Youth Development

Report Cards 101

Published

6 years ago

February 7, 2018

BY: KATHY MCDONALD

It’s hard to believe that January is but a distant memory and February is marching on. By the end of the week, most kids in the province of Ontario would have received their report cards. Parents do you know what triangulating data, accountable talk or success criteria is? Teaching practices have evolved and are changing rapidly. The assessment that we received when we were in school is going the way of the dodo bird. So, this column is intended to equip you to fully understand your child’s report card and the questions you should be asking their teachers.

Teachers are evaluating students work daily. They are assessing your child’s work for learning, assessing for evidence of learning and using assessment as learning. In days gone by, when teachers assigned homework, students were graded on the project or homework that was turned in. As every parent who has sat up late at nights doing the “finishing touches” on their child’s project or homework will attest, they are often left with a feeling of disbelief when the project is returned with a less than stellar grade. Oh, the blow to one’s ego! I have heard parents say “How could I get such a low grade for my project!

The standard test grade is no longer the only benchmark used to determine student success. The triangulation of data is often used for assessment as learning. The aforementioned term refers to the practice of observing, conversing and examining the work produced by the student. These three indicators are used to help determine what learning has occurred. Rote learning and regurgitation and worksheets are no longer the primary tools used to assess students. The modern learner is assessed when the teacher observes what the student is doing around their learning as well as by the conversations that occurs with the teacher. The final product is important, but the student is required to demonstrate an understanding of the final product. For example, when learning about shapes a student may be required not only to know the name of the shape but may be required to produce the shape using manipulatives and explain their thinking. Evidence of a student’s learning could be captured by video or pictures. They may be documented by anecdotes or electronic recordings. As a parent you are well within your right to ask for evidence of your child’s learning.

Quite often students’ work is assessed as learning. This happens during the lesson. Learning is happening continuously and so should assessment. The onus is on teachers to create learning goals. Students should know these learning goals. The success criteria should be co-created with the students. By this I mean the students must be active participants in their learning and monitor their progress. Students are expected to be able to check off, for example, three things that they have done to show that they understand what a Venn diagram is. Remember, these three criteria were co-created with the student. Timely teacher feedback is critical as students navigate the lesson. The assessment of learning usually has a final culminated task to find out what they have learned. A principal should be able to ask a student what the learning goals are and the student should be able to list all the criteria met. This is called “accountable talk”.

When educators assess a student’s work for learning what they are in fact doing is trying to determine what the gaps are in the student’s learning. After carefully assessing the prescribed assignment a teacher may tailor a lesson to address any overarching needs that are uncovered during the assessment. For example, when teachers are beginning the school year or a new lesson, they might give all students an assignment to complete to get a sense of where the students are in their understanding of the topic. No grade is assigned. Rather valuable information is collected from such assessments and the information often reveals what the students don’t know. Such information can be invaluable and should play an important role in helping to develop future lessons.

The six learning skills; responsibility, organization, independent work, collaboration, initiative, and self-regulation are critical for student success. They are disciplines created through these skills, to enhance student success. The comments are also very important. Make sure you understand each comment. Comments like “Student must do better.” is unacceptable. Ask for clarification. Comments should be specific and should highlight learning gaps. Comments should indicate how you, as a parent, could support your child’s learning. It would be prudent to discuss the expectation you have for your child and how it can align with that of the teacher’s.

Guardians you could visit www.edu.gov.on.ca and read the Growing Success document that explains how Ontario schools assess, evaluate and report the progress of their students. If your child has an Individual Education Plan (IEP), review it with the teacher. Whether teachers are trying to determine a student’s entry point as they evaluate a student’s work for learning or whether a teacher is triangulating data; parents need to be active participants in their child’s learning. I strongly encourage all caregivers to have frank and respectful conversations with your child’s teacher. There should be no surprises when you open that envelope and read your child’s report card. So, journey with me as we try to ensure that each child’s educational needs are met.

Walk Good. Belle Marché.

Youth Development

Understanding the multiple layers involved in navigating education spaces Parents of Black Children launch Navigating the Education System

Published

2 years ago

December 8, 2021

Paul Junor

BY PAUL JUNOR

The work of the advocacy group Parents of Black Children (PoBC) has made a significant and revolutionary difference by bringing issues to the forefront that help Black families at all levels.

For over two years now, it has organized events, workshops and initiatives that have provided important information to the Black community to bring empowerment, knowledge and deep understanding of the multiple layers of the complex dynamics involved in navigating education spaces.

There are five core principles that underlie PoBC understanding of racism:

Racialization
Racism is about power
Critical racial theory
Our stories matter
Racism is founded on White supremacy

On Tuesday, November 23^rd, 2021, they launched the document “Navigating the Education System,” which was a very empowering, enriching and inspiring tool for diverse Black families. Kearie Daniels, one of the cofounders of PoBC and author of the document, moderated the launch. Furthermore, Claudette Rutherford, one of the cofounders of PoBC and author gave an extensive presentation of the details of the document, sharing useful insights, practical knowledge and interesting information.

PoBC shared a pdf document subsequent to the launch, which provided additional details in a fifty-three-page package. It contained relevant, contextual and vital resources. PoBC’s Advocacy Team supported the document, which includes Charline Grant and Xavier McLaughin.

In the introduction to the document the mission of PoBC is to “Provide support to parents of Black children across Canada and the United States. We advocate and work towards change and concrete action in our education system and adjacent systems such child welfare and the justice system.”

The launch of this vital document is a culmination of all the advocacy and activist work that PoBC has been extensively involved in. It serves to remind members of the Black community that there are resources, tools and supports available to ensure that Black children are able to thrive academically, excel mentally and flourish intellectually in spaces that may not be welcoming to their presence.

The document states that the navigate guide is “Geared towards families in Ontario, but the information can be applied to any jurisdiction where there are Black children and families.”

The document “Table of Contents” is useful and helpful. There is vital information on:

School board terms you need to know
Education organization you need to know in Ontario
Black families and the Child Welfare System
Black families and the education system
Black students and Individual Education Plans (IEPs)
Black students in High School.
Developmental delays in learning exceptionalities
Supporting students with learning exceptionalities
Selecting a school system
System abuse

PoBC presented a webinar on “System Abuse”. The document states,

“The system is not neutral. These systems were designed as part of a colonial framework that must be dismantled.” Furthermore, the document “Serves as a means to demystify the pitfalls within the education system and light a path towards a decolonized education system.”

Youth Development

Toronto prepares families for COVID-19 vaccination of children

Published

2 years ago

November 10, 2021

Paul Junor

Photo by Charles Deluvio Library on Unsplash

BY PAUL JUNOR

There have been concerns, fears and anxieties as parents, caregivers and guardians anticipate the possibility of having their children under twelve vaccinated.

The Boston Globe reported on Friday, October 29^th, 2021, that the FDA approved the administration of Pfizer COVID-19 vaccine to children between the ages of five to eleven. These children will receive one-third of the dose administered to teens and adults.

The Centres for Disease Control and Prevention met on Tuesday, November 2^nd, 2021, in order to finalize details with respect to which children should be vaccinated first. In anticipation of these developments, Team Toronto has initiated a series of outreach and education sessions, as well as town halls in order to inform the Toronto community.

Parents of children between the ages of five to eleven who attend public schools will be receiving an email and an invitation to respond to a survey to “Support vaccine planning.” This invitation will also be extended to parents whose children attend private independent schools as well. The survey will be administered by Toronto Public Health (TPH) and the City of Toronto VaxTO in order to “Better understand parents’ intent to vaccinate their children, how they would prefer to have their children receive their COVID-19 vaccine, and to obtain critical information on socio-demographic factors such as race and income.”

John Tory, Mayor of Toronto, is optimistic and positive about this development. He states in the press release, “While our work to get 90% of eligible residents vaccinated is continuing, we are also readying for when the vaccine will be available to protect kids five to eleven. We want to hear from parents, so we made sure we designed a vaccination program that works for kids and their families. This is just one more example of the outreach we are doing to prepare for this effort. This work is so important and will help us get kids vaccinated so they have the best protection against COVID-19 and so our schools can be as safe and as open as possible.”

Councillor Joe Cressy, Chair of Toronto’s Board of Health who has been at the forefront of advocating for the vaccination of margnizalied and at-risk communities is supportive of this campaign. He states, “At every stage of our immunization campaign, connecting with people on the ground has been critical to our success. Now, as we prepare for the rollout of vaccines to children aged five to eleven, we’re committed to engaging directly with parents, families, and community leaders to have active conversations about vaccinations for kids.”

In addition, Dr Eileen De Villa, Toronto’s Medical Officer of Health is a strong proponent of this campaign. She states,” When vaccines are approved for use and when we have supply we will ensure that we bring every resource to bear on this critical component of the vaccination campaign.”

The survey will be available as of Sunday, November 7^th, 2021. It consists of fifteen questions that will be available online at s.tphsurvey.chkmkt.com in multiple languages. Parents and guardians will receive them from their children’s public school boards. In addition, there will be town halls for specified multilingual communities as well as neighbourhood-based telephone halls to ensure that the public has access to timely, necessary and relevant information for informed decision-making.

Youth Development

Act as if what you do makes a difference. IT DOES

Published

3 years ago

July 7, 2021

TOCaribNews

BY SABRINA S. – 12 YEARS OLD

The school year is coming to an end, I’m sure that this year was hectic for everyone. Last year, we had a pandemic strike in the middle of the year and the world was sent into lockdown.

We didn’t get to go to school for the rest of the year.

Many students got to choose if they wanted to do school in-person or online, I chose online since I didn’t feel safe.

First day of school was very weird, most people don’t turn their cameras on, don’t even get me started on the wifi issues. I would lag out of the google meet many times and miss most of the instructions on the assignment. That is when friends come in handy, though I don’t get to see my friends that often, we still connect with some online games and phone calls through snap chat.

I don’t know where the time went, it just flew by. Last month was September and suddenly, I feel like we skipped eight months. I only have a week of school left! Because it is the last week of school, I have a lot of homework and final assignments to do but I know I’ll get through them and finish the school year.

I haven’t had time to go outside as well, I’ve been too busy with my assignments.

If my school year was this hectic, imagine the teacher’s year. I’m very grateful for everything my teachers have done for me and my classmates this year, they definitely deserve the three-month summer break. I’m sure my teachers doubted teaching online, but everything went okay and I learned lots.

“No matter how hard it is, or how hard it gets. I’m going to make it!”