PLEASE NOTE: This page is not being updated regularly nor is the CSL website as a whole. The most up to date information can be found on the CSL K-7 SharePoint Site.
Q: How do I join your Curriculum and Assessment group on Teams?
A: Click this blue link below. The Team is a great place to collaborate with other teachers to ask and answer questions. The CAM Team holds Office Hours and workshops through this team.
Curriculum and Assessment Team K- 7
Q: How can I see your new CSL SharePoint Site?
A: Click here to access our CSL K-7 Sharepoint Site. Moving forward, the CSL K-7 SharePoint site will be the most up to date source of elementary CSL information.
Q: What attachments should be sent home with the June Year-End Summative Report?
A: The following information should be included:
- A student self-assessment of the Core Competencies. This website and the CSL SharePoint site contain several examples of forms that can be used to record student self-assessments. If the self-assessment has been done digitally, indicate on the report card where parents can access it.
- For some students, an ELL or Resource report written by an ELL/Resource Teacher
Q: All teachers are now required to use the CSL Online Tool to complete the January and June written reports. What will this look like?
A: All teachers will now issue 2 written reports that go home - one by the end of January and one at the end of June. All teachers are also providing a minimum of three ongoing communication with parents throughout the year. This year all teachers and schools will be using the online CSL Tool and will follow this CSL model. The ongoing communications can be documented on the Record of Ongoing Communications form if this is helpful to the teacher. However, this record is no longer required and no longer goes home with each student. The record of ongoing communication is now simply a tool for helping teachers keep track of their communications throughout the year.
In summary, all teachers will send home two written reports by the end of January and in June.
This form of reporting will require clear communication to parents. Letters can go home to school communities indicating these changes and are often sent by administrators and teachers.
Q: How do I assess students in a way that lends itself to this way of communicating student learning?
A: The following principles provide a foundation for the development of classroom assessment, evaluation and communication of student learning. They are intended to provide teachers with guidance for classroom assessment that aligns with the redesigned curriculum. Please refer to the VSB Principles of Assessment for more information.
- Is fair, transparent, meaningful and responsive to all learners
- Focuses on all 3 components of the curriculum model – knowing, doing, understanding
- Provides ongoing, descriptive feedback to the learner
- Is ongoing, timely, specific, and embedded in day to day instruction
- Provides varied and multiple opportunities for learners to demonstrate their learning
- Involves students in their learning
- Promotes development of self-assessment and goal setting for next steps in learning
- Allows for a collection of student work to be gathered over time to provide a full learning profile for each student
- Communicates clearly to the learner and parents where the student is, what they’re working toward and the ways learning can be supported Link:
Q: Am I still required to send an informal report home before an "I" (incomplete) is sent home?
A: Since all schools are not using letter grades, that would mean that we are not using the I/Incomplete in the way we have been. Having said that, we still have a responsibility to alert parents to factors that are impeding their child’s learning. It would still be very important that the teacher reaches out to the parents in writing or in a verbal conversation (which can be then recorded in the teacher's log about ongoing communications of Student Learning) before the January written progress report to let the parents of the child know that attendance is affecting his/her overall progress and that they are not able to effectively assess their child’s current learning abilities due to these frequent absences.
This student's competency scale bar would be set at the beginning level and comments regarding their individual progress and goals can be documented in the report.