Mrs. Duncan's Welcome Back Video

Dear Keeler Families, 

Changes to the Mathematics Report Card Descriptors 

In the past two weeks, I have shared some changes to the CBE assessment framework including our work around calibration and indicator changes.  In this installment, I will outline one last major change around the mathematics section of our report card that are in effect this school year.   

Please refer to the chart below: 

Former CBE Indicators for Mathematics	Kindergarten - Grade 9  Understands mathematical concepts and relationships  Uses mathematical reasoning to analyze and solve problems  Explores and develops strategies for mental mathematics and estimation  Models, represents and communicates mathematical ideas
Current CBE Indicators for Mathematics Effective 2019-20	Kindergarten to Grade 1  Number – Develops number sense and applies strategies for computation and estimation  Patterns and Relations – Uses algebraic reasoning to represent patterns and relationships  Shape and Space – Applies spatial reasoning and measurement to make sense of the natural world
	Grades 2 – 4  Number – Develops number sense and applies strategies for computation and estimation  Patterns and Relations – Uses algebraic reasoning to represent patterns and relationships  Shape and Space – Applies spatial reasoning and measurement to make sense of the natural world  Statistics – Uses data to make predictions and answer questions
	Grades 5 – 9  Number – Develops number sense and applies strategies for computation and estimation  Patterns and Relations – Uses algebraic reasoning to represent patterns and relationships  Shape and Space – Applies spatial reasoning and measurement to make sense of the natural world  Statistics and Probability – Uses probability and data to make predictions and answer questions

What stays the same: 

• Mathematical concepts will be developed by providing rich mathematical tasks that allow students to make connections to their own experiences and previous learning. 
• Mathematics classrooms will still reflect a balanced approach to mathematics teaching and learning with equal emphasis on conceptual understanding, procedural fluency and problem solving. 
• The mathematical processes outlined in the front matter are embedded in the outcomes and will continue to be represented in all aspects of instruction and task design. 
• A body of evidence will be gathered to determine student understanding of mathematics outcomes and to inform instructional decisions. 

What is new 

• The new report card stems: 

• are categories to organize assessment information for communication to parents 
• will give families more direct and clear information about achievement relative to the program of studies outcomes 
• are aligned with the structure of the program of studies representing each of the four strands  

• Statistics and Probability will appear on the report card to reflect the defined outcomes at each grade level. 

Benefits of the changes: 

• Clarity of reporting for students and families. 
• Sharp focus on the program of studies as a foundation for teaching, learning and reporting. 
• Increased teacher confidence that the grades they report accurately reflect their students’ level of proficiency relative to the program of studies outcomes. 

We shared at the October 23^rd, 2019 with school council in regards to the assessment changes.  Our next school council meeting is on December 4^th, 2019.

Have a great week! 

Kenny Yeung

Principal