William King Elementary School
extent to which learning has occurred to
meet the expected learning outcomes.
Plan for Communicating
Student Learning 2011-2012
The purpose of assessment and evaluation
is to monitor the growth of student
learning over time. Also, assessment and
evaluation is designed so students can be
assessed and evaluated on their level of
understanding of the expected learning
outcomes.
Introduction
At William King Elementary School we
believe that a student’s success depends
upon the collaboration of all those involved
in the education of the child. Collaboration
requires
that
educators,
children,
parents/guardians, share a common
understanding of what children are
expected to achieve through their
educational experiences and a clear idea of
where children are in their learning.
Educators at William King Elementary use
learning outcomes to help them in
planning, delivering, assessing and
evaluating student’s progress. There are
learning outcomes for all grade levels and
for all curriculum areas. Learning outcomes
describe what a student is expected to
understand, be able to do and know, as well
as beliefs and attitudes.
Assessment and Evaluation
Assessment is the ongoing process of
gathering information on students’ learning
using a variety of sources and strategies.
Assessment occurs during teaching and
learning and is intended to show growth
over time. Also, assessments provide
teachers with information to inform their
instructional practices and decisions for
planning purposes.
Evaluation is the process of analyzing,
summarizing and making decisions based
upon the information gathered through
assessment. Evaluation determines the
While students are the most important
users of all assessment information, we
recognize that classroom assessment has a
variety of audiences. For each of these
audiences, classroom assessment will serve
the following primary purposes:
Students: To enhance the learning,
motivation, and confidence of students,
helping them develop skills and strategies
as self-assessors who are responsible for
their own learning;
Teachers: To identify individual student
strengths and areas of concern in relation
to the defined curriculum outcomes in
order to inform next steps for instruction;
Parents/Guardians:
To
provide
information about their children’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;
School Administrators: To inform school
targets for improvement and the allocation
of resources.
At William King Elementary School there
are many ways our students show us what
they have learned, which may include the
following:
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Observation/Anecdotal
Records/Checklists
–
Specific
methods that support continuous
gathering of information on
student learning
Collected and dated daily
assignments – Journals, informal
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writing shared among students and
teachers
Other ways of representing –
Concept maps, drama, puppet
shows, dioramas and skits
Reports/Projects/Presentations –
Assignments extending over a
period of time demonstrating their
understanding of a concept or topic
Observation Survey – Structured
assessment
activities
giving
evidence
of
the
child’s
reading/writing abilities
Running Records – Method used to
record and analyze a student’s oral
reading strategies
Conferences/Interviews
–
Discussions between students and
teachers regarding a student’s
accomplishments
Tests/Quizzes – A culmination of
the expected learning outcomes
through
written,
oral
or
demonstration activities
Performances – Skits, puppet
shows, public speaking, debates,
plays, role playing, reader’s theatre,
singing and dance, instrumental
music, visual arts and athletics
Peer and Self Evaluation –
Students assessing their own work
as well as their classmate’s work
using clear guidelines
Portfolios – A collection of
student/teacher selected work that
portrays a student’s effort,
progress and achievement over a
period of time
Models – Two or three dimensional
representation or construction
Rubrics – Identify criteria for
creating a project and provide
indicators to judge each student’s
performance.
what they know. It is important for
teachers to share assessment information
with students and parents so success can
be celebrated and challenges be addressed.
Communicating Student Learning to Parents
At William King Elementary School
parents/guardians will be informed of
student learning in a variety of ways; some
on a school wide basis and others particular
to individual classes and teachers. These
include but are not limited to:
 Report Cards
 Parent/Teacher Interviews
 Student led conferences
 School Assemblies/Special Events
 Curriculum Night
 Evening Assemblies (Math/Literacy
evening)
 Holiday Concerts
 Student-Led Activities
 Drama performances
 School Newsletters
 Agenda Books (2 way
communication)
 Email/Phone calls
 Home Reading Program
 Program Planning Meetings
 Work Displays/ Projects/ Bulletin
Boards
Please refer to the William King website
(http://wkes.ednet.ns.ca) and/or the Halifax
Regional School Board’s Academic
Calendar (www.hrsb.ns.ca) for further
information. Parents/Guardians wishing to
review the relevant provincial curriculum
guides may borrow a copy from the school
or access them through the government
website (http://doc-depot.ednet.ns.ca).
It is our belief that children should be given
multiple opportunities to demonstrate
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Parent Concern Protocol
While every effort is made to treat
student’s fairly and to communicate clearly,
there will be occasions when a student,
parent/guardian may have a concern they
wish to address.
Students or
parents/guardians should follow the
Board’s Parent Concern Protocol and
contact the teacher regarding concerns
about some aspect of the curriculum or the
child’s progress. The teacher will respond
to this communication within a reasonable
time.
If the student, teacher(s),
parents/guardians
feel
that
the
participation of the Principal would help
bring about a satisfactory resolution, the
Principal will meet with all involved after
initial contact with the teacher has been
made. The goal is to resolve the issues in a
climate of mutual respect keeping in mind
the best interest of the child.
Parents/guardians are invited to meet with
the teachers by appointment by calling the
school at 479-4200 or contact them
through email. Staff email addresses are
listed
on
the
school
website
http://wkes.ednet.ns.ca
Children Requiring Additional Support
as having special needs, a referral is made
to the school planning team. The school
planning team consists of the Principal,
Vice Principal, Psychologist, Resource
Teacher(s), Learning Center Teacher,
Classroom Teachers, and other school
personnel as needed.
Parents/guardians are consulted and
written permission is required for any
formal
individual
assessment.
Parents/guardians are informed of
assessment results. These results, along
with other information, will be used in
making adaptations or modifications to the
student’s program or developing an
Individual Program Plan (IPP) for the
student. Parents/guardians will be invited
to ‘program planning meetings’. To ensure
that every child receives the best possible
programming it is essential to have as
much information as possible from all the
adults involved with a child’s education.
Please take an active role in your child’s
learning. We welcome and recommend
that you contact teachers and/or the school
if you have questions and/or would like to
inquire about your child’s learning. Let’s
work together to ensure success for every
child!
William King Elementary is committed to
supporting the learning of all students. The
early identification of students requiring
extra support is the most effective
approach in meeting their needs.
Parents/guardians are informed before any
intervention such as Resource and/or
Learning Center support takes place.
The school has established a process for the
identification, assessment and program
planning for students with special needs.
Classroom teachers, resource teachers and
parents/guardians may initiate and/or assist
in identifying students with special needs.
In some cases when a student is identified
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