Hillside Park Elementary School
2014-15
Plan for
Communicating
Student Learning
Hillside Park Elementary School
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Assessment for Student Learning
Assessment and evaluation of classroom teaching and learning is an essential and
ongoing part of the education process. While students are the most important users
of all assessment information, the Halifax Regional School Board recognizes that
classroom assessment has a variety of audiences. For students, it enhances their
learning, motivation, and confidence, helping them develop skills and strategies as
self-assessors who are responsible for their own learning. It allows teachers to
better understand individual characteristics of learners and determine the best
methods for success. For parents and guardians it provides information about their
child’s strengths and areas of concern in relation to the defined curriculum
outcomes, as well as information about how student progress and achievement can
be supported. For school administrators, assessments inform school targets for
improvement and the allocation of resources.
In order to be successful, the education process must acknowledge age, gender,
culture ethnicity, race, religion, socio-economic status, abilities, educational
backgrounds and learning opportunities for students. At Hillside Park Elementary
we know that individual differences are what make us uniquely wonderful and we
continually celebrate this strength in how we approach learning.
In order for all students to have ample opportunities to demonstrate their
achievement of expected learning outcomes, teachers use a broad range of
assessment methods and tasks. One method may be relevant for a particular
learning situation and child but this does not ensure that the teacher has a full and
accurate picture of what the child knows or can do. Therefore, a range of methods
will reflect a balanced approach to assessment and would include a number of the
listed assessment strategies:
Portfolios - a collection of student/teacher selected work that portrays a child’s
progress/effort over time
Projects/ Presentations - formal and informal assignments extended over a period
of time demonstrating an understanding of a concept or topic
Work Samples/Models Journals - two/three dimensional representations,
informal writing shared among students, collected and dated daily assignments
Observation Survey - specific structured assessment activities giving evidence of a
child’s reading ability
Performance - skits, puppet shows, public speaking, debates plays, singing,
dancing, instrumental music
Questioning - the use of question and answer in various settings to determine what
a child knows
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Records/Checklists - specific methods that support gathering of information
Rubrics - identifies and describes the criteria used to assess student performance
Test/Quizzes - a time limited oral or written response to teacher questions on a
specific concept
Conferences -discussion between teacher and student and/or parent regarding
student learning
Peer/Self Evaluation - students assessing own and each others’ work using clear
guidelines
Goal Setting - collaborative process among student, teacher and parent/guardian to
establish goals the child will work toward
While no one teacher will use necessarily all of the methods listed above with each
student, every teacher at Hillside Park School will use combinations of the above
methods of assessment (as well as others) to ensure balanced assessment and a fair
approach to assessing student learning. Students and parents will be informed of
the purpose and processes relating to assessing and evaluating student learning.
Teachers will be clear, straight-forward and honest when communicating student
learning.
Report Cards
The Halifax Regional School Board report card for elementary schools will enable
the teachers to provide effective communication to parents/guardians regarding
student learning. Teachers will continue to make clear, accurate and useful
comments in the anecdotal portion of the report ensuring clear communication with
all interested parties. With much parental input, report cards continue to evolve to
ensure parents understand how their child is progressing. Parents will continue to
receive updated information on any changes. Please see our school website under
Parent Information for the latest updates on Report Cards.
Children Requiring Additional Support
Teachers at Hillside Park believe in the early identification of students requiring
additional support in order to support the learning of all students. Early
identification and timely intervention is the most effective approach to meeting the
needs of children. Parents are informed before any intervention such as resource
support takes place. Classroom teacher, resource teachers and parents may initiate
and/or assist in identifying students requiring additional support. When a student
is identified a referral is made to the school Program Planning Team. This team
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consists of the Principal, Vice-Principal, School Psychologist, Guidance and Resource
teachers, the classroom teacher, other teachers as well as parents, who discuss the
student who is referred and make recommendations and decisions as to best
approach their learning.
This support may include:
Adaptations - strategies and or resources to accommodate the learning needs of an
individual student. These are documented and evaluated as to their effectiveness.
Resource – a short-term intervention for children with specific learning challenges
in literacy and numeracy
Individual Program Plans (IPP) – based on a student’s strengths and challenges
for students whom the provincial curriculum outcomes are not applicable and/or
attainable.
Speech Therapy – for children with language needs or specific speech difficulties.
The support may include assessment, intervention and home programs
Psychological Services – support may include crisis intervention, grief counseling,
assessment and behavioral management
Learning Centre Support – for students with individual program plans (IPP)
Parents are consulted and written permission is required for any formal individual
assessment. Parents are informed of the 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.
Resources are available to parents form the Early Education and Child Development
website, www.ednet.ns.ca or contact us.
Parents wishing to review the relevant provincial curriculum guides may borrow a
copy from the school secretary or access them through the government websites:
https://sapps.ednet.ns.ca/Cart/index.php?UID=2014092009331224.89.240.169.
The Halifax Regional School Board policy on Student Assessment and Evaluation can
be accessed by visiting the Board’s website: www.hrsb.ca
Parental Concerns
There are a number of ways parents/guardians can become more knowledgeable
about their child’s learning. We hope these opportunities will prove helpful to
understanding the complexity of teaching and learning. These opportunities
include, but are not limited to:
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attending information sessions and conference sessions held at the school
reading the curriculum information the school provides
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regular communication with teachers
monitoring homework (check school bags and return forms)
asking your child about school
attending school SAC meetings
Throughout the year questions may arise concerning your child’s progress. We
make every effort to communicate effectively but occasions may arise when
parents/guardians have a concern they feel is not being adequately addressed. If a
matter of concern does arise, parents/guardians are asked to raise the issue with
the teacher first. A meeting will be arranged with the teacher, where the principal
may or may not be present. If a follow up meeting is arranged with the principal,
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 issue in a climate of mutual respect while
maintaining the dignity of all concerned and keeping in mind the best interest
of the child.
There are two scheduled parent/guardian/teacher conferences usually held in
November and April. Also, there will be many other methods for teachers at Hillside
Park to communicate with parents regarding student learning. Some of these
methods used in the communication of student learning may include the following:
Monthly school newsletters, class letters or calendars, student planners or
homework notebooks, phone calls, book bag programs, web pages, email, etc…
If you wish to discuss something particular about your child remember that your
child deserves a focused, private, planned conference. Teachers are not available to
discuss a student’s progress during class time. Parents/Guardians are invited to
meet with teachers by appointment, by calling the school at 864-6873.
Hillside Park School 2014-15
September 25
Curriculum Night
November 17
School based PD in the am, NO SCHOOL
Parent /Teacher Conferences afternoon and evening
December 11
Term 1 Report Cards sent home
April 9
Term 2 Report Cards sent home
April 22
School based PD in the am, NO SCHOOL
Parent Teacher Conferences afternoon and evening
June 29
Term 3 Report Cards sent home, last day
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