New Elementary Report CardNew Elementary Report Card

Grades 1, 2, and 3Grades 1, 2, and 3

2006 – 072006 – 07

COSC COSC November 1, 2006November 1, 2006

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

Home-School CommunicationHome-School CommunicationA report card is one of many ways in which teachers and parents A report card is one of many ways in which teachers and parents communicate about a student’s learning; other ways include:communicate about a student’s learning; other ways include:

• comments on students’ workcomments on students’ work• collections of students’ workcollections of students’ work• phone callsphone calls• e-mailse-mails• meetingsmeetings

• notes in agendasnotes in agendas• student learning logsstudent learning logs• meet-the teacher nightmeet-the teacher night• celebrations of learningcelebrations of learning

The purpose of a report card…The purpose of a report card…

……is to confirm with parents their child’s level of achievement relative to is to confirm with parents their child’s level of achievement relative to provincially set expectations for the gradeprovincially set expectations for the grade

……is not to compare their child’s achievement to other students in the class or gradeis not to compare their child’s achievement to other students in the class or grade

Home-School CommunicationHome-School Communication

Home-School CommunicationHome-School Communication

How the student’s achievement How the student’s achievement compares to expectationscompares to expectations

How well the student has been How well the student has been applying himself or herselfapplying himself or herself

How the student behaves at How the student behaves at schoolschool

How the student could How the student could improveimprove

The important things we want to say about a student

How the student has How the student has progressedprogressed

Home-School CommunicationHome-School Communication

Outcome statements

Levels:•Achievement

•Effort

•Learner Attributes

Comments:•Subjects

•Learner Attributes

How the student’s achievement How the student’s achievement compares to expectationscompares to expectations

How well the student has been How well the student has been applying himself or herselfapplying himself or herself

How the student behaves at schoolHow the student behaves at school

How the student could improveHow the student could improve

How the student has progressedHow the student has progressed

Learner Attribute statements

Key FeaturesKey Features

Based on outcomesBased on outcomes

Based on standardsBased on standards

Similar to the previous grade 1-2

report card

Different to the previous grade 3

report card

What are outcomes?What are outcomes?

• Outcomes are statements that describe what students are Outcomes are statements that describe what students are expected to know and be able to doexpected to know and be able to do

• Outcomes come from the Alberta curriculum for each Outcomes come from the Alberta curriculum for each subjectsubject

E.g.:E.g.:

Teachers will report about a student’s achievement of selected key outcomesTeachers will report about a student’s achievement of selected key outcomes

Examples of OutcomesExamples of Outcomes

Retells main ideas (Gr 1 Language Arts) Experiments with arranging and recording ideas in a variety

of ways (Gr 3 Language Arts) Expresses an understanding of how the community being

studied has changed (Gr 2 Social Studies) Asks questions that lead to exploration and investigation (Gr

1 Science) Uses manipulatives, diagrams and symbols to demonstrate

and describe the processes of addition and subtraction of numbers to 100. (Gr 2 Mathematics)

E.g.:E.g.:

2.3 demonstrates critical thinking in collecting and interpreting data, planning, implementing and evaluating all aspects of nursing care.

2.4 exercises reasonable judgment and sets justifiable priorities in practice.

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

assists school councils and members of the community to understand the purposes, meanings, outcomes and implications of assessments.

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

What are standards?What are standards?

• Standards are levels of achievement

• Standards help teachers describe how well a student has achieved an outcome

Teachers will report each student’s achievement by using four levels of achievement Teachers will report each student’s achievement by using four levels of achievement and also may use commentsand also may use comments

Standards or Achievement LevelsStandards or Achievement Levels

ExcellentExcellent

ProficientProficient

AcceptableAcceptable

LimitedLimited

Standards or Achievement LevelsStandards or Achievement Levels

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.

Advantages of Standards over PercentAdvantages of Standards over Percent

• no matter how hard they work, half of the students are no matter how hard they work, half of the students are always below average always below average

• the average is a moving target that may go up or downthe average is a moving target that may go up or down

Percentages and class averages can be discouraging Percentages and class averages can be discouraging for many students, because:for many students, because:

Advantages of Standards over PercentAdvantages of Standards over Percent

• standards are targets that can be described and standards are targets that can be described and worked toward by teachers and studentsworked toward by teachers and students

• the more a student learns, the closer he or she gets to the more a student learns, the closer he or she gets to the targetthe target

Standards can be encouraging for most students, because:Standards can be encouraging for most students, because:

Percent don’t always tell us as much as Percent don’t always tell us as much as we think they do…we think they do…

Temperature: 23Temperature: 23ooCC

Pressure: 102.2 kPaPressure: 102.2 kPa

Wind speed: 28 kmhWind speed: 28 kmh

Humidity: 69%Humidity: 69%

Visibility: 15 kmVisibility: 15 km

Percent don’t always tell us as much Percent don’t always tell us as much as we think they doas we think they do

237.2 / 5 = 47.44

Today’s weather…Temperature: 23Temperature: 23ooCC

Pressure: 102.2 kPa

Pressure: 102.2 kPa

Wind speed: 28 kmh

Wind speed: 28 kmh

Humidity: 6

9%

Humidity: 6

9%

Visibility: 15 km

Visibility: 15 km

%

Outcomes and Achievement in the Outcomes and Achievement in the Report CardReport Card

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

Typical AchievementTypical Achievement

In a typical mixed ability class, the achievement In a typical mixed ability class, the achievement pattern is likely to be:pattern is likely to be:

ExcellentExcellent FewFew students studentsProficientProficient MostMost students studentsAcceptableAcceptable SomeSome students studentsLimitedLimited FewFew students students

How teachers determine a student’s How teachers determine a student’s level of achievementlevel of achievement

Teachers use a variety of assessment methods, including:Teachers use a variety of assessment methods, including:

• observationsobservations• projectsprojects• performancesperformances• teststests

What else does the report communicate?What else does the report communicate?

AchievementAchievement EffortEffort Learner AttributesLearner Attributes

EffortEffort

Effort is about how much energy a student appears to Effort is about how much energy a student appears to invest in his or her learning. invest in his or her learning.

The levels are:The levels are:

• CommendableCommendable• AcceptableAcceptable• InsufficientInsufficient

Teachers will report a student’s effort for each subject by using these levels; they may Teachers will report a student’s effort for each subject by using these levels; they may also use a comment.also use a comment.

Achievement Achievement and Effortand 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: Acceptable

Learner AttributesLearner Attributes

Learner attributes describe aspects of students’ work at Learner attributes describe aspects of students’ work at school that are important for successful learning.school that are important for successful learning.

Teachers report a student’s learner attributes by using these levels; they may also use a Teachers report a student’s learner attributes by using these levels; they may also use a comment.comment.

The levels are:The levels are:• ConsistentlyConsistently• UsuallyUsually• InfrequentlyInfrequently

Learner AttributesLearner Attributes

Social AttributesSocial Attributes

• Respects the rights of othersRespects the rights of others• Accepts personal responsibilityAccepts personal responsibility• Respects the property of self and othersRespects the property of self and others• Cooperates with othersCooperates with others• Follows school and classroom rulesFollows school and classroom rules

Learner AttributesLearner Attributes

Work & Study AttributesWork & Study Attributes

• Listens attentivelyListens attentively• Participates in discussionsParticipates in discussions• Applies learning strategiesApplies learning strategies• Organizes materials and spaceOrganizes materials and space• Strives for quality performanceStrives for quality performance• Completes tasksCompletes tasks

How Learner Attributes How Learner Attributes are Reportedare Reported

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

How comments tell you about your childHow comments tell you about your child

The teacher uses comments to:The teacher uses comments to:

• say more about a student’s learning• say more about a student’s effort• make suggestions for next term• make special mention of something the student

achieved• describe a student’s progress

A Subject A Subject ReportReport

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: Acceptable

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.

A Learner Attributes A Learner Attributes ReportReport

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.

Student InputStudent Input

Students have an opportunity to write in their own Students have an opportunity to write in their own report card:report card:

• Reflection – what they think or how they feel about Reflection – what they think or how they feel about their learningtheir learning

• Goals – what they would like to learnGoals – what they would like to learn• Plan – what is important for them to doPlan – what is important for them to do

Parent InputParent Input

Parents have an opportunity to write in their child’s Parents have an opportunity to write in their child’s report card:report card:

• Support – how they intend to support their Support – how they intend to support their child’s learningchild’s learning