Page 1 Page 2 Page 3 Page 4 Page 5 Page 633 Spectacle Lake Drive, Dartmouth, N.S., B3B 1X7 902.464.2000 4 Goal 3: To achieve equitable learning opportunities for all students Getting To Great Survey Results The results from our Getting to Great Survey are in! The Getting to Great Survey is conducted each year in April in order to capture the opinions of students, parents/guardians and school staff to help schools on their improvement journey. One of the main themes of the survey was around learning environment. Here are a few examples of our findings: For students in Grades 7-12, we asked a question about seeing positive representations of different races and cultures at school. The average student response was 78% in agreement. Research suggests that when teachers have high expectations of students, they are more apt to succeed in school. When we asked students if they felt their teachers have high expectations in school of them, 92% of students in Grades 4-12 were in agreement. We also asked parents/guardians about their relationships with their child’s teacher. We found that 88% of parents/ guardians with children in Grades P-12 felt they have a positive relationship. Results from our school-based staff are still being aggregated. Thank you to everyone who participated in our survey. Your opinions matter! What is Culturally Relevant Assessment? When you hear the word assessment, you likely think about written tests and exams. True assessment is part of teaching and not separate. Culturally relevant teachers find out what students know and how they learned it. Geneva Gay (2010) explained that “new knowledge is learned more easily and retained longer when it is connected to prior knowledge [what students already know]” (p. 176). This means we have to find out what they know already before teaching new concepts. Culturally relevant teachers also understand that for students to grasp new knowledge, it has to be presented in a way that makes sense to them, in the way they learn. Culturally relevant teachers take the time, working with other teachers, to break down provincial curriculum outcomes (what students need to learn) into enabling steps. Once outcomes are broken down, teachers write them in student friendly language so students know exactly what they are learning, and more importantly, what they are expected to do to show they have learned. When outcomes are broken down into steps, it makes it possible for teachers to find out where students are in their learning. If students are having difficulties, teachers have time to support students through further instruction. When this happens, students are able to move on quicker without falling behind. Checking along the way is culturally relevant assessment. This allows teachers another opportunity to find out how students learn and then reteach, if needed, to ensure student achievement. Photo Credit: @ChrisCocek