1. Assessment serves different purposes at different times: it may be used to find out what students already know and can do; it may be used to help students improve their learning; or it may be used to let students, and their parents, know how much they have learned within a prescribed period of time.
2. Assessment must be planned and purposeful. Planning must ensure that assessment is aligned with curriculum, instruction, grading, and reporting.
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This resource is created to support Grade 10 teachers in Sun West with the Pre and Post Reading Assessment that is done every two years. In additions to supporting the assessment process, there are best practices for using Before, During and After Reading Strategies in our ELA classrooms.

Template of posters that can be used or modified which describe the Saskatchewan 4 - point academic scale in student-friendly language.

This resource is created to support Grade 7 teachers in Sun West with the Pre and Post Reading Assessment that is done every two years. In additions to supporting the assessment process, there are best practices for using Before, During and After Reading Strategies in our ELA classrooms.

This 10 minute video will explain how you can find, schedule and use the Saskatchewan Assessments housed within Mathletics with your students.  These assessments can be used to support your work with Personalized Goals (PGs), classroom instruction and your other assessment needs. 

Narrative Writing Lessons and Resources includes Sun West lesson plans, resources, and assessments for grades 1-12! Teachers in the 2019-2020 Writing Alignment PLC created these ready to use materials for educators. We hope you find them useful!

There rubrics can help you assess where your school and/or class currently fit within the REORDER framework, and plan to further develop or improve and goal set.  

A Provincial Resource for Teachers and Leaders of Mathematics in Saskatchewan.

CONTENTS

Establishing a Mathematically Rich and Safe Environment
This section contains the following subsections:
Learning and Classroom Environment
Nurturing Positive Relationships
Physical Environment
Fostering a Mathematically Rich Classroom
Math Tools and Resources
Math Manipulatives
Indigenous Ways of Knowing Connection to Establishing a Rich and Safe Environment
Supporting Families; and
Supporting Indigenous Families
Honouring Indigenous Ways of Knowing
Cultural Affirmation and School Climate
Shared Decision-Making
Curriculum Actualization
Lifelong Learning
Elder Protocol
Tobacco Offering
Theresa’s Story: Benefits of Interacting with Elders and Knowledge Keepers

Practising Holistic Assessment
This section contains the following subsections:
Assessment OF, AS, and FOR Learning
Using the Triangulation of Data
Spaced Practice
Education Sector Strategic Plan (ESSP) Math Data Collection
Math Screeners
Indigenous Ways of Knowing Connection to Practising Holistic Assessment
Culturally Valid Assessment

Responding with Effective Instructional Practices
This section contains the following subsections:
Curriculum Connections
Learning Stages and Scope Sequence
Instructional Approaches
Pedagogical Models in a Mathematics Context
Mathematicians Workshop
Vocabulary and the Language of Math
Differentiation and Responsive Pedagogy;
Intervention
Tiered Intervention in Math
The Role of Technology; and
Indigenous Ways of Knowing Connection to Responding with Effective Instructional Practices

Developing Number Sense
Instructional Approaches in Number Sense, (along with resources and support for elementary, middle and high school mathematics); including
Comparing
Composing and Decomposing
Estimating
Visualizing
Representing
Other Instructional Approaches
Indigenous Ways of Knowing Connection to Developing Number Sense.

Integrating Relevant Research
This section contains the following subsections:
Works Cited
Bibliography
Additional research for your consideration

Where am I going?
Where am I now?
How can I close the gap?

Never collect information you are not going to use. Ask focused pre-assessment questions that will reveal student’s readiness, interests and learning preferences as they relate to the unit’s goals.

Group together all pre-assessment questions or activities about a particular understanding or skill. This will allow you to easily and quickly work with preassessment results when you are planning.

Provide students with a checklist of your expectations for their summative work. Require that they or a peer check their work against the list before submitting it for grading.

Welcome to Sun West's Supporting Assessment Wikispace

The purpose of this wikispace is to support administrators and teachers in Saskatchewan as they extend their professional learning about assessment.
This wikispace has been developed by the Sun West Assessment Committee, and the CAIT (Curriculum, Assessment, Instruction, Technology) Team

"Student assessment is a deliberate process used to provide feedback and evidence for making judgments about students' learning in relation to identified learning outcomes. Teachers guide the evaluation and reporting of student progress to parents/guardians" - Sun West Administrative Procedures 370: Student Assessment

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1.1 Assessment procedures are to support the principles of fair assessment and implement best practices for grading and reporting student achievement.
1.2 Teachers are to use a variety of assessment practices that are fair, objective, and reflect sound professional judgment.
1.3 Student grades are to reflect the level of achievement of the learning outcomes.
1.4 Learning Behaviours will be reported separately.
1.5 Diagnostic and formative assessments will be used to provide direction for improvement or adjustment to a program of instruction (This is assessment for learning).
1.6 Summative assessment will be used to make judgments about a student's achievement at the end of a sequence of instruction in order to assign a grade (assessment of learning).
1.7 Students will be involved in the assessment and grading process, through the use of rubrics, exemplars, inquiry learning, and other means.
1.8 Teachers are to report student progress to parents to guardians by means of parent-teacher-student conferences, reports cards, personal contact, and information technology such as
PowerSchool, emails, blogs, etc.

We have put together a Supplemental Learning Assessment Quick Reference Guide to help teachers address questions regarding the assessment process moving forward.

We have included many of the RPT guidelines as well as some of our own details to help clarify questions that may arise.

We have also included a research based article from the Canadian Assessment for Learning Network (CAfLN) that really explains assessment practices in a clear and concise way. The CAfLN document aligns very nicely with our Pre-K to 9 guidelines. We have had clearer responses to the 10-12 assessment questions from the RPT however, they do align fairly well with the philosophy behind the CAfLN document (different wording, etc.).

The goals of this needs assessment is to
• Prioritise what you need to work on as a Triad/School
• Focus on setting school based goals and actions involving your Triad
• Explore possibilities for these school based goals and actions by...
• Discussing the Division Triad Vision Statement
• Discussing your current school situation
• Analyzing your school REORDER plan to reflect your Triad goals and actions
• Produce a first draft plan for implementation of goals and actions
• Adjust your school REORDER plan to reflect your Triad goals and actions

Pre-requisites:
2018-2019 Form 110-2ESSP Level 3 School Strategic Plan - PeBL REORDER Plan – this will be used to help inform the develop the Triad goals and action plan.

A Year of Wellness for Middle Years was created by Sun West School Division teachers involved in the Mental Wellness PLC to support integrating all areas of wellness into the daily lives of our students and enhance their wellbeing. This resource includes monthly activities connected to the Middle Years leaning outcomes for each domain of wellness: Physical, Mental, Emotional, Spiritual, and Social. Students can work on this project independently, with their family, or as a class!