Elk Island Public Schools Elementary Report Card Instructional Services August 2007.
Transcript of Elk Island Public Schools Elementary Report Card Instructional Services August 2007.
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Elk Island Public SchoolsElk Island Public SchoolsElementary Report CardElementary Report Card
Instructional Services
August 2007
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Implementation ScheduleImplementation Schedule
• 2006 - 07 Grades 1, 2, 32006 - 07 Grades 1, 2, 3• 2007 - 08 ECS, Grades 4, 5, 62007 - 08 ECS, Grades 4, 5, 6• 2008 - 09 Junior High pilot2008 - 09 Junior High pilot
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Home-School CommunicationHome-School Communication
A report card is one of many ways in which teachers and parents communicate about a student’s learning. Other ways may include:
• comments about student’s work• collections of student’s work• phone calls• e-mails• meetings
• notes in agenda• student’s learning log• meet-the staff night• celebrations of learning• individual program plan
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The purpose of a report card…
…is to confirm with parents their child’s level of achievement relative to provincial expectations for the grade
…is to describe for parents their child’s achievement and other aspects of their learning in a way that will help parents support their child’s learning
Home-School CommunicationHome-School Communication
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…to compare a child’s achievement to the achievement of other students in the class or grade
Home-School CommunicationHome-School Communication
The purpose of a report card is not…
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How the student’s achievement compares to expectations
How much effort the student invests in learning
How the student behaves at school
How the student could improve his or her learning
How the student has progressed
Important things to communicate about a student and his or her
learning
Home-School CommunicationHome-School Communication
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Home-School CommunicationHome-School Communication
How thereport card
communicates
Important Important things to things to
communicate communicate about studentsabout students
Reported byReported byLevelsLevels CommentsComments
AchievementAchievement
EffortEffort
Learner AttributesLearner Attributes
ProgressProgress
Next stepsNext steps
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Key Features of the Report CardKey Features of the Report Card
outcomes-basedoutcomes-based
standards-basedstandards-based
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What are Outcomes?What are Outcomes?
• Outcomes, or learning outcomes, are statements that describe what students are expected to know and be able to do.
• Outcomes come from the Alberta curriculum (Program of Studies) for each subject.
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Examples of Key Learning Outcomes Examples of Key Learning Outcomes for Alberta’s Studentsfor Alberta’s Students
Gr 1 Language Artsretells or represents favourite stories
Gr 2 Social Studiesexamines how the community being studied has changed
Gr 3 Healthdemonstrates practices that provide safety for self and others
Gr 4 Sciencedesigns and constructs devices and vehicles that move or have moving parts
Gr 5 Mathematicsmeasures and relates the perimeter and area of regular and irregular shapes
Gr 6 Physical Educationdemonstrates a variety of dances alone and with others
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Examples of Outcomes for Accountants Examples of Outcomes for Accountants
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Examples of Outcomes for Accountants Examples of Outcomes for Accountants
• performs capital budgeting
• evaluates capital investments
• compares lease vs. purchase
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Examples of Outcomes for Nurses Examples of Outcomes for Nurses
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• demonstrates critical thinking in collecting and interpreting data, planning, implementing and evaluating all aspects of nursing care
• exercises reasonable judgement and sets justifiable priorities in practice
Examples of Outcomes for Nurses Examples of Outcomes for Nurses
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Examples of Outcomes for Electricians Examples of Outcomes for Electricians
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Examples of Outcomes for Electricians Examples of Outcomes for Electricians
• demonstrates proper assembly and use of ladders, scaffolds, rigging, hoisting and lifting equipment
• understands basic concepts of circuitry • demonstrates proper installation of basic circuits,
components and equipment
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Examples of Outcomes for HairstylistsExamples of Outcomes for Hairstylists
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Examples of Outcomes for HairstylistsExamples of Outcomes for Hairstylists
• cuts long hair with graduation using scissors• performs blunt cuts• tapers hair using scissors, straight razor and electric clippers
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i)Teachers gather and use information about students’ learning needs and progress.
Teachers monitor students’ actions on an ongoing basis to determine and respond to their learning needs. They use a variety of diagnostic methods that include observing students’ activities, analysing students’ learning difficulties and strengths, and interpreting the results of assessments and information provided by students, their parents, colleagues and other professionals.
Teachers select and develop a variety of classroom assessment strategies and instruments to assess the full range of learning objectives. They differentiate between classroom and large-scale instruments such as provincial achievement tests, administer both and use the results for the ultimate benefit of students. They record, interpret and use the results of their assessments to modify their teaching practices and students’ learning activities.
Teachers help students, parents and other educators interpret and understand the results of diagnoses and assessments, and the implications for students. They also help students develop the ability to diagnose their own learning needs and to assess their progress toward learning goals.
Teachers use their interpretations of diagnoses and assessments as well as students’ work and results to guide their own professional growth. They assist school councils and members of the community to understand the purposes, meanings, outcomes and implications of assessments.
Ministerial Order (#016/97)
Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta
Examples of Outcomes Examples of Outcomes for Teachers for Teachers
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• selects and develops a variety of classroom assessment strategies and instruments to assess the full range of learning objectives
• assists school councils and members of the community to understand the purposes, meanings, outcomes and implications of assessments
Examples of Outcomes for TeachersExamples of Outcomes for Teachers
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Outcomes in the Report CardOutcomes in the Report Card
Language Arts Mr. E
Records ideas and information in ways that make sense
Identifies the main idea and supporting details of texts
Finds information on a topic, using a variety of sources
Writes complete sentences using capitals and periods
Uses the computer as a tool for writing
Effectively plans and drafts written assignments
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What are Standards?What are Standards?
• Standards are achievement levels.
• Standards help teachers describe how well a student has achieved a learning outcome.
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Standards or Achievement LevelsStandards or Achievement Levels
ExcellentExcellent
ProficientProficient
AcceptableAcceptable
LimitedLimited
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ExcellentExcellent
ProficientProficient
AcceptableAcceptable
LimitedLimited
This level describes achievement that is commendable. The student demonstrates an in-depth and broad understanding
of a subject outcome at this grade.
This level describes achievement that is competent. The student demonstrates a well-developed and consistent
understanding of a subject outcome at this grade.
This level describes achievement that is adequate. The student demonstrates a basic and/or inconsistent understanding of a subject outcome at this grade.
This level describes achievement that is not yet at an acceptable level. The student demonstrates inadequate
understanding of a subject outcome at this grade.
Wow!
Yes!
Yes, but
Not yet
Standards or Achievement LevelsStandards or Achievement Levels
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AchievementAchievement
Language Arts Mr. E
Records ideas and information in ways that make sense Acceptable Achievement
Identifies the main idea and supporting details of texts Acceptable Achievement
Finds information on a topic, using a variety of sources Proficient Achievement
Writes complete sentences using capitals and periods Acceptable Achievement
Uses the computer as a tool for writing Acceptable Achievement
Effectively plans and drafts written assignments Acceptable Achievement
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Typical AchievementTypical Achievement
In a typical mixed ability class in Elk Island Public Schools, the achievement pattern tends to be:
Excellent…….. some studentsProficient……. most studentsAcceptable……some studentsLimited……… few students
The definitions of the four achievement levels are an attempt to reflect this reality.
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EffortEffort
Effort is about how much energy a student invests in his or her learning.
The levels are:• Commendable• Sufficient• Inconsistent• Insufficient
Effort is reported by levels and comments.
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Achievement and EffortAchievement and Effort
Language Arts Mr. E
Records ideas and information in ways that make sense
Acceptable Achievement
Identifies the main idea and supporting details of texts
Acceptable Achievement
Finds information on a topic, using a variety of sources
Proficient Achievement
Writes complete sentences using capitals and periods
Acceptable Achievement
Uses the computer as a tool for writing Acceptable Achievement
Effectively plans and drafts written assignments
Acceptable Achievement
Effort: Sufficient
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How comments tell parents about their childHow comments tell parents about their child
Teachers uses comments to:
• say more about a student’s learning• make special mention of something the student achieved• say more about a student’s effort• describe a student’s progress• make suggestions for next term
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A Subject ReportA Subject Report
Language Arts Mr. E
Records ideas and information in ways that make sense
Acceptable Achievement
Identifies the main idea and supporting details of texts
Acceptable Achievement
Finds information on a topic, using a variety of sources
Proficient Achievement
Writes complete sentences using capitals and periods
Acceptable Achievement
Uses the computer as a tool for writing Acceptable Achievement
Effectively plans and drafts written assignments
Acceptable Achievement
Effort: Sufficient
Comment: Garnet was able to work through his mini-report on the foods of Inuit people with minimal assistance. He needs to improve his skills in planning for story writing. Garnet participated enthusiastically in the home reading program.
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Learner AttributesLearner Attributes
Learner attributes describe aspects of students’ work at school that are important for successful learning.
The levels are:• Consistently• Usually• Inconsistently• Infrequently
Learner attributes are reported by levels and comments.
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Learner AttributesLearner Attributes
Social Attributes
• respects the rights of others• accepts personal responsibility• respects the property of self
and others• cooperates with others• follows school and classroom
rules
Work & Study Attributes
• listens attentively• participates in discussions• applies learning strategies• organizes materials and space• strives for quality
performance• completes tasks
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Learner AttributesLearner Attributes
Learner Attributes Mr. E
Social Attributes
Respects the rights of others Consistently
Accepts personal responsibility Consistently
Respects the property of self and others Usually
Cooperates with others Usually
Follows school and classroom rules Consistently
Work and Study Attributes
Listens attentively Infrequently
Participates in discussions Usually
Applies learning strategies Usually
Organizes materials and space Consistently
Strives for quality performance Usually
Completes tasks Usually
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A Learner Attributes ReportA Learner Attributes Report
Learner Attributes Mr. E
Social Attributes
Respects the rights of others Consistently
Accepts personal responsibility Consistently
Respects the property of self and others Usually
Cooperates with others Usually
Follows school and classroom rules Consistently
Work and Study Attributes
Listens attentively Infrequently
Participates in discussions Usually
Applies learning strategies Usually
Organizes materials and space Consistently
Strives for quality performance Usually
Completes tasks Usually
Comment: Garnet has demonstrated respect for staff, students and visitors around the school. He keeps his desk and coat hook area well organized. He could improve his listening skills by looking at the speaker and listening carefully to classmates.
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Alberta teachers are required to…Alberta teachers are required to…
…assess students’ achievement across the full range of learning outcomes.
…use a variety of assessment strategies and instruments,
This means that teachers need to…This means that teachers need to…
since…since……students’ achievement of many outcomes cannot be assessed using traditional tests or be recorded in the form of numbers.
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• evaluates procedures used and identifies possible improvements
• observes a set of footprints, and infers the direction and speed of travel
Grade 6 Science
• solves problems involving multiple steps and multiple operations, and accepts that other methods may be equally valid
• discusses the reasonableness of data and resultsGrade 5 Mathematics
• demonstrates respect for places and objects of historical significance
• considers the needs and points of view of others
Grade 4 Social Studies
…students’ achievement of many outcomes cannot be assessed using traditional tests or recorded in the form of numbers. For example:
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Teacher Quality Standard
• assess the full range of learning outcomes
• use a variety of assessment strategies and instruments
Collecting evidence• observe students• confer with students• examine students’ work
Recording evidence• marks• checklists• levels• written notes
Interpreting evidence
Report through comments
Report through KLOs and achievement levels
Implications for ReportingImplications for Reporting
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Numbers or percentages are not useful for Numbers or percentages are not useful for summarizing varied informationsummarizing varied information
Body temperature: 38oC
Blood pressure: 120/60
Weight: 71 kg
Cholesterol: 7
Body Mass Index: 25
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82%Your health is…Body temperature: 38oCBlood pressu
re: 120/60
Wei
ght:
71 k
g
Cholesterol: 7
Body Mass Index: 25
Numbers or percentages are not useful for Numbers or percentages are not useful for summarizing varied informationsummarizing varied information
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Writing conventions 83%
Reading with comprehension 47%
Reading fluently 92%
Writing content 54%
Numbers or percentages are not useful for Numbers or percentages are not useful for summarizing varied informationsummarizing varied information
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Language Arts Grade: 69%
Writ
ing
conv
entio
ns 8
3%Reading with comprehension 47%
Reading fluently 92%
Writing content 54%
Numbers or percentages are not useful for Numbers or percentages are not useful for summarizing varied informationsummarizing varied information
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Parachute packing courseParachute packing courseLearning Outcome: packs parachutes so that they open when usedLearning Outcome: packs parachutes so that they open when used
Student 1
Student 2
Student 3
Acceptable standard
Acceptable standard
Acceptable standard
Student marks on tests and quizzes during the course
Student 3 failed the course
Students 1 and 2 passed the course
Which student would you prefer to have pack your parachute?
Marks were averaged to produce final course grades
based on Davies, A.
Combining numbers into a final grade can lose important meaning:Combining numbers into a final grade can lose important meaning:
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• the average is a moving target that may go up or down• no matter how hard they work, and no matter how much they learn, up to half of all
students are always below average• judgements about a student’s achievement are based on the achievement of others
Percentages and class averages can be discouraging for many students, because:
Advantages of Standards over PercentAdvantages of Standards over Percent
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Advantages of Standards over PercentAdvantages of Standards over Percent
• standards are targets that hold still
• standards are targets that can be described and worked toward by students
• the more a student learns, the closer he or she gets to the target
Standards can be encouraging for most students, because:
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The elementary report card is an effective tool because it
provides information that supports students’ learning
connects directly to the Program of Studies
is integrated with best practices in assessment for, as and of learning