provincial report card
TRANSCRIPT
Manitoba Provincial Report
CardPresented to
Presentation Goals
•Provide background, purpose, report card template
Background•2010 - Premier Selinger announcement
included the following points:•development of a parent-friendly
report card•goal was to have parents receive the
information they need to be full partners in their children’s education
•written in plain language, while allowing teachers to enrich the reporting with personalized information about each student.
The Manitoba Report Card
•Primary Purpose - formally communicate to parents, at certain points in time their children’s growth and achievement as learners.
Manitoba’s Mission
•To ensure that all Manitoba’s children and youth have access to an array of educational opportunities such that every learner experiences success through relevant, engaging and high quality education that prepares them for Lifelong Learning and Citizenship in a democratic, socially just and sustainable society.
Manitoba’s Vision
•...every learner will complete a high school education with a profound sense of accomplishment, hope and optimism.
The Big Picture
Provincial Report Card Categories
MovementMovement
Fitness Fitness ManagemenManagemen
tt
Healthy Healthy LifestylesLifestyles
How are the GLO’s and Report Card Categories related??
Report Card Report Card Category Category
MovementMovement
Report Card Report Card Category Fitness Category Fitness
ManagementManagement
Report Card Report Card Category Category Healthy Healthy
LifestylesLifestyles
GLO’s 1 + 3 GLO’s 1 + 3 (Strand A)(Strand A)
GLO’s 2 + 3 GLO’s 2 + 3 (Strand A)(Strand A)
GLO’s 3 GLO’s 3 (Strand (Strand B) B) + 4 + 5+ 4 + 5
MovemeMovementnt
Safety Safety (A)(A)
Fit. Fit. MgmtMgmt
Safety Safety (A)(A)
Safety Safety (B)(B)
P&S P&S MgmtMgmt
HL Prac.HL Prac.
Report Card Category Movement• “Student acquires movement concepts and skills for safe and
functional use in a variety of physical activities and environments.” Knowledge Knowledge
StrandsStrands Skill StrandsSkill Strands
A. Basic MovementA. Basic Movement
B. Movement B. Movement DevelopmentDevelopment
C. Activity Specific C. Activity Specific MovementMovement
A. Acquisition of A. Acquisition of Mov’t SkillsMov’t Skills
B. Application to B. Application to Sports/GamesSports/Games
C. Application to C. Application to Alternate PursuitsAlternate Pursuits
D. Application to D. Application to Rhythmics/GymnasticRhythmics/Gymnastic
ss
GLO1 GLO1 MovementMovement
GLO 3 Safety GLO 3 Safety (A)(A)
A. Physical Activity A. Physical Activity Risk ManagementRisk Management
A. A. Acquisition/ApplicatioAcquisition/Applicatio
n of Safe Practicesn of Safe Practices
Report Card Report Card Category Category
MovementMovement
Report Card Category Fitness Management• “Student acquires fitness concepts and skills that contribute
to personal fitness development through a variety of physical activities and fitness development experiences.”Knowledge Knowledge
StrandsStrands Skill StrandsSkill Strands
A. Fitness A. Fitness ComponentsComponents
B. Fitness BenefitsB. Fitness Benefits
C. Fitness C. Fitness DevelopmentDevelopment
A. A. Acquisition/ApplicatiAcquisition/Applicati
on of Fitness on of Fitness Management SkillsManagement Skills
GLO2 Fitness GLO2 Fitness ManagementManagement
GLO 3 Safety GLO 3 Safety (A)(A)
A. Physical Activity A. Physical Activity Risk ManagementRisk Management
A. A. Acquisition/ApplicatioAcquisition/Applicatio
n of Safe Practicesn of Safe Practices
Report Card Report Card Category Category
Fitness Fitness ManagementManagement
Report Card Category Healthy Lifestyles• “Student acquires concepts and applicable personal and
interpersonal skills in developing well-being, healthy lifestyle practices, and healthy relationships. Knowledge Knowledge
StrandsStrands Skill StrandsSkill Strands
GLO3 Safety GLO3 Safety (B)(B)
GLO 4 GLO 4 Personal & Personal &
Social MgmtSocial MgmtA. Personal Health A. Personal Health PracticesPracticesB. Active LivingB. Active LivingC. NutritionC. NutritionD. Substance Use D. Substance Use and Abuseand AbuseE. Human E. Human SexualitySexuality
A. Application of A. Application of Decision-Making/ProDecision-Making/Problem-Solving Skillsblem-Solving Skills
Report Card Report Card Category Category Healthy Healthy
LifestylesLifestylesGLO 5 Healthy GLO 5 Healthy
Lifestyle Lifestyle PracticesPractices
B. Safety of Self and B. Safety of Self and OthersOthers
1. Community Safety1. Community Safety2. Environmental 2. Environmental SafetySafety3. Prevention and 3. Prevention and Care of InjuriesCare of Injuries4. Community 4. Community Support and Support and ServicesServices5. Violence 5. Violence PreventionPrevention6. Personal Safety6. Personal Safety
A. Personal A. Personal DevelopmentDevelopment
B. Social B. Social DevelopmentDevelopment
C. Mental-Emotional C. Mental-Emotional DevelopmentDevelopment
A. Acquisition of A. Acquisition of Personal and Social Personal and Social Management SkillsManagement Skills
What are some of the benefits of implementing the Manitoba report card?
•Positive school-parent relationships•Improved learning•Consistency across the Province
Provincial Assessment Policy
www.edu.gov.mb.ca/k12/assess/docs/policy_k12/assess_policyk12.pdf
Informed by:
www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf
www.edu.gov.mb.ca/k12/assess/docs/csl/csl_doc.pdf
Also, report card specific:-Support Document (guidelines and policy)-Business Requirements Document-Parent Brochures (multiple languages)
Report Card Support Document (Draft)
Full document available for download at:
www.edu.gov.mb.ca/k12/assess/docs/report_card/index.html
Timelines
•Voluntary implementation 2012-13 school year.
•Full implementation 2013-14 school year.
Preparation and Distribution
•Preparation - separate report card formats for 1-6, 7 and 8, and 9-12. ( www.edu.gov.mb.ca/k12/assess/report_card.html )
•Delivery and Return - to be decided upon by schools or divisions.
•Reporting Frequency - • Grades 1- 8 (and non-semestered high schools) - 3 reporting
periods, 2 ‘term’ periods and a final report.
• Semestered high schools - 2 reporting periods, 1 mid-term, 1 final per term
• Local option for grades 9-12 - may be 4 reporting periods for non-semestered courses in an otherwise semestered school so that reporting periods align.
What do the report cards look
like?
Report Card Templates
•Division/School logo•School Name•Attendance•Grades 1-6, and 7-8•Grade scales•Student Programming Definitions
First Page
All formats can be downloaded as pdf’s atwww.edu.gov.mb.ca/k12/assess/report_card.html
First Page (Grades 1-6, 7&8)
Grade
Report Card
Student: Provincial Student #:
Homeroom Teacher: Date Issued:
Attendance Term 1 Term 2 Term 3 Total
Days Absent:
Times Late:
Student Programming (Grades 1-8)• - critical to accurate and meaningful reporting
• - unless otherwise indicated, the report card provides information about a student’s achievement relative to grade-level curricula.
• -One of the following codes is used if the expectations for a student are different from the grade-level curriculum in a subject.
✦ EAL (English as an Additional Language): Achievement is based on expectations that focus on English language learning.
✦ L (Litteratie francaise, Francais Program): Achievement is based on expectations that focus on French language learning.
✦ IEP (Individual Education Plan): Achievement is based on expectations that reflect special learning needs. (Due to, for example, transiency, gaps in learning, or a cognitive disability)
Determining Marks•Manitoba Report Card Support
Document:
•Partners for Learning, Grades 1 to 12
• http://www.edu.gov.mb.ca/k12/assess/docs/report_card/full_doc.pdf
1.2 Foundational Principles for Grading
• Academic grades are based on curricular learning outcomes, and reported separately from learning behaviours
• Grades should reflect a student’s most recent and consistent learning
• Greater consideration of evidence collected in the final term shows the cumulative nature of learning
• Grades are based on individual student achievement, not group achievement
• Evidence of achievement (e.g., documentation system, work samples) is used to help determine a grade for academic learning and some processes might provide evidence for learning behaviours
Academic Achievement Scales - Numerical and Percentage
Grades How Learning is Reported
1 to 6A 1-4 numerical scale is used to report on achievement in each within-subject category. There are no overall subject grades.
7 to 8A 1-4 numerical scale is used to report on achievement in each subject category. The percentage scale is used to report overall subject grades.
9 to 12The percentage scale is used to report overall subject grades for each subject. There is no reporting of achievement for subject area categories.
Reporting Academic Achievement of Provincial Curriculum
ExpectationsAcademic Achievement of Provincial Curriculum Expectations
Academic Grade ScaleDescriptionNumerical
(Gr. 1-6, 7-8)Percentage
(Gr. 7-8, 9-12)
4 80% to 100%
Thorough understanding and in-depth application of concepts and skills.
3 70% to 79% Very good understanding and application of concepts and skills.
2 60% to 69% Basic understanding and some application of concepts and skills.
1 50% to 59% Limited understanding and minimal application of concepts and skills; see teacher comments
ND Less than 50%
Grades 1-8: Does Not yet Demonstrate the required understanding and application of concepts and skills; see teacher comments
Grades 9-12: Does Not yet Demonstrate the required understanding and application of concepts and skills; students with a final grade of less than 50% are not granted course credit; see teacher comments
Further Descriptions for Academic AchievementAcademic Achievement of Provincial Curriculum Expectations
Academic Grade ScaleDescription
Numerical(Gr. 1-6, 7-8)
Percentage(Gr. 7-8, 9-12)
4 80% to 100%
Thorough understanding and in-depth application of concepts and skills.•Understands all or nearly all concepts and/or skills•Routinely makes connections to similar concepts and skills•Applies creativity to own life and to support new learning
Further Descriptions for Academic AchievementAcademic Achievement of Provincial Curriculum Expectations
Academic Grade ScaleDescription
Numerical(Gr. 1-6, 7-8)
Percentage(Gr. 7-8, 9-12)
3 70% to 79%Very good understanding and application of concepts and skills.•Understands most concepts and skills•Often makes connections to similar concepts and skills•Sometimes applies to own life and to support new learning
Further Descriptions for Academic AchievementAcademic Achievement of Provincial Curriculum Expectations
Academic Grade ScaleDescription
Numerical(Gr. 1-6, 7-8)
Percentage(Gr. 7-8, 9-12)
2 60% to 69%Basic understanding and some application of concepts and skills.•Understands most concepts and skills•Occasionally makes connections to similar concepts and skills
Further Descriptions for Academic AchievementAcademic Achievement of Provincial Curriculum Expectations
Academic Grade ScaleDescription
Numerical(Gr. 1-6, 7-8)
Percentage(Gr. 7-8, 9-12)
1 50% to 59%Limited understanding and minimal application of concepts and skills; see teacher comments•Understands some key concepts and skills•Rarely makes connections to similar concepts and skills
Further Descriptions for Academic AchievementAcademic Achievement of Provincial Curriculum Expectations
Academic Grade ScaleDescription
Numerical(Gr. 1-6, 7-8)
Percentage(Gr. 7-8, 9-12)
ND Less than 50%
Grades 1-8: Does Not yet Demonstrate the required understanding and application of concepts and skills; see teacher comments
Grades 9-12: Does Not yet Demonstrate the required understanding and application of concepts and skills; student with a final grade of less than 50% are not granted course credit; see teacher comments
Codes used in Grades 1-6 and Grades 7 - 8
Course Complete: Final grade showing sufficient evidence of learning for Grade 11 and 12 Physical Education/Health Education only.
COCourse Incomplete: Final grade showing insufficient evidence of learning for Grade 11 and 12 Physical Education/Health Education. May also be used in other courses but not as a final grade.
IN
No exam applies NENo mark for the school-based final exam or provincial test, where applicable NM
NA Not applicable
IN Incomplete; not enough evidence available to determine a grade at this time
Codes used in Grades 9 to 12
Codes (cont.)•- In the rare cases when an IN or NA is used,
such as those identified below, it must be approved by the principal and a comment should explain its use
• - the code ‘NA’ (not applicable) may be used...✦ when a student’s programming is coded as ‘EAL’, ‘IEP’,
or ‘L’ (Francais only) and the student is not addressing certain content as a result of their individual programming.
✦ when certain aspects of a subject have not yet been addressed
- The code ‘IN’, ‘Incomplete’, may be used...✦ if a student’s level of achievement cannot be assessed (e.g., extended absence or being new to the school with no information from the previous school available)
Assigning Grades•To determine grades, the teacher analyzes
the evidence, noting the most recent and consistent learning aligned with the subject area categories, as appropriate, and makes a judgement to summarize the current level of achievement.
•Term grades reflect a student’s achievement as demonstrated from the beginning of the course. Greater consideration should be given to learning demonstrated later in the course, as appropriate for the nature of the particular course and teaching approach.
Physical Education/Health Education Grading ExampleStudent: ____Lenny___________ Grade: _____7_____Report Period: ____Fall 2012___________
Grading Scale4 = Thorough3 = Very Good2 = Basic1 = LimitedND = Does Not yet Demonstrate
Summative Achievement Evidence - MovementAssessment Method Maximum Points Score (%)
Basic Movement Skills (Self-assess BMS - Coop Game G)
Movement Development (Biomech of throwing Quiz G)Activity-Specific Movement (see activity groups)Physical Activity Risk Mgmt. General Safety Rules Test / 15 15 11 73
Water Safety Role Play / 20 20 18 90Team Work and Fair Play 4 x Bi-weekly Observation / 4 16 12 75
Create a Game - Grp assess / 10 10 9 90
Sports and Games Functional use (throw) in softball / 4
4 Observati
on / 43 75
Invasion - use of space - Peer assess. / 7 7 6 86
Performance Task - run and pass / 4 4 4 100
Alternative Pursuits X-Country Ski Perf. Task / 4 4 3 75
Rhythmic & Gymnastic Activ. Gymnastic skills - peer assess. / 8 8 5 63
Pyramids - Grp assess / 4 4 3 75Floor Exercise Routine / 4 4 3 75
Total - Points 96 77 80Numerical score (4-1) 4
Overall % Score 80
G: Growth (formative assessment activity) - Not scored for grade
Comments
Strengths:
Challenges:
Next Steps:
Physical Education/Health Education Grading ExampleStudent: ____Lenny___________ Grade: _____7_____Report Period: ____Fall 2012___________
Grading Scale4 = Thorough3 = Very Good2 = Basic1 = LimitedND = Does Not yet Demonstrate
Summative Achievement Evidence - Fitness ManagementAssessment Method Maximum Points Score (%)
Fitness Components Lead Class Warm-up (pairs) 10 9 90
Fitness Benefits
Fitness Development Fitness Circuit-Single Station 4 4 100Body’s Muscles Test 20 19 95
Active Fitness Biweekly assess 4 4 100HR Monitor Target Zone 4 4 100
Fitness Management Skills Charting Fitness Results (G)Personal Fitness Plan 25 22 88
Charting Fitness Results 4 4 100
Total - Points 71 66 93Numerical score (4-1) 4
Overall % Score 93
G: Growth (formative assessment activity) - Not scored for grade
Comments
Strengths:
Challenges:
Next Steps:
Physical Education/Health Education Grading ExampleStudent: ____Lenny___________ Grade: _____7_____Report Period: ____Fall 2012___________
Grading Scale4 = Thorough3 = Very Good2 = Basic1 = LimitedND = Does Not yet Demonstrate
Summative Achievement Evidence - Healthy LifestylesAssessment Method Maximum Points Score (%)
Safety of Self and Others Avoidance Case Study Questions 8 6 75
First Aid Emer. Call Role Play-Peer (G)Personal Hygiene No Outcomes
Nutrition No OutcomesSubstance Use and Abuse Prevention Drug Research Presentation 25 18 72
MAAW Poster 15 13 87Human Sexuality Puberty Changes Discussion (G)
Human Reproductive System Test 20 16 80
Gender and Diversity - Journal (G)
STI Assignment 4 4 100Personal Development Decide Scenario (G)
Personal Health Goals 4 3 75
Social Development Interpersonal Skills Self-Assess (G)
Mock Mediation 4 2 50
Mental-Emotional Dev. Performance Task - Yoga asanas 4 4 100
Personal/Social Mgmt Skills Interpersonal Skills Self-Assess (G)
Total - Points 88 69 78Numerical score (4-1) 3
Overall % Score 78G: Growth (formative assessment activity) - Not scored for grade
Comments
Strengths:
Challenges:
Next Steps:
4.5 Learning Behaviours
•At Grades 1 to 6, learning behaviours are reported once on the report card, along with a teacher comment.
•At Grades 7 to 12, the learning behaviours are reported for each subject.
•The reporting of learning behaviours appearing on a report card apply to the current reporting term only.
Learning Behaviours
ScaleC: Consistently - almost all or all of the time U: Usually - more than half of the time
S: Sometimes - less than half of the time R: Rarely - almost never or never
Personal Management
SkillsUses class time effectively; works independently; completes homework and assignments on time
Active Participation in
LearningParticipates in class activities; self assesses; sets learning goals
Social Responsibility
Works well with others; resolves conflicts appropriately; respects self, others and the environment; contributes in a positive way to communities
Learning BehavioursBehaviour Sample Indicators
Personal Management Skills
The student self-monitors own behaviours and personal growth,
organizes for learning, contributes positively to the learning process, and
takes responsibility for work completion.
• organizes materials (e.g., study notes)• uses class time productively• works independently• completes homework and assignments on time• persists when faced with challenges• seeks help when needed• demonstrates a strong work ethic• shows patience• makes a consistent effort• demonstrates on-task behaviours• sets personal management goals and monitors growth
Learning BehavioursBehaviour Sample Indicators
Active Participation in Learning
The student participates actively in learning, is curious, sets learning goals, self-assesses, provides feedback, and
uses feedback for improvement.
• shows interest; asks questions• takes initiative• is curious - investigates questions, hypothesizes, estimates, analyzes• self-assesses work quality based on quality criteria• uses descriptive feedback to improve learning• uses criteria to provide descriptive feedback• explores themes and enriches topics through interest-based learning.• uses a variety of media for communications
Learning BehavioursBehaviour Sample Indicators
Social ResponsibilityThe student demonstrates
citizenship and social skills that contribute to making the
classroom, school, and larger community a positive, safe and
caring environment.
• works and interacts well with others• is welcoming and positive• shares resources, materials, and equipment with others• respects classroom and school values and routines• responds positively to the values and traditions of others• respects self, others, and the environment• shows empathy and compassion• contributes to making the community a better place• takes initiative and leadership in community service• works for a sustainable planet• takes an equitable share of work in a group• is courteous• respects the need for safety for self and others - physical and emotional
Teacher Comments• Meaningful comments identify student strengths, pinpoint
areas needing improvement, and provide suggestions as to how the student can improve. (strengths, challenges and next steps)
• Teachers are encouraged to personalize the comments for each student so that they are specific to the student’s levels of academic achievement and learning behaviour ratings.
• Other considerations:
• Language: - jargon-free, - respectful and constructive, - brief and concise, - free of superlatives and absolutes such as ‘best’, ‘always’, ‘never’, or vague words such as ‘appears to,’ ‘but’, ‘however’, - is congruent with the grading scale.
• Strengths and Learning Goals: - unique to the learner, - specific to the level of achievement relative to the report card and categories, - evidence-based, using evidence from a wide variety of assessment sources.
Teacher Comments
•IF a child receives a grade of 1 or ND in any subject category, comments are REQUIRED.
• Don’t’s - include summaries of material taught during the term. (This can be communicated in other ways since space is limited)
Quality Criteria
i.Comments follow the framework of addressing “strengths”, “challenges”, and “next steps” (practical, doable, timely) as appropriate.
ii.Comments are personalized for the student so that they are specific to the student’s levels of academic achievement and learning behaviour ratings.
iii. Comments consider the use of “Language” as outlined in Section 4.6 of the Report Card Support Document.
iv.Comments include “Strengths and Learning goals” for the student as outlined in Section 4.6 of the Report Card Support Document
v.Comments do not include summaries of material taught during the term, or scores/results from other kinds of measures such as non-prov. standardized assessments.
Comment Activity•Student A (Desiree) Grade 2
Physical Education/Health Education Teacher:
EAL IEP Term 1 Term 2 Final
Physical Education Movement 4
Fitness Management 3Health Education Healthy Lifestyles 3
Comments:Strengths: Desiree demonstrates a good understanding of safety rules in the gym. She is doing an excellent job in mastering her assigned basic motor skills for changing direction while running and underhand throwing, both during specific learning tasks and in games where they apply.Challenges: Sustaining effort without stopping to rest during fitness activities.Next Steps: Desiree could improve her overall fitness by participating more in physical activities during recess or after school.
Comment Activity•Student B (Luke) Grade: 8
Physical Education/Health Education PE Teacher:
EAL IEP IEP
Academic Achievement Term1 Term 2 Final Learning Behaviours Term 1 Term 2 Term 3
Physical Education
Movement 4 Personal management skills RFitness
Management 4 Active participation in learning C
Health Education
Healthy Lifestyles Social responsibility S
Overall Grade 78% % % Local Option
Local Option
Comments:Luke has recently completed a basketball unit and is now currently learning concepts and skills for badminton. Luke always brings his gym clothing and material for health classes. He shows good effort during fitness activities but still has room for improvement.
Comment Activity•Student C (Janice) Grade 10Attendance and Achievement Learning Behaviours
Term 1 Term 2 Final Term 1 Term 2
Semester: 1
Teacher:
Credit Value:
Credits Earned:
Course: PE/HE 10G
0 6 88% 2 2 78% NE 78% C C C
Comments:
Janice is a very highly motivated student who has shown excellent achievements in all the sports played in class.
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Comment Activity•Student D (Diego) Grade 3 - Learning Behaviours
Learning Behaviour Examples Term 1 Term 2 Term 3
Personal Management Skills
Uses class time effectively; works independently; completes homework and assignments on time C C
Active Participation in Learning
Participates in class activities; self-assesses; sets learning goals U U
Social Responsibility
Works well with others; resolves conflicts appropriately; respects self, others and the environment U U
Comments:Diego is a sensitive and soft spoken student who is becoming independent and who assumes responsibility for his learning. During daily routines and instructions, he is able to organize himself. As for using his time well, he does still require reminders to stay on task, especially during Physical Education classes. Diego is able to listen and at times ask clarifying questions. During group work, he is also able to work cooperatively by listening to others, by responding to the needs of others and by resolving conflicts in socially appropriate ways.