:40 – 11:10 11:10 – 12:50 12:50 – 1:45 1:45 – 3:30 Session A (30, 35, 35) A.M. Nutrition Break (10, 20) Session B (30, 35, 35) P.M. Nutrition Break (25, 30) Session C (30, 35, 35) Balanced School Day

3. Agenda Session A: Introductions, Report Cards, Updates, Plans for the Year Session B: Evidence of Learning Portfolios Pamela Storoschuk Session C: Electronic Portfolios e-PEARL Homework for Next Session

4. Introductions • Please introduce yourself and the grade level you will be working at. • Give one reflection about the most recent Communicating Student Learning day – Nov. 19.

5. Session A Report Cards Making Plans

6. Where we left off • Create a draft report card, using the recommendations checklists from the K-4, 5-8 and 9-12 teams. • Explore other communication options.

7. Reporting - Spring 2010 • Essential Learnings for Grade 7 (March) • School Leaders’ Guide to Early Years Curricula (Spring) • http://www.edu.gov.mb.ca/k12/docs/support/ey_guide/ • School Leaders’ Guide to Middle Years Curricula (Spring) http://www.edu.gov.mb.ca/k12/docs/support/my_guide/

8. Reporting – Fall 2010 • Ontario’s Growing Success (August) http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf • Meeting with Manitoba Consultants • Manitoba Provincial Report Card announcement (September) • Provincial Assessment Policy (Nov.) http://www.edu.gov.mb.ca/k12/assess/docs/policy_k12/index.html

9. Plans for this Year • A divisional perspective on communicating learning through a. Portfolios (CSL K-8) b. Wikis (CSL 9-12) • Ongoing work on report cards and learning outcomes, as situation warrants

10. ASSESSING AND COMMUNICATING STUDENT LEARNING • Check for understanding Assessment forand as Learning • Generate descriptive feedback • Engage in learning experiences • Use feedback Assessment of Learning • Plan learning experiences • Confirm learning Planning with the end in mind • Reflect on evidence of learning • Determine meaningful grades • Determine acceptable evidence Identify desired learning MECY – Draft Version 2009

11. Project Outcomes: Outcomes: • Teachers decide how portfolios will be part of their assessment plan for a particular class, subject, or student group. • Teachers plan how students will use portfolios to set goals and criteria, to self-assess, to peer-assess, and to communicate their learning. • Teachers plan how they will assess both the portfolio process and the portfolio project. • Students use electronic portfolios (ePEARL)to build assessment skills and to communicate their learning. 5. Students and teachers reflect on using portfolios and ePEARL. Those ideas are reported back to the team. • CSL teams make recommendations, as to division-wide use of portfolios to communicate student learning. One focus will be on evidence-of-learning portfolios. One tool will be the electronic portfolio. Plans are made for resources and training as warranted. Others?

12. Where am I going? • Plan learning experiences Planning with the end in mind • Determine acceptable evidence Identify desired learning MECY – Draft Version 2009

13. Where am I now? • Check for understanding • Engage in learning experiences • Generate descriptive feedback • Use feedback MECY – Draft Version 2009 Assessment forand as Learning

14. How do I close the gap? • Confirm learning • Reflect on evidence of learning • Determine meaningful grades MECY – Draft Version 2009 Assessment of Learning

15. Session B Evidence of Learning Portfolios

16. Our Guest • Pamela Storoschuk • Shevchenko School in Vita, MB • Borderland School Division • http://shevchenko.borderland.ca/

17. Focused Free-Write • Topic: My use of portfolios

18. Session C Electronic Portfolios Homework for Next Session

19. Background • The research

20. One tool - ePEARL • Your accounts • Overview Tutorial • Explore the site • Resources • Reflections • Planning

21. To get to the site • Visitors: portfolio, portfolio • Go to: http://epearlpssd.merlin.mb.ca • You have a login and a password. • Choose to work in English or French.

22. At the Site • Confirm the level. • Go to LTK and look for your class. • Once you are in, look for your students’ names • They also have logins and passwords. • Find the Overview Tutorial.

23. Explore • Take time to explore the site. • Use the treasure hunt to take you to various areas of the site. • Watch videos, sign up for the wiki, look at abracadbra, etc.

24. Resources • ePearl at Manitoba Education http://www.edu.gov.mb.ca/k12/tech/lict/resources/epearl/

25. Reflections • Go back to your writing about portfolios. • Add some thoughts about electronic portfolios.

26. Homework • How will we demonstrate learning of the outcomes this year? • What would we like to accomplish by our next meeting? • Next meeting is January 19. Who would like to host?

27. Project Outcomes: Outcomes: • Teachers decide how portfolios will be part of their assessment plan for a particular class, subject, or student group. • Teachers plan how students will use portfolios to set goals and criteria, to self-assess, to peer-assess, and to communicate their learning. • Teachers plan how they will assess both the portfolio process and the portfolio project. • Students use electronic portfolios (ePEARL)to build assessment skills and to communicate their learning. 5. Students and teachers reflect on using portfolios and ePEARL. Those ideas are reported back to the team. • CSL teams make recommendations, as to division-wide use of portfolios to communicate student learning. One focus will be on evidence-of-learning portfolios. One tool will be the electronic portfolio. Plans are made for resources and training as warranted. Others?