elk island public schools elementary report card instructional services august 2007

Elk Island Public SchoolsElk Island Public SchoolsElementary Report CardElementary Report Card

Instructional Services

August 2007

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

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

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


…to compare a child’s achievement to the achievement of other students in the class or grade


The purpose of a report card is not…

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



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

Key Features of the Report CardKey Features of the Report Card

outcomes-basedoutcomes-based

standards-basedstandards-based

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.

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

Examples of Outcomes for Accountants Examples of Outcomes for Accountants

Examples of Outcomes for Accountants Examples of Outcomes for Accountants

• performs capital budgeting

• evaluates capital investments

• compares lease vs. purchase

Examples of Outcomes for Nurses Examples of Outcomes for Nurses

• 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

Examples of Outcomes for Electricians Examples of Outcomes for Electricians

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

Examples of Outcomes for HairstylistsExamples of Outcomes for Hairstylists

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

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

• 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

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 achievement levels.

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

Standards or Achievement LevelsStandards or Achievement Levels

ExcellentExcellent

ProficientProficient

AcceptableAcceptable

LimitedLimited

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

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

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.

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.

Achievement and EffortAchievement and Effort

Language Arts Mr. E


Acceptable Achievement




Proficient Achievement






Effort: Sufficient

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

A Subject ReportA Subject Report

Language Arts Mr. E






Proficient 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.


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.


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


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

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.

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.

• 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:

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

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

82%Your health is…Body temperature: 38oCBlood pressu

re: 120/60

Wei

ght:

71 k

g

Cholesterol: 7

Body Mass Index: 25


Writing conventions 83%

Reading with comprehension 47%

Reading fluently 92%

Writing content 54%


Language Arts Grade: 69%

Writ

ing

conv

entio

ns 8

3%Reading with comprehension 47%

Reading fluently 92%

Writing content 54%


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:

• 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

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:

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

elk island public schools elementary report card instructional services august 2007

Documents

students achievement

communication slide

agenda students

collections of students

students actions

childs learning

purchase slide

learning needs