learner report- august 2016
TRANSCRIPT
Learner Report
It’s not that bad…
What is a Learner Report?
a tool used by teachers to give learners specific feedback on their language progress over a reporting period
a document given to the learner so that they can keep track of their progress and use the information to set goals
Note: These reports do not count for citizenship purposes!
When do you give a Learner Report?
1. The student has accumulated 8-10 pieces of evidence in every skill
2. The student has studied at the current level for 200-250 hours
3. The student has been in the class for the whole term (for 200-250 hours), has 8-10 artifacts, and all (or most) of his/her benchmarks change so he/she will advance to the next level
4. The student has been in the class for the whole term (for 200-250 hours), has 8-10 artifacts, moves up in one or two skills but will not move up to the next class level (and will repeat the level again).
5. The student has been in the class for the whole term (for 200-250 hours), has 8-10 artifacts, and none of his/her benchmarks change so he/she will repeat the level again and receive a Learner Report
Note: Students who do not meet the criteria above, will receive a Conference Report. Consult the LINC Teaching & Learning Specialist or your PBLA Lead Teacher for more information about conference reports.
Completing the Report Every teacher will receive an
electronic version of the report
Each report will be saved by first and last name of student
Save reports to your USB if you are completing them at home
Print them at work
Save completed reports on your computers at work.
Initial benchmarks are found in the students’ files. Ask your coordinators for assistance.
Attendance data can be found in students’ files.
Instructions for Completing the Electronic Learner Report
To use the Learner Report, you must have Adobe Reader 11 Installer here:
https://www.adobe.com/support/downloads/thankyou.jsp?fileID=5519&ftpID=5507
Follow these steps:1. Before you begin entering data, download and save the blank form from your email.2. From your computer file, open the form and click ‘save as’ and give the file a name (e.g., the student’s name)3. After you have filled out all of the fields, click ‘save’.
Follow steps 2 and 3 for each student file.
If you need to go back and make any changes to a saved file (e.g., Jane Doe's file), click 'save as' and change the file name (e.g., Jane Doe1). If you do not change the file name, you will lose the changes you have made.
DO NOT fill in the form in PDF Preview OR from within your email program. This will result in A BLANK FORM.
You have space for 1140 characters for the Learner Strengths and Progress text box and 330 characters in the Suggestions for Learning box. This should be more than sufficient “space” for comments you will be making.
Remember these are key points you want to discuss in the conference. It is not a detailed explanation of your thoughts and suggestions.
Part-time=12,Full-time=25,Weekend=6
How to fill it in?
The student name on your attendance list, no short forms or
nicknames
The date of the student conference
Note: Student conference takes place on the last day of class/semester.
1
How to fill it in?
2Calgary Immigrant Educational Society - LINC Program
The instructor’s full name
How to fill it in?
3The first day of the semester.
Part-time = 12
Full-time = 25
Weekend = 6
End date is the last day of instruction for your benchmark reporting period (i.e., the last day of the semester)
How to fill it in?
4For this chart, you should only fill in section A or section
B for each learner.
A= ILVARC benchmarks B = Benchmarks from previous term either from C.I.E.S. or from
another school(PreB, CBL1, 2,3, 4, 5, 6, 7, 8, 9 or literacy CLBs only)
Again, either A or B, not both!
How to fill it in?
5End of term Benchmarks based on the portfolio review.
N/A may be used if a student was not assessed in a skill (L,S,R,W) because their benchmark was outside the range of the class. The student’s CLB in that skill will not change on their certificate.
How to fill it in?Summary of brief, specific and objective points on learner’s
progress. These are points you will discuss in the conference. You may choose to use beginning or developing to describe
skills here. Please write in learner friendly language. 6
How to fill it in?
7This space is for comments that will help move learning forward. Again, it should be brief and specific. The last line of your suggestion should state “Progressing to CLB ___” or “Continuing in CLB ___” for both the student and administrations ease.
How to fill it in?
The number of days the student attended class this term. This
number must match the number found in the students’ files. Ask your
coordinator for help.
The number of days that were offered to the student, including the days they were absent
Note: All continuing learners (that is, learners who were in the class from the first day of class) will have the same number of possible days in a reporting period. Learners who joined the class part way through the benchmark reporting period will have a different number of possible days.
Multiply the student’s official number of days attended by the number of hours you teach per week (see above).This number will be
generated automatically.
8Number of hours you
teach per day (FT = 5 hrs., PT = 3 hrs.)
How to fill it in?
9
The student copy is filed in the About Me section of the learner’s portfolio. It should have all three signatures. The Administrator’s signature will likely be an
electronic signature. Sign the Learner Progress Report with your student during the conference.
Who to ask for help?
Computer-related questions:
Racine Diallo – Computer Programs [email protected]
Tayebeh Shalmani – LINC Teaching & Learning [email protected]
Questions related to the implementation of PBLA in your planning, teaching and assessment:
Who to ask for help?
C.I.E.S.
Jana Ciobanu-CLB6/[email protected]
Richard LeBlanc-CLB [email protected]
Daniel Ling-CLB [email protected]
PBLA Lead TeachersQuestions related primarily to the implementation of PBLA in your planning, teaching and assessment.
Welcome Centre
Alice [email protected]
Peter [email protected]
Who to ask for help?Admin Staff - C.I.E.S. (SE Location)
For questions related to in-house administrative policies and scheduling
Senior LINC Coordinator: Peter [email protected]: Literacy FT; CLB1 FT; CLB2 FT; CLB1/2 FT
LINC/CNC Coordinator: Kulwinder [email protected]: CLB1-3 PTpm; CLB4-6 PTpm; CLB1/2A PTeve; CLB4A PTeve; Literacy PTwkndPM; CLB5 PTwkndAM; CLB6/7PTwkndAM
LINC Coordinator: Lu [email protected]: CLB3FT; CLB4/5FT; CLB6/7FT; Literacy PTeve; CLB1/2B PTeve; CLB3A PTeve; CLB3B PTeve; CLB4B PTeve; CLB5 PTeve; CLB6/7 PTeve
LINC Coordinator: Cosmus Tseu [email protected]: CLB1/2 PTwkndAM; CLB1/2 PTwkndPM; CLB3PTwkndAM; CLB3 PTwkndPM; CLB4 PTwkndAM; CLB4PTwkndPM;
Who to ask for help?Admin Staff - Welcome Centre (NE Location)
For questions related to in-house administrative policies and scheduling
Senior LINC Coordinator: Oscar [email protected]: Literacy I; Literacy II; Literacy III-V; CLB2-3 PTam
LINC Coordinator: Irina [email protected]: CLB1/2A FT; CLB1/2B FT; CLB3A FT; CLB3B FT; CLB4A FT; CLB4B FT; CLB5 FT; CLB6 FT; CLB7/8 FT; CLB4-5 PTam; CLB3-5 PTpm
LINC/CNC Coordinator: Felicidad [email protected]: Literacy A PTeve; CLB5 PTeve; CLB6 PTeve; CLB7/8 PTeve
Who to ask for help?Admin Staff - Welcome Centre (NE Location)
For questions related to in-house administrative policies and scheduling
LINC Coordinator: Heba [email protected]: Literacy B PTeve; CLB1/2A PTeve; CLB1/2B PTeve; CLB1/2C PTeve; CLB3A PTeve; CLB3B PTeve; CLB3C PTeve; CLB3/4 PTeve; CLB4A PTeve; CLB4B PTeve; CLB4C PTeve
LINC Coordinator/Counsellor: Noha El [email protected]: CLB1/2 FTwknd; CLB3/4 FTwknd; Literacy PTwknd; CLB1/2 PTwknd; CLB3A PTwknd; CLB3B PTwknd; CLB4A PTwknd; CLB4B PTwknd; CLB3/4 PTwknd
Any Questions?