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Contents

• B.C. Home
• Ministry of Education

• Classroom Assessment
• Healthy Living Performance Standards
  • Background
    • Rationale
    • Health Literacy
    • Comprehensive School Health
    • Attributes of a BC Graduate
    • Aspects of Healthy Living
    • Grade Groupings
    • Levels of Student Performance
    • School Connectedness
  • Using This Standard
    • Introduction
    • Where Performance Standards Are Used
    • Using The Standards
    • Performance Standards for Healthy Living
    • Key Components
    • Student Samples
  • Grades K - 3
    • Quick Scale
    • Elaborated Scales
      • Healthy Eating
      • Active Living
      • Healthy Relationships
      • Healthy Practices
    • Prescribed Learning Outcomes
      • Healthy Eating
      • Active Living
      • Healthy Relationships
      • Healthy Practices
    • Resources
      • Healthy Eating and Physical Activity Learning
      • Teacher Developed Resources
    • Sample Lessons
  • Grades 4 - 6
    • Quick Scale
    • Elaborated Scales
      • Healthy Eating
      • Active Living
      • Healthy Relationships
      • Healthy Practices
    • Prescribed Learning Outcomes
      • Healthy Eating
      • Active Living
      • Healthy Relationships
      • Healthy Practices
    • Resources
      • Healthy Eating and Physical Activity Learning
      • Teacher Developed Resources
    • Student Samples
  • Grades 7 - 9
    • Quick Scale
    • Elaborated Scales
      • Healthy Eating
      • Active Living
      • Healthy Relationships
      • Healthy Practices
    • Prescribed Learning Outcomes
      • Healthy Eating
      • Active Living
      • Healthy Relationships
      • Healthy Practices
    • Resources
      • Healthy Eating and Physical Activity Learning
    • Sample Lessons
  • Grades 10 - 12
    • Quick Scale
    • Elaborated Scales
      • Healthy Eating
      • Active Living
      • Healthy Relationships
      • Healthy Practices
    • Prescribed Learning Outcomes
      • Healthy Eating
      • Active Living
      • Healthy Relationships
      • Healthy Practices
    • Resources
      • Healthy Eating and Physical Activity Learning
    • Sample Lessons
  • Glossary
  • Resources
  • References
  • Acknowledgements

Where Performance Standards Are Used

BC Performance Standards are used to support learning at all levels of the school system in the province.

Provincial

• Provide basis for rating scales used in provincial assessments (e.g. Foundation Skills Assessment and English 10)
• Used as foundation for several sections and illustrations in the BC English Language Arts curriculum
• Used as a central resource for teacher inquiry in the Network of Performance Based Schools

Districts and regions

• Used in district assessments
• Provide basis for reporting systems
• Facilitate communication with community
• Offer a framework for collecting evidence for district plans
• Used in program and resource evaluations
• Provide framework for developing instructional resources

Schools

• Used in school-wide assessments
• Facilitate communication and articulation across grade levels
• Offer a framework for collecting evidence for school plans
• Used as part of reporting to parents
• Used to support and monitor school-wide initiatives

Classrooms

• Provide descriptive feedback to students
• Offer a frame for developing criteria
• Support self-evaluation
• Consistent use of language: among teachers; with students; with parents
• Compare student performance to provincial standards
• Document evidence of student growth
• Help in report writing
• Provide exemplars teachers and students can refer to

Support Services

• Facilitate communication between classroom teacher and support teachers
• Support development of Individual Education Plans.
• Help to identify students who may benefit from intervention or extra challenges
• Provide framework for planning intervention
• Document student growth
• Staff members have opportunities to collaborate, share experiences and results

Factors for Success

Schools and teachers who have worked with the standards often emphasize the importance of the
following factors:

• The first priority is to improve learning
• Teachers take the initiative to use the standards
• In schools, the staff collaboratively chooses a focus and process
• Teachers work with their students to develop shared understanding
• Staff members have opportunities to collaborate, share experiences and results

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