New Report Card: Now You See It

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Slide deck to support a workshop for senior years teachers implementing Manitoba's new report card. …

Slide deck to support a workshop for senior years teachers implementing Manitoba's new report card.

4 February 2013.

More in: Education
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  • 1. The New Now You See It! Darren Kuropatwa Curriculum Coordinator flickr photo by violet.b lue: College Sturgeon Heights Collegiate ensed ( BY NC ND ) cc lic http://flickr.com/photo s/violetblue/33139240 4/ 4 Feb 2013
  • 2. 69% 72% Which of thesecc licensed ( BY ) flickr photo by Jair Alcon Photography: nts has a betterhttp://flickr.com/photos/thebrownman7/4577882273/ stude understanding of your course? cc licensed ( BY ND ) flickr photo by vexrobotics: http://flickr.com/photos/vexrobotics/7111520573/
  • 3. What are we missing?
  • 4. cc licensed ( BY NC ND ) flickr photo by Erica Noel:http://flickr.com/photos/noelclarington/6826565375/
  • 5. englishprogram
  • 6. [division name] Grades 9 to 12 Report Card [school name]Student: Date Issued: Provincial Student #: Academic Achievement of Provincial Expectations Percentage GradeThorough understanding and in-depth application of concepts and skills 80% to 100%Very good understanding and application of concepts and skills 70% to 79%Basic understanding and some application of concepts and skills 60% to 69%Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%Does not yet demonstrate the required understanding and application of concepts and skills; Less than 50%students with a final grade of less than 50% are not granted course credit; see teacher comments Additional CodesCourse Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 COPhysical Education/Health Education, onlyCourse Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 INPhysical Education/Health Education. May also be used in other courses but not as a final grade.No exam applies NENo mark for the school-based final exam or provincial test, where applicable NM
  • 7. Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 INPhysical Education/Health Education. May also be used in other courses but not as a final grade.No exam applies NENo mark for the school-based final exam or provincial test, where applicable NM Learning Behaviours C: 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 Scale IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations that reflect special learning needs. Uses class time effectively; works independently; completes homework andPersonal management skills assignments on timeActive participation in learning Participates in class activities; self assesses; sets learning goals Works well with others; resolves conflicts appropriately; respects self, others andSocial responsibility the environment; contributes in a positive way to communitiesLocal Option Up to 2 local options may be addedLocal Option Up to 2 local options may be added 1
  • 8. Student: 1. Personal Absences (Total) management skills 2. Active participation Lates (Total) Final Grade Exam Mark in learning Teacher Comments 3. Social responsibility 4. Local option Grade Term 5. Local option 1 2 3 4 5Teacher: Course: IEP (behaviour)Credit Value: 1 % %Credits Earned: 2 % % 3 % % 4 %Teacher: Course: IEP (behaviour)Credit Value: 1 % %Credits Earned: 2 % % 3 % % 4 %Teacher: Course: IEP (behaviour)Credit Value: 1 % %Credits Earned: 2 % % 3 % % 4 %Teacher: Course: IEP (behaviour)Credit Value: 1 % %Credits Earned: 2 % % 3 % % 4 %
  • 9. dent: Student Programming Senior Years courses have an identification system that uses 3-character course designations; e.g., 20F. One of the following codes is used as the 3rd character if the expectations for a student are different from the grade-level curriculum in a subject. E (EAL–English as an Additional Language): Course for students for whom English is not a first language, with learning experiences designed to assist in making the transition into regular programming. An EAL Student Education Plan is required. M (Modified): Course for students with significant intellectual (cognitive) disabilities and where the learning goals have been modified to accommodate these individual learning needs. An individual education plan (IEP) is required. Completion of Credit Requirements for Graduation Credits Tot Required Enrolled Earnedloma Requirements Earn
  • 10. frenchimmersion
  • 11. [division name] Grades 9 to 12 Report Card [school name] French Immersion ProgramStudent: Date Issued: Provincial Student #: Academic Achievement of Provincial Expectations Percentage GradeThorough understanding and in-depth application of concepts and skills 80% to 100%Very good understanding and application of concepts and skills 70% to 79%Basic understanding and some application of concepts and skills 60% to 69%Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%Does not yet demonstrate the required understanding and application of concepts and skills; Less than 50%students with a final grade of less than 50% are not granted course credit; see teacher comments Additional CodesCourse Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 COPhysical Education/Health Education, onlyCourse Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 INPhysical Education/Health Education. May also be used in other courses but not as a final grade.No exam applies NENo mark for the school-based final exam or provincial test, where applicable NM
  • 12. Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 INPhysical Education/Health Education. May also be used in other courses but not as a final grade.No exam applies NENo mark for the school-based final exam or provincial test, where applicable NM Learning Behaviours C: 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 Scale IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations that reflect special learning needs. Uses class time effectively; works independently; completes homework andPersonal management skills assignments on timeActive participation in learning Participates in class activities; self assesses; sets learning goals Works well with others; resolves conflicts appropriately; respects self, others andSocial responsibility the environment; contributes in a positive way to communitiesLocal Option Up to 2 local options may be addedLocal Option Up to 2 local options may be added 1
  • 13. Student: 1. Personal Absences (Total) management skills 2. Active participation Lates (Total) Exam Mark Final Grade in learning Teacher Comments 3. Social responsibility 4. [Local Option] Grade Term 5. [Local Option] 1 2 3 4 5Teacher: Course: IEP (behaviour) 1 %Credit Value: %Credits Earned: 2 % % 3 % % 4 %Teacher: Course: IEP (behaviour) 1 %Credit Value: %Credits Earned: 2 % % 3 % % 4 %Teacher: Course: IEP (behaviour) 1 %Credit Value: %Credits Earned: 2 % % 3 % % 4 %Teacher: Course: IEP (behaviour) 1 %Credit Value: %Credits Earned: 2 % % 3 % % 4 %
  • 14. dent: Student Programming Senior Years courses have an identification system that uses 3-character course designations; e.g., 20F. One of the following codes is used as the 3rd character if the expectations for a student are different from the grade-level curriculum in a subject. E (EAL–English as an Additional Language): Course for students for whom English is not a first language, with learning experiences designed to assist in making the transition into regular programming. An EAL Student Education Plan is required. M (Modified): Course for students with significant intellectual (cognitive) disabilities and where the learning goals have been modified to accommodate these individual learning needs. An individual education plan (IEP) is required. Completion of Credit Requirements for Graduation Credits Tot Required Enrolled Earnedloma Requirements Earn
  • 15. learningbehaviours
  • 16. Figure 8 Learning Behaviours Learning Behaviours C: Consistently – almost all or all of the time U: Usually – more than half of the time Scale S: Sometimes – less than half of the time R: Rarely – almost never or never Uses class time effectively; works independently; completes homework andPersonal management skills assignments on timeActive participation in learning Participates in class activities; self assesses; sets learning goals Works well with others; resolves conflicts appropriately; respects self, others andSocial responsibility the environment; contributes in a positive way to communities
  • 17. Behaviour Sample IndicatorsPERSONAL MANAGEMENT organizes materials (e.g., study notes)SKILLS uses class time productivelyThe student self-monitors own works independentlybehaviours and personal growth, completes homework and assignments on timeorganizes for learning, contributespositively to the learning process, persists when faced with challengesand takes responsibility for work seeks help when neededcompletion. demonstrates a strong work ethic shows patience makes a consistent effort demonstrates on-task behaviours sets personal management goals and monitors growthACTIVE PARTICIPATION IN shows interest; asks questionsLEARNING takes initiativeThe student participates actively is curious—investigates questions, hypothesizes,in learning, is curious, sets estimates, analyzeslearning goals, self-assesses,provides feedback, and uses self-assesses work quality based on quality criteriafeedback for improvement. 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 communicationsSOCIAL RESPONSIBILITY works and interacts well with othersThe student demonstrates is welcoming and positivecitizenship and social skills shares resources, materials, and equipment with othersthat contribute to making the respects classroom and school values and routinesclassroom, school, and largercommunity a positive, safe and, responds positively to the values and traditions ofcaring environment. 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 emotionalLOCAL OPTION Note: A division may add up to 2 local behaviour categories for local reporting (for example, strategic priorities such as social justice, the use of French during classroom and school activities, etc.). A local option may apply to one or more subjects.
  • 18. Writing Commentscc licensed ( BY NC ND ) flickr photo by Ray Fenwick:http://flickr.com/photos/rayfenwick/1616225495/
  • 19. IEP Writing CommentsThe grade is based on achievement of learning goals in the student’s learning plan that are significantly different than grade-level learning expectations.
  • 20. EAL WritingComments The grade is based on achievement of some subject area learning goals at grade level, with a focus on language learning.
  • 21. WritingComments Strengths Challenges Next Steps
  • 22. language WritingComments » 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
  • 23. Writing strengths & Commentslearning 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
  • 24. Writing Commentscc licensed ( BY NC ND ) flickr photo by Ray Fenwick:http://flickr.com/photos/rayfenwick/1616225495/
  • 25. Comments 1 of 3Janelle is doing a fantastic job on her projects. She puts alot of effort into achieving the best results possible. Shehas a great attitude in class and is very helpful. A pleasureto teach!Achievement is improving. Incomplete assignments.Has performed very well so far. Keep working hard toimprove.
  • 26. Comments 2 of 3Elizabeth is a very highly motivated student who hasshown a very sound understanding of all the topicsstudied.Ron is a capable student who is working well below hispotential. Better analysis is linked to bettercomprehension. Take time to read carefully.Progress had been satisfactory so far. Extra effort isneeded to see improvement.
  • 27. Comments 3 of 3George has had no trouble reading and comprehendingthe texts. He needs to take more time to develop hisresponses and reflections. Some incomplete work canstill be done.Barry needs to put more consistent effort into thecourse in order to increase his mark. Socializing andattendance issues and lack of participation in class haslowered his mark. Barry is quite capable of creatingquality projects when he applies himself.
  • 28. grading
  • 29. accurate» Academic grades are based on curricular learning outcomes (i.e.,they are criterion-referenced, not norm-referenced), and reported separately from learningbehaviours.» Non-academic factors such as attitude, effort, and behaviour are notincluded in the determination of students’ grades. However, it is understood that thesefactors affect student achievement and therefore grades.» Grades should reflect a student’s most recent and consistentlearning. This requires the teacher’s professional judgement. Greater consideration ofevidence collected in the final term shows the cumulative nature of learning and that itimproves with support and effective practice. While variations in courses or teachingapproaches exist, most recent and consistent learning is an important factor in accuratelyreporting a student’s learning in each course. It is important that teachers develop a clearassessment plan and share this plan with parents and students, as appropriate for the grade, atthe start of the course.» Grades are based on individual student achievement, not groupachievement.
  • 30. meaningful» Effective assessment and grading are based on curricular outcomes.» The gradebook or documentation system used by the teacher summarizes evidence ofacademic learning relative to provincial curricular outcomes ratherthan solely by assessment methods and/or tasks.» Evidence of achievement may include a collection of work thatshows growth, progress and achievement relative to curricularexpectations, and may be differentiated by student so that each student can best demonstrateher or his learning. Some of these work samples could be used to help determine a grade foracademic learning and some processes might provide evidence for learning behaviours. Allwork samples provide an opportunity for conversations about learning and instruction.
  • 31. Russ Goerend on assessment & tagging in evernote
  • 32. consistent» Determining a final grade is based on curricular outcomes and involves ateacher’s professional judgement and consideration of all the gatheredevidence.
  • 33. consistent» Determining a final grade is based on curricular outcomes and involves ateacher’s professional judgement and consideration of all the gatheredevidence. ? your class = my class
  • 34. assessment
  • 35. n ith permissio r-years-prog ress an Mcin tosh used w the-sea-uppephoto by Ew n.posterous.com/star-of- esighttp://bbccd
  • 36. 3-5reportingcategories
  • 37. Subject Categories–Grades 1 to 8 Comprehension Reading Listening and viewing English Language Arts Communication Writing Speaking and representing Critical thinking Comprehension Reading Français Listening and viewing (Français program Communication and French Immersion Writing program) Speaking and representing Critical thinking Knowledge and understanding Mathematics Mental math and estimation Problem solving Knowledge and understanding Science Scientific inquiry process Design process and problem solving Knowledge and understanding Social Studies Research and communication Critical thinking and citizenship Physical Education MovementPhysical Education/Health Fitness management Education Health Education Healthy lifestyles Arts Education: Music, See the section Reporting on the Arts, below, for the categories.Dance, Drama, Visual Arts Oral communication French Reading (English Program) Writing
  • 38. Visual Arts Dance Drama Music8Language and tools Language and Language and Language andCreative expression performance skills performance skills performance skillsKnowledge and Creative expression Creative expression Creative expressionunderstanding of Knowledge and Knowledge and Knowledge andVisual Arts in culture understanding of understanding of understanding ofand society Dance in culture and Drama in culture and Music in culture andAnalysis and society society societycommunication Analysis and Analysis and Analysis and communication communication communication
  • 39. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Student Engagement » Actively participates in lessons » Interacts positively with others » Demonstrates a strong, on task, work ethic » Brings supplies to class » Engages in self-assessment » Incomplete / outstanding assignments
  • 40. St. James-Assiniboia School Division Senior Years Essential Learningsunder revisionLiteracy with Information Communication Technology » Uses ICT to demonstrate critical thinking » Uses ICT to demonstrate creative thinking » Uses ICT responsibly and ethically
  • 41. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision English Language Arts » Comprehends and responds personally and critically to a variety of texts » Uses and adapts to a variety of written forms appropriate for audience, purpose, and context » Manages ideas and information » Explores thoughts, ideas, feelings, experiences » Celebrates and builds community
  • 42. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Mathematics » Demonstrates understanding of concepts » Applies mental math estimation and visualization strategies » Communicates and reasons mathematically through problem solving » Makes meaningful connections with real world applications
  • 43. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Science » Demonstrates and communicates knowledge and concepts » Applies and communicates scientific and technological skills and attitudes » Recognizes and communicates relationships between science, technology, society and environment
  • 44. St. James-Assiniboia School Division Senior Years Essential Learningsunder revisionSocial Studies » Demonstrates active democratic citizenship » Communicates understanding of concepts » Manages information and ideas » Demonstrates critical and creative thinking
  • 45. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Basic French » Listens, comprehends and responds to oral communication » Speaks using appropriate vocabulary and structures » Reads, comprehends and responds to written information » Writes using appropriate vocabulary and structures
  • 46. St. James-Assiniboia School Division Senior Years Essential Learningsunder revisionFrench Immersion: French Language Arts » Listens for meaning and responds critically to oral information » Speaks to express ideas and interact with others » Responds personally and critically to a variety of texts » Uses a variety of written forms to express thoughts, feelings, and opinions
  • 47. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Physical Education / Health » Demonstrates knowledge and application of movement skills » Demonstrates ability to pursue and enhance personal fitness » Demonstrates understanding of health concepts » Demonstrates knowledge of risk assessment and safety
  • 48. St. James-Assiniboia School Division Senior Years Essential Learningsunder revisionPractical Arts » Demonstrates problem solving skills » Demonstrates, applies, and communicates knowledge of concepts in a safe manner » Demonstrates design process skills
  • 49. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Music » Understands and applies music elements, concepts and techniques » Expresses music creatively e.g., through performance, improvisation and composition » Understands how music reflects and influences culture and identity » Values the music experience
  • 50. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Visual Art » Understands and applies visual art elements, concepts and techniques » Generates, develops and communicates ideas in creating visual art » Understands how visual art reflects and influences culture and identity » Values the art experience
  • 51. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Drama » Understands and applies drama elements, concepts and techniques » Generates, develops and communicates ideas in creating drama » Understands how drama reflects and influences culture and identity » Values the drama experience
  • 52. St. James-Assiniboia School Division Senior Years Essential Learningsunder revision Other Arts Courses » Understands and applies elements, concepts and techniques » Generates, develops and communicates ideas in creating art forms » Understands how art forms reflect and influence culture and identity » Values the arts experience
  • 53. Design 1) ... your grade book around 3-5 curricular ideas (Learning Categories or Essential Learnings) 2) ... at least 1 assessment that aligns with 1 or more of those curricular ideas (Learning Categories or Essential Learnings)cc licensed ( BY ND ) flickr photo by Hamad AL-Mohannna:http://flickr.com/photos/al-mohanna/5436096181/