INSPIRING EDUCATION: THE JOURNEY BEGINS
E ngaged Thinker
E thical Citizen
E ntrepreneurial
Spirit

INSPIRING EDUCATION POLICY SHIFTS

NEW EDUCATION ACT http://www.qp.alberta.ca/1266.cfm?page=e00p3.cfm&le g_type=Acts&isbncln=9780779769346

NEW MINISTERIAL ORDER ON STUDENT LEARNING http://education.alberta.ca/media/69516
45/skmbt_c36413050707450.pdf

CURRICULUM REDESIGN TIMELINE

COLLABORATIVE CO-DEVELOPMENT
Curriculum Development Application

COLLABORATION AND CO-DEVELOPMENT
Prototyping – One Model

COMPONENTS ANCHORING CURRICULUM DEVELOPMENT
• Draft Guiding Principles for Curriculum Development
• Draft Standards for Curriculum Development
• Draft Common Construct for Programs of Study
• Draft Essence Statements for Subject/Discipline Areas
• Draft Literacy and Numeracy Benchmarks
• Cross-curricular Competencies (as articulated in M.O.) and Draft Competency Indicators

DRAFT GUIDING PRINCIPLES FOR
CURRICULUM DEVELOPMENT
• Guiding principles are overarching beliefs
• Provide overall direction for curriculum development
• Seven draft guiding principles
• Based on current research

DRAFT STANDARDS FOR
CURRICULUM DEVELOPMENT
• Draft Standards build on the draft Guiding Principles
• Are requirements
• Provide “must-do” direction for curriculum developers

DRAFT COMMON CONSTRUCT FOR
PROGRAMS OF STUDY
Common Construct for Programs of Study
Subject/Discipline Area and Grade Level
Learning Outcomes
I …
I …
I …
Cross-curricular Competencies
– refer to pages 9–10 and Appendix E
Literacy and Numeracy Benchmarks
– refer to page 11 and Appendix F

Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit
DRAFT ESSENCE STATEMENTS FOR
SUBJECT/DISCIPLINE AREAS
• Outline what is unique to a subject/discipline area
• Essential characteristics or intrinsic nature of the subject/discipline area

UNDERSTANDING LITERACY AND NUMERACY
© Jupiterimages/Photos.com

MINISTERIAL ORDER (#001/2013)
® DIGIPICT

WHY ARE LITERACY AND NUMERACY SO IMPORTANT?
Our Alberta students need many ways to discover the world and make sense of it by acquiring, connecting, creating and communicating meaning in a variety of contexts throughout daily life.
Curriculum Development Prototyping Guide (August 2013) – page 11
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 12

DRAFT LITERACY AND NUMERACY BENCHMARKS ARE:
• expectations and behaviours at developmentally appropriate age groups;
• inclusive;
• applied in diverse contexts and for a variety of purposes;
• the responsibility of all educators; and
• lifelong processes.
© SerrNovik/Photos.com
Curriculum Development Prototyping Guide (August 2013) – page 11
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 12

DRAFT BENCHMARK COMPONENTS
Awareness
• Understanding the roles literacy and numeracy play in attaining insight and learning
• Identifying oneself as literate and numerate
Knowledge and
Understanding
• Essential concepts, skills and social or cultural experiences that are foundational building blocks
Strategies
• A set of deliberate actions, procedures or processes applied in a learning situation to perform a task requiring literacy or numeracy
Curriculum Development Prototyping Guide (August 2013) – pages 24 - 31
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages 30 - 37

THE DRAFT LITERACY AND NUMERACY BENCHMARKS
Component
Awareness
Ages 4–5 Ages 6–8 Ages 9–11 Ages 12–14 Ages 15–18+
I determine how being literate enables me and others to create and express meaning.
• I explore and play with the patterns, sounds and language around me.
• I recognize that language is used in many ways by different people.
• I determine how my personal enjoyment and my learning are enhanced by my choice of literacy activities.
• I determine how literacy helps me achieve personal goals, explore interests and make informed choices.
• I understand that being literate empowers me to successfully communicate with others, achieve personal goals, and make local and global connections.
Organizing Element Benchmark
Curriculum Development Prototyping Guide (August 2013)–pages 24-31
Guide du prototypage pour l’élaboration du curriculum (Aout 2013)–pages 30-37

HOW WILL THE DRAFT BENCHMARKS BE USED?
Curriculum must provide clear evidence of literacy and numeracy within and across subject/discipline areas.
(Standard 9)
Curriculum Development Prototyping Guide (August 2013) – page 16
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 20

© Goodluz/Photos.com

THE EVOLUTION OF NUMERACY
1959-1982
A numerate person is able to use arithmetic skills that are normally acquired in childhood.
1982late 1990s
A numerate person uses math in everyday life and understands and appreciates information presented in mathematical terms.
1990-today
A numerate person possesses the power and habit of mind to search out quantitative information, critique it, reflect upon it, and apply it in their public, personal and professional lives.
National Numeracy
Network, 2012

© Photodisc/Getty Images

© Photodisc/Getty Images NUMERACY
• Generally requires quantitative or spatial information in everyday situations or
© Photodisc/Getty Images contexts that have a tendency to be complex or less defined
• Understanding develops horizontally
MATHEMATICS
• Often requires procedural knowledge and understanding applied to more defined or life-like problems
• Understanding develops vertically
© celena beech/Photos.com
© Photodisc/Getty Images

CONSIDER THE FOLLOWING QUANTITATIVE INFORMATION:
Monthly Plan
Price
$25/month
Talk Text Internet Video & Picture
Messaging
0
$30/month
100 local minutes
(Unlimited after 6pm)
0
200 local minutes
(Unlimited after 6pm)
Unlimited
1000 Canada-wide long distance
Unlimited
0
0 Unlimited
$55/month
$70/month
$85/month
(+ $55/extra line)
Unlimited Canadawide long distance
Unlimited
Unlimited Canadawide long distance
Unlimited
500 MB
Overages: $15/1GB
250 MB
Overages: $15/300MB
3 GB (shared)
Overages: $15/1GB
Unlimited
Unlimited
Unlimited
Which cell phone plan would work best for you?
Curriculum Development Prototyping Guide (August 2013) – pages 29 - 31
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages 36 - 37

© monkeybusinessimagesL/Photos.com

LANGUAGE ARTS IS A SUBJECT THAT…
• focuses on the language and its forms and functions.
• explicitly teaches students to develop and apply strategies for comprehending, expressing, composing and responding in a variety of contexts.

WHAT IS LITERACY ?
• Literacy is interacting with and making meaning of your world.
• Literacy is learned, applied and developed through a variety of experiences in and beyond the classroom walls.
© sonyae/Photos.com

WHAT IS THE RELATIONSHIP BETWEEN LANGUAGE ARTS
AND LITERACY?
Language Arts is
• the study of language learning, and
• the knowledge, skills and attitudes of how language works.
Literacy is
• the ability to acquire, connect, create and communicate meaning in a wide variety of contexts.

THE EVOLUTION OF LITERACY
• write a speech
• present a report
• read a letter
• write a resume
• talk on the phone
• collaborate face to face
• teleconferencing
• encyclopedia/dictionary
• maintain a blog
• collaborate virtually in real time
(videoconference, Yammer,
GoogleDocs, Skype, Twitter)
• design an app
• create, produce and share video
• use e-portfolios (LinkedIn)
• instant messaging/texting
• Wikipedia

© Photodisc/Getty Images

LITERACY AND NUMERACY ARE ESSENTIAL FOR DEVELOPING
ENGAGED THINKERS AND ETHICAL CITIZENS WITH AN
ENTREPRENEURIAL SPIRIT
I want to be confident, creative and take risks in my career or business.
I want to know what is happening in the environment and how I can take care of it.
I want to think critically when I read statistics in the media.
As a citizen, I want to make informed decisions.
I want to be prepared for further education.
© Photodisc/Getty Images

http://www.reuters.com/artic le/slideshow/idUSBRE96B0IC2
0130712#a=4
CROSS-CURRICULAR COMPETENCIES http://www.curling.ca/blog/2013/03/08/extra-endloss-in-page-1-2-game-sends-canada-to-semifinal-atworld-juniors/ http://www.ctvnews.ca/cana da/chris-hadfield-callsprospect-of-sooncommanding-iss-surreal-
1.1177283

WHAT IS A CROSS-CURRICULAR COMPETENCY?
• An interrelated set of attitudes, skills and knowledge
• Applied in developmentally appropriate contexts for successful living and learning
• Applied from K-12 across all subject/discipline areas

WHY CROSS-CURRICULAR COMPETENCIES?
• Growth of the whole child; a student-centred approach
• Enable personalized learning
• Support teacher decision making
• Provide consistency across subject/discipline areas and in assessing and reporting

CROSS-CURRICULAR COMPETENCIES
AS PER THE MINSTERIAL ORDER ON STUDENT LEARNING (#001/2013) a) Know how to learn b) Think critically c) Identify and solve complex problems d) Manage information e) Innovate

CROSS-CURRICULAR COMPETENCIES
AS PER THE MINSTERIAL ORDER ON STUDENT LEARNING (#001/2013) f) Create opportunities g) Apply multiple literacies h) Demonstrate good communication skills and work cooperatively with others i) Demonstrate global and cultural understanding j) Identify and apply career and life skills

WHAT IS A COMPETENCY INDICATOR?

CROSS-CURRICULAR COMPETENCY INDICATORS MODEL

SAMPLE LEARNING EXPERIENCE
Learning Experience:
Your community is planning to build a new recreation centre and is looking for residents of the area to share ideas. You have the opportunity to offer your suggestions to the planning committee. Think about the activities you would like to do at the centre.
Research what other communities offer at their recreation centres. Considering the needs and interests of your community, select a format that will best communicate your ideas to the planning committee.
Use your research to support your ideas.

SHARING LEARNING EXPERIENCES
In your context, what would competency-focused learning experiences look like?

QUOTE FROM THE FIELD
We chose to switch our planning approach from project-based learning with competencies as a supporting role to looking first at the competencies that fit best with our program of studies then designing an appropriate project. The results were richer skills, attitude and knowledge development in our students.
We are transformed as a learning community.
(Cheryl Devin, Teacher, Alberta School)

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DIGITALLY-BASED ASSESSMENT
Inspiring Action on Education (June 2010) contemplates a future where
“provincial assessment could also be made available on-demand.”
Realizing this vision is only possible through digitally-based exam administrations
Digitally-based provincial assessments will enable o Secure delivery of assistive technologies such as text-to-speech o The use of multi-media in provincial assessments o Innovative assessment items o Assessments to be securely delivered across a broad spectrum of devices
Many existing and legacy systems will need to be replaced or enhanced
Ideally, cloud-based infrastructure will be utilized that can easily respond to rapid spikes in demand

CURRENT SITUATION
•
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• Currently, Quest A+ is used by Assessment to securely deliver digital format provincial assessments.
A new digitally-based assessment system will be a successor to Quest A+.
To date, the major uptake with Quest A+ has been with the written-response provincial assessments.
o Instead of going through the time-consuming task of modifying school-owned computers to comply with exam administration directives, increasingly schools are opting to administer written response assessments via Quest A+.
o This only requires a simple Locked Browser installation.
o Both school and student-owned PC and Mac OS devices are permitted.
o In January and June 2013, about 10,000 Part A Diploma Exams were administered via Quest A+.

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INCREASED DIPLOMA ADMINISTRATIONS
This year, the both the November and April diploma examination sessions are considered “open sessions”
In the past, these two sessions were restricted to schools and students enrolled in courses that concluded in November and April
Students may now re-write diploma examinations during these two sessions without having a current, November or April course mark
Pre-registration for these two sessions is mandatory
In November, Chemistry 30, ELA 30-2, Math 30-1, and Physics 30 are offered
In April, Biology 30, ELA 30-1, Social Studies 30-1, and Social Studies 30-2 are offered

FUTURE INCREASED OFFERINGS
• In November 2015 and April 2016, all “high-demand” diploma examination subjects will be offered during these two sessions: o Biology 30 o Chemistry 30 o ELA 30-1 o ELA 30-2 o Mathematics 30-1 o Physics 30 o Social Studies 30-1 o Social Studies 30-2

TRANSITIONS TO A DIGITAL ASSESSMENT SYSTEM
• Alberta Education is in the process of securing a new online assessment system
• Over time, provincial assessments will be increasingly administered in a digital formal
• The first sessions to be digitally-based will be the smaller,
November/April sessions
• It is anticipated that diploma examinations in the other sessions will be progressively moved to the online assessment system

CURRENT INITIATIVES HOW TO BE INVOLVED
 All Math/Science field tests are administered in an exclusively digital format
 Humanities grades 6 and 9 PATs offered in a digital format
 Grades 6 and 9 machine-scored PATs can be administered in a digital format
 Grades 6 and 9 written-response PATs can be administered in a digital format
 Part A Diploma Exams can be administered in a digital format
 All diploma perusal copies are presented in an exclusively digital format

OVERVIEW
• Student Learning Assessments (SLAs) Details
• Timelines
• Purposes
• Questions

STUDENT LEARNING ASSESSMENTS (SLAs)
• On May 9, 2013 Minister Jeff Johnson announced that Alberta would be giving teachers more tools to help students succeed by introducing assessments that will replace the existing Provincial Achievement
Tests (PATs).
• The Student Learning Assessments (SLAs) will be digital and will be administered at the start of Grades 3, 6, and 9.
• A window of approximately 10 days, near the start of the school year, will provide schools with the opportunity to decide when it will be best for students to complete the assessments.
• The outcomes that will be assessed come from the previous years’ programs of studies (i.e. grades 2, 5, and 8).

SLA DETAILS CONTINUED
• Results of the SLAs will be available within 24 hours for teachers, within one month for schools and school authorities, and annually for the province.
• SLA results will reflect the literacy and numeracy categories
(Awareness, Knowledge and Understanding, and Strategies)
• Alberta Education plans to provide an assessment framework that matches outcomes from the provincial Programs of Study with the
Literacy and Numeracy Benchmarks developed as part of
Curriculum Redesign.

SLA DETAILS CONTINUED
• Grade 9 SLAs may also delve into the cross-curricular competencies (21 st century skills)
 Know how to learn
 Think critically
 Identify and solve complex problems
 Manage information
 Innovate
 Create opportunities
 Apply multiple literacies
 Demonstrate communication skills
 Demonstrate global and cultural understanding
 Identify and apply career and life skills

SLAs CHOICE YEAR
• For June 2014 and September 2014, school authorities have a choice, school-by-school, whether to administer the Grade 3 PATs in
June, the Grade 3 SLAs in September, or both.
• In fall 2013, the Assessment Sector of Alberta Education will ask school authorities to complete a short spreadsheet that shows, school-by-school, their choice: Grade 3 PATs in June 2014, Grade 3
SLAs in September 2014, or both. This decision must be made by the school authority, but it can be implemented on a school-byschool basis .

SLAs DETAILS TEACHER INVOLVEMENT
• Each September, AB ED request nominations of teachers to participate in provincial test development working groups.
• The involvement of Alberta teachers in blueprinting, item development, field testing, test validation, French translation validation, standards setting, and results interpreting has been a cornerstone of the success of Alberta’s provincial assessment programs for more than 30 years.
• This year, school authorities will be asked to nominate teachers to participate in the development of the Grades 3 and 6 SLAs, which will require teachers with extensive knowledge of the Grades 2 and 5 programs of study. Alberta Education looks forward to working with teachers to ensure that provincial assessments, and the new SLAs, continue to be high quality assessments that are relevant to students, and that provide valid and reliable information to students, parents, teachers and administrators, school authority leaders, and the public.

TIMELINES for SLAs
June 2014 June 2015 June 2016 September 2017
Choice Last administration Last administration Full implementation administration of (full cohort) of the (full cohort) of the of the Grade 9 SLAs
Grade 3 PATs Grade 6 PATs Grade 9 PATs
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June 2013 September 2014 September 2015 September 2016
Last full-cohort Choice Full implementation Full implementation administration of administration of of the Grade 3 SLAs of the Grade 6 SLAs the Grade 3 PATs Grade 3 SLAs and piloting of the and piloting of the
Grade 6 SLAs Grade 9 SLAs

PURPOSE STATEMENTS
• Assessment is a process, and the primary purpose of assessment is to improve student learning.
• To facilitate this, assessment information can be used by:
 a student to be informed about, to reflect upon, and to initiate activities to enhance his or her learning;
 parents to have meaningful conversations with their child and their child’s teacher(s); and
 a teacher to assist in meeting the learning needs of a student.

PURPOSE STATEMENTS CONTINUED
• Assessment information is also available to enhance instruction for students.
• To facilitate this, assessment information can be used by:
 a teacher to be informed about, to reflect upon, and to initiate activities to enhance his or her instruction;
 a principal to strategically support instructional practices and address the organizational needs within the school;
 a school council to give advice about the learning opportunities, resources, and services provided by the school;
 a superintendent to allocate resources appropriately and advocate for effective instructional practices;
 trustees to create or amend authority policies and to guide their advocacy work; and
 Alberta Education to be informed about the implementation and delivery of curriculum.

PURPOSE STATEMENTS CONTINUED
• Assessment information also assures Albertans that the education system meets the needs of students and achieves the outcomes of the Ministerial Order on Student Learning.
• Provincial assessment programs, including SLAs, are sources of information that must be interpreted, used, and communicated within the context of regular and continuous assessment by classroom teachers.