Based on the model used by Carlton Comprehensive in Prince Albert we are using a 4 point rubric to structure and assess our Math 9 classes. Balfour Outcome Based Math 9

Structure There are 15 outcomes in the Math 9 curriculum Some of these have been further broken down so there are a total of 25 Outcomes on which we will report.

Collaboration Before any of the Math 9 teachers get to an outcome, we meet as a group and go over the rubric and assessments that we receive from Carlton to make sure that they are in line with the Curriculum Outcomes and Indicators and our expectations of these.

4 Point Rubric Students are presented with a rubric on the current outcome. Students must achieve a minimum of a level 2 on each outcome. These levels are decided by the teachers and are based on the most important aspects of the outcomes with regards to subsequent Math classes. Intervention (1)Instructional (2)Independent (3)Mastery (4) I need more help with becoming consistent with the criteria I can consistently add and subtract polynomials. I can consistently add and subtract polynomials that include two or more variables. I can solve situational questions. I can perform error analysis. I can explain why terms with different variable exponents cannot be added or subtracted.

Level 1 Currently there are no level 1 questions on our assessments Math 9 teachers have discussed adding warm-up questions to aid student achievement

Level 2 Questions Level 2 questions are the minimum level of difficulty that a student must be capable of achieving.

Level 3 Questions Level 3 questions add more challenging indicators or level 2 questions at a higher degree of difficulty.

Level 4 Questions Level 4 questions often include situational problems and other questions that may have never come up in class that show students are autonomous with the outcome. Most of the questions presented to the students are directly from the MMS 9 textbooks.

Assessment After we complete the outcome, students are assessed on both the current and previous outcome that we have completed. Students can earn a mark between zero and four. We also include half marks as a means of further indicating student achievement.

Reassessment Students who score lower than 2 must reassess. Students who scored a 2 or higher but would like to reassess are also able to. The process for reassessing is: Review, Check, Reassess. Try to limit to 2 reassessments per outcome.

Comprehensive Tests These exams are broken down into levels much like their earlier assessments but with many outcomes lumped into each level. Some teachers are doing 2 comprehensive exams while others are doing 3. These assessments carry more weight as they are the final assessment for each of these outcomes.

Unit Exams Carlton does not conduct unit exams. For the most part we have not given exams that combine outcomes that have been broken into smaller chunks. This is something that we are considering going forward.

Reporting This year we have been using an Excel spreadsheet that we were given permission to use from Carlton. We are hoping to have more transparency with our reporting system by displaying everything on Powerschool next year.

Current Level A student’s current level is weighted more heavily on their most recent result in an outcome. A student who received a 1.5 on their first, 3.5 on the second and a 3.0 on the third would likely end up with a current level of a 3. When deciding a student’s current level, teachers use consistency and trend.

Big Questions – Looking Forward We would like to work with division personnel to make sure that what we are doing is congruent with the vision of an Outcome Based Grade 9 reporting system. 4 point rubric – is this the most accurate way of determining student achievement? Reporting – we want to be more transparent by utilizing Powerschool

Benefits of Outcome Based Assessment Collaboration – Math 9 teachers generally meet every 2 weeks to discuss rubrics, assessment and student achievement. Reassessment - Giving students the opportunity to improve their understanding and assessment scores. Student Achievement – Students who struggle with Math are able to focus on the most important concepts. Transparency of Outcomes More focused assessments

Areas for Improvement Transparency with parents Subjectivity of grading system – 4 point rubric or 100% Some concern that AP students are not performing as well with this form of assessment.