Elk Island Public Schools Elementary Report Card

1. Elk Island Public SchoolsElementary Report Card Instructional Services August 2007

2. Implementation Schedule • 2006 - 07 Grades 1, 2, 3 • 2007 - 08 ECS, Grades 4, 5, 6 • 2008 - 09 Junior High pilot

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 may include:

4. Home-School Communication 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

5. Home-School Communication The purpose of a report card is not… …to compare a child’s achievement to the achievement of other students in the class or grade

6. Home-School Communication How the student behaves at school How much effort the student invests in learning Important things to communicate about a student and his or her learning How the student’s achievement compares to expectations How the student has progressed How the student could improve his or her learning

7.       Home-School Communication How the report card communicates  

8. Key Features of the Report Card • outcomes-based • standards-based

9. 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.

10. Examples of Key Learning Outcomes for Alberta’s Students Gr 1 Language Arts retells or represents favourite stories Gr 2 Social Studies examines how the community being studied has changed Gr 3 Health demonstrates practices that provide safety for self and others Gr 4 Science designs and constructs devices and vehicles that move or have moving parts Gr 5 Mathematics measures and relates the perimeter and area of regular and irregular shapes Gr 6 Physical Education demonstrates a variety of dances alone and with others

11. Examples of Outcomes for Accountants

12. Examples of Outcomes for Accountants • performs capital budgeting • evaluates capital investments • compares lease vs. purchase

13. Examples of Outcomes for Nurses

14. 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

15. Examples of Outcomes for Electricians

16. Examples of Outcomes for Electricians

17. Examples of Outcomes for Hairstylists

18. Examples of Outcomes for Hairstylists

19. Examples of Outcomes for Teachers 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.

20. Examples of Outcomes 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

21. Outcomes in the Report Card

22. What are Standards? • Standards are achievement levels. • Standards help teachers describe how well a student has achieved a learning outcome.

23. Standards or Achievement Levels

24. Wow! Yes! Yes, but Not yet 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.

25. Achievement

26. Typical Achievement In a typical mixed ability class in Elk Island Public Schools, the achievement pattern tends to be: Excellent…….. some students Proficient……. most students Acceptable……some students Limited……… few students The definitions of the four achievement levels are an attempt to reflect this reality.

27. Effort 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.

28. Achievement and Effort

29. How 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

30. A Subject Report

31. Learner Attributes 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.

32. 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 Work & Study Attributes • listens attentively • participates in discussions • applies learning strategies • organizes materials and space • strives for quality performance • completes tasks

33. Learner Attributes

34. A Learner Attributes Report

35. Alberta teachers are required to… …assess students’ achievement across the full range of learning outcomes. This means that teachers need to… …use a variety of assessment strategies and instruments, since… …students’ achievement of many outcomes cannot be assessed using traditional tests or be recorded in the form of numbers.

36. …students’ achievement of many outcomes cannot be assessed using traditional tests or recorded in the form of numbers. For example: • demonstrates respect for places and objects of historical significance • considers the needs and points of view of others • Grade 4 Social Studies • solves problems involving multiple steps and multiple operations, and accepts that other methods may be equally valid • discusses the reasonableness of data and results • Grade 5 Mathematics • evaluates procedures used and identifies possible improvements • observes a set of footprints, and infers the direction and speed of travel • Grade 6 Science

37. Implications for Reporting 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 Report through KLOs and achievement levels • Recording evidence • marks • checklists • levels • written notes Interpreting evidence Report through comments

38. Numbers or percentages are not useful for summarizing varied information Weight: 71 kg Body temperature: 38oC Cholesterol: 7 Blood pressure: 120/60 Body Mass Index: 25

39. Numbers or percentages are not useful for summarizing varied information Cholesterol: 7 Your health is… 82% Blood pressure: 120/60 Weight: 71 kg Body temperature: 38oC Body Mass Index: 25

40. Numbers or percentages are not useful for summarizing varied information Reading fluently 92% Reading with comprehension 47% Writing conventions 83% Writing content 54%

41. Numbers or percentages are not useful for summarizing varied information Reading with comprehension 47% Reading fluently 92% Writing conventions 83% Writing content 54% Language Arts Grade: 69%

42. Student 1 Acceptable standard Acceptable standard Student 2 Acceptable standard Student 3 Parachute packing courseLearning Outcome: packs parachutes so that they open when used Combining numbers into a final grade can lose important meaning: Student marks on tests and quizzes during the course Marks were averaged to produce final course grades Students 1 and 2 passed the course Student 3 failed the course Which student would you prefer to have pack your parachute? based on Davies, A.

43. Advantages of Standards over Percent Percentages and class averages can be discouraging for many students, because: • 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

44. Advantages of Standards over Percent Standards can be encouraging for most students, because: • 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

45. 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