1. Supporting Planning, Assessment, and Reporting Practices  CBE 
Start Smart
Stay Safe
Supporting Planning, Assessment, and Reporting Practices  CBE 

2. Short Range Planning
Now that you have had the chance to work on your long range plans with the whole staff as well as consider how S4 will be implemented into your own classroom long range plans, it is time to put all of the pieces together to build a balanced assessment program for you and your students.
Planning, Assessment and Reporting all work together to create a successful learning environment for your students.
So let’s get going!

3. S4 Cornerstones
S4 has a recommended time line for you to consider for Implementation:
September should be the time for your students to become familiar or review the Cornerstones as well as the “Me+ Help =Bounce” Resilience Statements.(Please see the Power point Step Three “ Introduction to S4 Cornerstones and Resilience Statements” for support.) If all students understand and begin using this common language then this reinforces the building of your classroom community.

4. “Me + Help = Bounce” Help students to understand resilience (Me + Help + Bounce) Look at each Cornerstone to help develop resilience statements.
ME = Personal strengths, attitudes, and talents.
I am kind. I am a good friend. I am organized.
HELP = Relationships and resources
My dad can help me. A police officer can help me I can use my words to help me.
BOUNCE = I am able to meet challenges
I can overcome challenges.
It is important for the students to understand the meaning of resilience.
Go to Getting Started>Teachers>Step Three – Introduction to S4 Cornerstones and Resilience Statements.
Here there is a power point that has been created and a notebook file that you may use with your students as they engage in rich discussions and individual/small group activities to learn about resilience.
During the first few weeks in September you may plan to have your students engage in some or all of the following activities:
Classroom discussions
Small group discussions
Create a personal “Me + Help = Bounce” paper dolls (similar to the exemplar above)
Create a whole class “ Me + Help = Bounce” bulleting paper doll (that records an individual “Me + Help = Bounce” statement from every student.)
Create a personal poster of their strengths with the Cornerstones
Create a digital representation of their strengths with the Cornerstones
Create a Whole Class “Me + Help = Bounce” chart of resilience statements
Create an individual “Me + Help = Bounce” chart of resilience statements
Create individual “Me + Help = Bounce” statements on strips of paper to be placed in their visual journals or around the classroom walls.
Create a digital representation expressing some of their resilience statements

5. The Four Themes
Safety and Significance in the Community How do responsible communities promote belonging and significance to build safety and resilience in a community?
Self-Awareness and Choice How does an awareness of the stress response help us to make responsible choices to build safety and resilience in a community?
Mastering Skills for Success How do communication and conflict resolution skills build safety and resilience in a community?
Living in Service with Others How do members of a group live in service with others to build safety and resilience in a community?
The Cornerstones and their resilience statements (Me + Help +Bounce) are developed through four themes. (Safety and Significance in the Community, Self Awareness and Choice, Mastering Skills for Success, and Living in Service with Others.) The bolded words within each of the themes demonstrate the dominant Cornerstone and key messaging found within each theme. The other remaining Cornerstones are present and also support the themes but it is the dominant Cornerstone that is the primary focus.
To guide your short range plans here once again is the S4 Long Range Plan Recommendations:
Later September and October – The whole school begins with the theme Safety and Significance in the Community.
November and December – Self Awareness and Choice
January, February and March – Mastering Skills for Success
April, May and June – Living in Service with Others
It is important to remember that each of the 4 themes was designed to build upon the previous themes concepts as well as skills.
Safety and Significance –
Concepts are belonging and being responsible to a community
Skills are making responsible choices, including others to promote belonging.
Self Awareness and Choice -
Concepts are understanding one’s strengths/emotions, understanding stress, understanding trust in relationships and the Trusted Adult (and a Responsible Witness) who will support you when you need help.
Skills are calming strategies and how to use ones strengths when stressed and how to go for help.
Mastering Skills for Success –
Concepts are respectful communication and learning about the importance of problem solving (includes being a responsible witness) and dealing with peer pressure.
Skills are developing respectful communication skills (includes active listening) and problem solving skills (conflict resolution skills)
Living in Service with Others –
Concepts are reviewing one’s strengths, celebrating the strengths of others, and using one’s strengths (possibly in collaboration with others) to serve one’s community and support their needs. Also this theme greatly supports all students in taking an active role in leadership in their school community.
Skills are developing leadership skills to serve others, recognizing the strengths in others and organization of school celebrations/leadership opportunities.

6. Scope and Sequence Aligns with many skills/processes from Social Studies and Health curriculum.
Next go to the internal website and locate the S4 Scope and Sequence Documents. (Project Resources>Planning, Assessment and Reporting>CBE/CCSD/Other Schools)
Each theme has a Scope and Sequence that aligns with some of the Health and Life Skills outcomes (please see above) for your planning purposes, as well as a Scope and Sequence that aligns with some of the Social Studies outcomes. When you were looking at your long range plans, remember that you had previously made the decision of how to integrate the S4 lessons/resources into your classroom programming. You may have chosen to integrate S4 into Social Studies, Health and Life Skills, Language Arts or Religion. Please note S4 has not created Scope and Sequence documents that directly align with the Language Arts Curriculum or the CCSD Religion Curriculum. Both of these curricula have been integrated throughout our S4 lessons.
Begin by examining how the S4 objectives support the subject outcome(s) for your specific grade level. (Read the document vertically. Each of the S4 objectives found within the same column support the subject outcome(s).
Together these 4 specific grade level objectives build upon and support each other within the thematic lessons at that grade level.
When you are examining the various S4 objectives, realize that these objectives support:
The development of skills/strategies (such as using problem solving).
The development of understanding key messages and what it means to be resilient. (Students are slowly learning what their internal and external protective factors are in their daily lives.)
Once you have examined your specific grade level, then to begin to support the personalization of learning, by examining the S4 objectives in the grade below, and the grade above your present teaching assignment.
Continue to examine the Scope and Sequence objectives from left to right. The objectives start off very concrete in level 1 and as you move across the document, the skills and the level of understanding become more abstract, until you reach level 4.
Consider the needs of your students (this includes their skill development as well as the development of their knowledge of resilience) and begin to circle any of the S4 objectives that you would like to use in your classroom program to meet the needs of your students.
Once you have circled the S4 objectives found within a theme, you are then ready to begin to apply this to your short range plans. For example, if you have many circles within a particular theme, then this is saying that many of the S4 lessons found within this theme will truly support your classroom program at this time.
Continue to examine the S4 objectives that you have circled. Look at the lowest level of S4 objectives that you have circled. This is indicating the level on the internal website that you should begin with your students. For example you may be teaching grade 4 (which is considered level 3 in the S4 lessons) but you may have circled many of the objectives found in grades 2 and 3. This means that you should consider using the lessons from level 2 before the lessons from level 3. The following are the S4 levels and how they align to the different grade levels:
Level 1 – Intended for Kindergarten, and emergent readers
Level 2 – Intended for Grades 1 and 2
Level 3 – Intended for Grades 3 and 4
Level 4 – Intended for Grades 5 and 6

7. This is from the internal website
This is from the internal website. You have already chosen to enter the site by themes. This slide is displaying the theme of “Safety and Significance in the Community”. Here you can clearly see that there are a variety of levels to choose from for your planning purposes.
The S4 levels for your classroom program planning are on the left. All of the S4 resources that you may use to support your assessment and reporting practices are on the right!
The following are the S4 levels and how they align to the different grade levels:
Level 1 – Intended for Kindergarten, and emergent readers
Level 2 – Intended for Grades 1 and 2
Level 3 – Intended for Grades 3 and 4
Level 4 – Intended for Grades 5 and 6

8. Each Theme Is Divided Into 4 Sections
Student Connection: Teachers are provided with adaptable lessons/tasks and notebook files that offer student choice and promote personalization.
Police Connection: Officers facilitate a 1 hour lesson with the teacher’s support (teacher’s choose lesson to meet students’ needs). When available the Officers will continue to build relationships with students by stopping by for informal visits.
School Connection: Students/teachers/administration together choose activities to build school community.
Family Connection: Teachers send these lessons home to further enhance students’ learning. This
offers opportunities to develop a common language between home and school.
Once you have selected a specific level then you notice that within each level there are may classroom lessons/resources to choose from. All of the lessons (Student Connection, Police Connection, School Connection and Family Connection) have been written to work together and support each other with the themes key messaging and development of skills. In the next slide you will see a list of specific lessons that support one level in one theme.
The Student Connection lessons are meant for the individual classroom program.
The Police Connection 1 hour lesson has been created as an opportunity for the police to come to your class and engage in a co-facilitated lesson with your students. You will have to choose 1 lesson from the menu of Police Connection lessons that best suits what the students are learning in your class at that time.
Remember when you begin the theme in which you want your Police Connection visit, that you should book the officer at that time on the internal website.
The School Connection lessons have been created to support your school/District initiatives and they also offer you an opportunity to work with other classrooms in the school.
The Family Connection lessons have been created so that you can have your students share lessons or activities with their parents/caregivers. 8

9. You and your School Education Officer co-facilitate the Police Connection 1 hour lesson together.
You will select the lesson that the SEO will present to the students. The choice is made based upon the previous teaching (choice of Student Connection Lessons) that has taken place prior to the SEO classroom visit.

10. Each Police Connection lesson offers the SEO time to meet with the whole class community as well as every individual student one on one. This is the beginning of the building of a new “trusted adult” relationship.
These visuals clearly demonstrate that by giving your students the opportunity to meet and get to know the schools SEO, that they will begin to truly understand that the SEO is a new trusted adult community member and the “Help” for them in their personal “Me + Help = Bounce” resilience statements.

11. This slide displays the theme Safety and Significance in the Community level 2.
You will notice that on the left are all of the lessons for your classroom program. As mentioned in the previous slide, please note that the lessons (content and skill development) found in the Student Connection section have been supported by all of the other lessons available for you to choose from in the Police Connection , School Connection and Family Connection sections.
For example: In the Student Connection, you will see a lesson called “Helmet Puzzle”. The School Connection lesson called “Celebrating My Best Decisions” is an extension of the “Helmet Puzzle” lesson. The Family Connection lesson called “Family Helmet of Seasonal Responsibilities” also reiterates in the home what the students have learned at school.
Also it is very important to state that with the Student Connection lessons, they have been intentionally designed as 1 unit of study. We recommend that you teach all of them in the correct order (top to bottom of the list) to your students and these lessons can be adapted to meet the needs of your students!
You will also notice on the right hand side of the page there is the RED button that states “Book A Police Visit”. This is where you will ask your School Education Officer to come to your class for the 1 hour visit. Before you push this button, you will need to have made the decision as to which 1 hour lesson from the choice of Police Connection lessons, that you wish to have for your students. Once you push the “Book A Police Visit” button, you will be filling out a form of information that when submitted, will go directly to your SEO. Your SEO will then be in contact with you to discuss the co-facilitated plans for the 1 hour lesson.
Also on the right hand side you will see the identical Student Connection Titles. These resources are the notebook files that support the specific Student Connection lessons. You can also adapt the notebook files to meet the needs of your students.
To support the Police Visit, you will also see the notebook files for those specific lessons under the heading “ Resources – Police Connection”. These are the notebook files that you will need to photocopy ahead of time before the SEO comes to your class.

12. S4 Children’s Literature By Topic
S4 has developed a comprehensive list of current children’s literature that will enhance the key messaging of the S4 Student Connection lessons. The intent of this list is for you to search your school library to see if some of the suggested literature is available for you to use in the classroom.
As you begin planning for your next theme, you may wish to contact your school librarian to gather the related book titles (that your school possesses) from the thematic list. You may wish to share these books with your students and their parents/caregivers.

13. Classroom Assessment
Once you have finished circling the S4 objectives from your themes Scope and Sequence and you have decided which levels are appropriate to meet the needs of your students, then you may also consider examining the various S4 assessment templates and exemplars. These documents use the S4 objectives to support you as you begin to align your short range planning to your classroom assessment and reporting practices. The following is a list of S4 documents that you may consider using:
Assessment templates (whole class and individual students).
Individual Student Self Assessment templates (may be attached to IPP documents etc.)
Report card/Progress Report exemplars for each theme and each level within the theme.
Alignment of the S4 objectives with the CBE Results Statements.
Alignment of the S4 objectives to the CBE Kindergarten Report Card Learner Expectations.
For the purposes of this presentation we will be separating assessment and reporting. Many of our templates and documents have dual purposes so we will highlight how you can use a template for formative assessment as well as summative assessment.
For additional support with understanding the complexities of Assessment, please see the Alberta Assessment Consortium documents that we have gathered for your use (Project Resources>Supporting Your Classroom>Personalization of Learning.) as well as the AAC website:

14. Connecting to the Results
Significance and Self-Awareness = ‘Character Results’ (R5)
Success = ‘Personal Development Results’ (R4)
Service = ‘Citizenship Results’ (R3)
These charts (one per grade level) may be found under Project Resources>Planning, Assessment and Reporting>CBE.
These Assessment charts align your S4 grade specific objectives (Scope and Sequence/Themes) with the 3 CBE Results categories and their “General Indicator” statements. The four S4 Cornerstones and themes support all of the Results. However each of the specific Cornerstones strongly aligns with one result.
Significance Cornerstone – Character Result Statements (R5) Levels 2-4
Personal and Social Responsibility Level 1
Self Awareness Cornerstone – Character Result Statements (R5) Levels 2-4
Success Cornerstone – Personal Development Result Statements (R4) Levels 2-4
Service Cornerstone – Citizenship Result Statements (R3) Levels 2-4
Citizenship and Identity Level 1
Supporting Formative Assessment
Once you have chosen your S4 objectives during the planning stage, you must now align your chosen objectives to the Results General Indicator Statements. This chart has already completed this step for you. From here you will align the General Indicators to the corresponding report card stems found in the Quick Results document. (Project Resources>Planning, Assessment and Reporting>CBE).
You will be using the report card stems to:
Guide your anecdotal comments for the individual students as their learning progresses.
Assess and adjust your planning based upon the students’ learning progress.
Guide students as they work on a variety of activities (individual and small group settings) This reinforces the personalization of learning of students in their diverse working environments.
Guide you to choose the appropriate formats of summative assessment that best supports the student’s greatest demonstration of success.
Supporting Summative Assessment
These report card stems will be what you eventually be reporting student progress on.
The stems, along with your student anecdotal records, and students summative results, will together guide the personalized comments and report card indicators that you (the professional) will choose as you report upon the students progress.

15. Formative and Summative Assessment - CBE
All of the S4 Assessment Templates may be adapted to suit your personal preference and needs.
All of the Assessment templates (one exemplar and one blank that may be used for grades 1-6) may be found under Project Resources>Planning, Assessment and Reporting>CBE. Please note there are 2 special templates for Kindergarten (One exemplar and one blank ) found in the same location.
This exemplar displays the whole class assessment template but please know that S4 offers you the choice to use an assessment template that showcases the development of an individual student. (This would be great to attach to a student’s IPP!)
On the extreme left hand side you will see a space whereby you may record:
Curriculum outcomes, Kindergarten Learner Expectations, Result Statements or specific competencies from the Framework for Student Learning (for example: Communication). This indicates what areas of content or skill development you have planned to focus upon during this reporting period.
In the middle, you the opportunity to record 1-4 S4 objectives from the S4 thematic Scope and Sequence that you have planned to align with your curricular outcomes/Learner Expectations/Results statements/Competencies.
On the right hand side, you will notice the identical indicators of success that CBE has on their K, and Grades 1-6 report cards.
Across the bottom, there are spaces for you to record all of the student names, the report card indicators and the personalized comments for each student’s.
Supporting Formative Assessment
Once your students have begun to learn about S4, as the students progress with their learning, this template may be used to record your anecdotal records based upon your observations and the variety of formative assessment tasks that you have administered to your student(s).
Supporting Summative Assessment
Once your students have completed a theme/unit of study or it is time to report upon their progress, the completed template (includes comments and success indicators for all students) will guide you to choose a summative/overall assessment of the students’ progress for the report card.

16. Supporting Student Voice Reporting practices/IPP’s etc.
All of the S4 Assessment Templates may be adapted to suit your personal preference and needs.
This is an example of one of the Student Self Assessment templates (the templates are age appropriate) and they offer the students an opportunity to voice their perspective. You may wish to use 1 Student Self Assessment template (per student) for each theme or unit of study or you may use 1 template (per student) for an entire reporting period.
Supporting Formative and Summative Assessment. Students can report their progress as well as set goals using these templates. You may wish to add comments that reflect your perspective of the student’s progress during a specific time frame. These comments may be for formative or summative support.
If you have chosen to use this template to represent 1 unit of study /theme, (since the IPP is a living document) when it is time to begin a new unit of study or theme, then you may wish to attach the former Student Self Assessment template to their personal IPP. There may be many Student Self Assessment templates attached to the IPP when it finally comes to reporting.
Teachers may attach these documents to IPP’s or they may use them in Parent Teacher Interviews or at Student Led Conferences.

17. Reporting Practices

18. Connecting to the Results
Significance and Self-Awareness = ‘Character Results’ (R5)
Success = ‘Personal Development Results’ (R4)
Service = ‘Citizenship Results’ (R3)
The Results (Character, Personal Development, Citizenship) that you have chosen are the outcomes that you will be directly reporting upon for each of your students.
When beginning the next reporting period you will once again refer to this chart to begin the next cycle of planning, assessment and reporting.

19. Formative and Summative Assessment - CBE
All of the S4 Assessment Templates may be adapted to suit your personal preference and needs.
The anecdotal comments and the success indicators that you have recorded for each student, may be used to guide the specific comments and success indicators that you will write on the students’ report cards.

20. Summative Assessment Exemplars - CBE
This Summative Assessment Exemplar Document should be adapted to reflect the personal growth of individual students. The document may be found under Project Resources>Planning, Assessment and Reporting>CBE.
This document supports all four level and all four themes of the S4. You will find approximately 4 varying exemplars within each of the four levels and four themes. It is important to note that the format used for Level 1 (Kindergarten) was specifically designed to support their report card. Levels 2 to 4 have a consistent format.
You may also find it helpful to look at exemplar comments found at varying levels within the same theme because these comments may also provide similar comments that you could adapt and use for your students.
Furthermore since overarching inquiry question for S4 is “How do we work together to keep our community safe?” , the majority of the S4 comments address the importance of having students use their strengths to build a safe and caring resilient community.

21. Supporting Student Voice Reporting practices/IPP’s etc.
You may attach these documents to individual student’s IPP’s and together you and your student may refer to them during Parent Teacher Interviews or at Student Led Conferences. These should support a rich discussion!

22. Start Smart Stay Safe is “A Way” of teaching which provides rich resources for teachers (the designers of learning) so that they can intentionally prepare students for their complex, ever changing world!
S4 is a ‘way’ of teaching and learning that connects the key messaging and skills of resilience to your school and individual teachers’ planning, assessment and reporting practices.