the new curriculum-based report card muir lake school council november 21, 2011
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The New Curriculum-Based Report Card
The New Curriculum-Based Report CardMuir Lake School CouncilNovember 21, 2011Before the presentation, open up the PSD Website and Shayes blog to access at slide 23 (theyre not hyperlinked in the slide.)1PurposeDeepen your understanding of Parkland School Divisions curriculum-based report cardThe purpose of our coming together tonight is for you to develop a shared understanding of Parkland School Divisions new curriculum-based report card. 16 of our 20 K-9 schools are implementing the new report card this year, and the remaining 4 schools will implement it next year. I have worked with Karen and Travis to put this presentation together; it is framed around answering the questions that the were posed during your previous school council meeting, with some additional information which we also feel is important for you to know.2Outcomes1. Understand the format of the new report card2. Understand the rationale behind itWith that purpose in mind, we are working towards 2 outcomes tonight:1. I will be providing you with information that will help you better understand the format of the new report card (what it looks like, what curriculum elements are being reported, what the performance indicators are all about)2. AND I will also provide you with some information to help you better understand the rationale behind the choices that were made for the new report card.*We are not here to debate the merits of the new report card; we are here to help you move forward in your understanding of it. As we go through the presentation, if something that Ive said is unclear, then please feel free to ask questions for clarification . If a question is asked that I feel will take the presentation off track, I will ask that you hold on to your question until the presentation is formally over, at which time either your administrators, or myself, will answer your question in a one-on-one conversation with you. 3Self-assessmentWhat is your understanding of the format of the new report card and the rationale behind it?
As you know, the new report card is significantly different from the previous one that your school had been using. Im going to propose that we think about coming to understand the new report card as a journey, or as a continuum of learning. As we begin to learn about something, our understanding is emerging. As we continue to learn more, to do some research, to experience it, our understanding continues to develop, and eventually, when our understanding is so strong that we can clearly articulate it to others, our understanding is established.The goal of tonight, really then, is to move forward along this learning continuum in our understanding of the new report card. Before we can move forward, though, we need to reflect on our current understanding of the new report card. Which of these indicators, emerging, developing, or established, describes where you currently are on this learning continuum?Its difficult to place yourself along the continuum without understanding what each of those indicators really means. So, to help you with this self-assessment, Ive developed some descriptors which explain what each of the indicators means.After I have articulated the descriptors, I will ask you to plot yourself somewhere along this learning continuum.
4EmergingI have heard about the new report card, but have not seen it. I do not know what elements from the curriculum are being reported, or what method the teachers will be using to report student learning. I need a lot of support in coming understand the new report card.DevelopingI have read through the draft version of the report card, and I have an adequate understanding of the elements from the curriculum that are being reported. I know the 3 indicators that are being used to report student learning, but would require some support to understand the rationale behind the report card. 6EstablishedI have thoroughly read through the draft version of the report card and all of the other support documents on the PSD Website, so I have a deep understanding of the curricular elements being reported, and of the indicators that teachers will use to report student performance. I understand the latest research in student assessment, so could clearly and independently articulate the report card and the rationale behind it.Self-assessmentWhat is your understanding of the format of the new report card and the rationale behind it?
Now that you know the descriptors for each of the indicators, you can better judge where you are along this continuum of learning- which of these indicators, emerging, developing or established most accurately reflects how you would answer the question?Since this is learning continuum, the three indicators are not specific points, but instead, represent different zones of development. As we go through the presentation tonight, think about this continuum, and how you might be moving forward on it. 8Performance Indicators and DescriptorsPerformance IndicatorsEST (Established)DEV (Developing) EMG (Emerging)
DescriptorsDifferentiate how well a student is able to demonstrate the outcomesDifferentiate based on the level of support a student needs to achieve
On the new report card, the indicators that will be used to report student performance are Established, Developing and Emerging. The indicator insufficient will be used to indicate, that although that area of the curriculum has been addressed in the class, your child has not produced sufficient evidence for the teacher to make a judgment of their current level of performance (they may have been away while the class was working on that curricular component, etc).The big goal of education is for children to acquire the skills needed to become independent learners. Different students need different levels of support as they learn and grow.Just as in the self- assessment example we just did, each of the performance indicators on the report card has a specific descriptor, that helps clarify what that level of performance is about. The descriptors differentiate from each other in 2 ways: differentiate based on how a student is able to demonstrate a particular set of learning outcomes, And they differentiate based on the level of support the child needs in order to demonstrate the outcomes.On the next 3 slides, we will look at the descriptor for each of the indicators. As I read the descriptors, I want you to look for those 2 parts-
9Descriptor for EmergingEMGThe student has a limited or incomplete understanding of the outcomes. He/She consistently requires guidance and support from the teacher to demonstrate learning.
Descriptor for DevelopingDEVThe student has an adequate understanding of the outcomes. He/She is able to perform at an acceptable level and can clearly demonstrate the outcome with minimal assistance from the teacher.
Descriptor for Established ESTThe student has an in-depth understanding of the outcomes and often provides insightful interpretations or extensions beyond the developing level. He/She can clearly and consistently demonstrate the outcomes independently. Most of the elements of the new report card are the skills and processes outcomes from each of the subject areas. Students begin to work on these skills at the beginning of the year, and continue to work on them throughout the year. Teachers work with the students to support their skill development, to whatever extent of support each student needs. But not only do your children begin to work on these skills at the beginning of their grade level, the skills in the each subject area begin in Kindergarten and flow through to grade 9. Kindergarten students work on the same skills as grade 9 students, but the expected performance of that skill is dependent upon developmental the levels of children. So, for example, in Social Studies, one of the big skills areas is Critical Thinking. A kindergarten outcome for Critical Thinking is that students can find similarities and differences. By the time students get to grade 9, one of the Critical Thinking skills is that students can determine the validity of information based on bias, context, objectivity and evidence. 12Three student profilesPacker APacker BPacker CDid very well on material at the start of the course. Lost interest half way through and began to do progressively worse as the year went on.Worked inconsistently; sometimes did a fantastic job and other times had several critical errors.Had significant difficulty at the beginning but worked hard and by the end of the year was able to achieve perfect results 100% of the time.Average: 70%Average: 70%Average: 70%By now you might be thinking, indicators are all fine and dandy, but where are the marks? Why arent we reporting with percentages?Were going to go through a scenario that will help you understand that percentages are not a valid indicator of student achievement, even though at a glance, they do seem to tell you definitively where your child is at in their learning. Were going to look at the learning profiles of 3 different students in a parachute packing course.(Read through the 3 different profiles.)13
This is a look at the results of all their assessments on the weekly packing assignments throughout the 9 weeks of the parachute packing course..14The Big QuestionWho would you want packing YOUR Parachute?
Although we think a number tells us exactly where our children are in their learning, it does not. 70% meant 3 very different things in this example. The same holds true in our classrooms. Is an average mark a true indicator of a students performance? If they got 50% on a test at the beginning of the year, when they were just beginning to learn and practice a certain concept, should this number be taken