We are currently in year one
implementation of our continuous
school improvement plan. Our goals
are as follows:
Literacy: We will
improve student achievement in
reading comprehension with a focus
on critical thinking.
Students will improve in their
ability to solve open-ended problems
through critical thinking in math.
Crichton Park students participate
in provincial and board assessments
and teachers use this information
along with classroom assessment data
to plan instruction and
interventions. Through our
continuous school improvement plan,
we set goals for ourselves that will
improve student achievement. Working
together in our professional
learning communities (PLCs), we
ensure that we have common
understanding of the outcomes and
that our teaching is determined by
our daily classroom assessment
Teachers use formal and informal
assessments to guide instruction and
to help identify student strengths
and challenges. Assessments provide
information to teachers about what
their students know and can do and
it guides the instruction piece to
meet the needs of the learners.
Many people think assessment is all
about tests and report cards.
However, when educators talk about
assessment today, they are talking
about a collection of evidence about
what a student knows and can do.
Classroom assessment is no longer
something that is done to your
child, but rather something that is
done with and for your child based
on the professional judgement of
Good assessment is based on a
variety of tasks so that all
learning styles can be accommodated
within the classroom setting.
Teachers are always looking to
obtain as complete a picture as
possible of your child as a learner.
Good assessment is about learning.
The process of learning is as
important as the product of
learning. Students require timely
feedback as they learn and
experiment with new ideas. Good
assessment is fair and ongoing.
Students should have a clear
understanding of what is being
assessed and should have the
opportunity to represent their
knowledge in a variety of ways.
Teachers assess frequently for
understanding and tailor their
instructional practice accordingly.
While our classroom data clearly
indicates that our progress from
previous years continues, we have
noted that some of the provincial
assessment data this year has shown
a decrease, particularly in the area
of grade 3 writing. Teachers have
looked more closely at the
individual areas of strength and
challenge on this assessment in
order to plan a response. Math data
in grades 4 and 6 continues to show
that this is an area of strength for
our students. In addition to the
provincial data, we will also use
our school’s data to plan
professional development (PD), focus
our work in professional learning
communities (PLCs), and to inform
future instruction and