New Elementary Report Card

1. New Elementary Report Card Grades 1, 2, and 3 2006 – 07 COSC November 1, 2006

2. Implementation Schedule • 2006 - 07 grades 1, 2, 3 • 2007 - 08 ECS, grades 4, 5, 6

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

4. Home-School Communication The purpose of a report card… …is to confirm with parents their child’s level of achievement relative to provincially set expectations for the grade …is not to compare their child’s achievement to other students in the class or grade

5. Home-School Communication How the student’s achievement compares to expectations The important things we want to say about a student How well the student has been applying himself or herself How the student behaves at school How the student has progressed How the student could improve

6. Outcome statements Learner Attribute statements How the student’s achievement compares to expectations • Levels: • Achievement • Effort • Learner Attributes How well the student has been applying himself or herself How the student behaves at school • Comments: • Subjects • Learner Attributes How the student has progressed How the student could improve Home-School Communication

7. Key Features Based on outcomes Based on standards Similar to the previous grade 1-2 report card Different to the previous grade 3 report card

8. What are outcomes? • Outcomes are statements that describe what students are expected to know and be able to do • Outcomes come from the Alberta curriculum for each subject E.g.: Teachers will report about a student’s achievement of selected key outcomes

9. Examples 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.:

13. 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.

14. Ministerial Order (#016/97) Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta • 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.

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

16. Outcomes in the Report Card

17. 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 and also may use comments

18. Standards or Achievement Levels

19. Standards or Achievement Levels 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.

20. Advantages of Standards over Percent Percentages and class averages can be discouraging for many students, because: • no matter how hard they work, half of the students are always below average • the average is a moving target that may go up or down

21. Advantages of Standards over Percent Standards can be encouraging for most students, because: • standards are targets that can be described and worked toward by teachers and students • the more a student learns, the closer he or she gets to the target

22. Percent don’t always tell us as much as we think they do… Temperature: 23oC Wind speed: 28 kmh Pressure: 102.2 kPa Humidity: 69% Visibility: 15 km

23. Percent don’t always tell us as much as we think they do Today’s weather… Wind speed: 28 kmh Humidity: 69% Temperature: 23oC 237.2 / 5 = 47.44 % Pressure: 102.2 kPa Visibility: 15 km

24. Outcomes and Achievement in the Report Card

25. Typical Achievement In a typical mixed ability class, the achievement pattern is likely to be: Excellent Few students Proficient Most students Acceptable Some students Limited Few students

26. How teachers determine a student’s level of achievement Teachers use a variety of assessment methods, including: • observations • projects • performances • tests

27. What else does the report communicate? • Achievement • Effort • Learner Attributes

28. Effort Effort is about how much energy a student appears to invest in his or her learning. The levels are: • Commendable • Acceptable • Insufficient Teachers will report a student’s effort for each subject by using these levels; they may also use a comment.

29. Achievement and Effort

30. Learner Attributes Learner attributes describe aspects of students’ work at school that are important for successful learning. The levels are: • Consistently • Usually • Infrequently Teachers report a student’s learner attributes by using these levels; they may also use a comment.

31. Learner Attributes 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

32. Learner Attributes Work & Study Attributes • Listens attentively • Participates in discussions • Applies learning strategies • Organizes materials and space • Strives for quality performance • Completes tasks

33. How Learner Attributes are Reported

34. How comments tell you about your child 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

35. A Subject Report

36. A Learner Attributes Report

37. Student Input Students have an opportunity to write in their own report card: • Reflection – what they think or how they feel about their learning • Goals – what they would like to learn • Plan – what is important for them to do

38. Parent Input Parents have an opportunity to write in their child’s report card: • Support – how they intend to support their child’s learning