There is no denying that report cards are a “powder keg” of emotion. Ther
Report cards 101 Presentation
Welcome Report Cards 101 Brandi Clark February 23, 2012 District Wide PD
Agenda FRONTLOADING: Key Learner Outcomes and a Brief Look at Assessment Guidelines for Writing Report Card Comments Collaborative Time
What is the definition?Report cards are:(on the 11x17paper write downas many words orphrases that cometo mind)Brainstorm
1. Join with 2 or 3 other participants.2. Working with the words you havecollectively created. Circle the words toform groups or categories.3. Label these groups. Be prepared to share List – Group - Label
Teachers can collect anecdotal information on student’s right from the beginning of term. Some ways are to … create rubrics of targeted learning skills use a rubric on effort levels as a student self-assessment piece as well keep descriptive language accessible to apply it more easily use student self-assessment on specific assignments (keep a manageable portfolio)Collecting Anecdotal Info…
organize grade books by strand in order to more easily identify areas of need – a grade book with only quiz, assignment, paragraph, book report, test, a performance based assessment does not clearly reveal content nor targeted outcome.Collecting Anecdotal Info…
A. Selecting Key Learner Outcomes Key Learner Outcomes for Elementary Language Arts encompass more than one specific learner outcome (SLO) from the Program of Studies. This allows teachers to provide a summative assessment of the wide range of concepts and skills included in the Alberta ELA Program.Key Learner Outcomes
Grade 1 Key Learner Outcome: Readsand Comprehends at Grade Level The key learner outcome above represents the following specific learner outcomes from the ELA Program of Studies.Using KLOs and SLOs
Effective language arts programs employ appropriate evaluation and reporting processes. Effective evaluation should: reflect the learning objectives focus on what students have learned and can do be congruent with instruction and be based on meaningful tasks be based on appropriate criteria that students know and understandCollecting Evidence of Learning
reflect a range of tools and methods of assessment and evaluation provide multiple opportunities and ways for students to demonstrate their learning be ongoing and continuous inform practice and instructional decisions inform others (e.g., students and parents) in a clear, accurate, and practical way.Collecting Evidence of Learning
Evidence of Student Learning Used to Assess Reading Strategies: Running Records (analysis of miscues tells about use of visual, sentence structure and meaning cues in the text) Retellings (shows how many inferences, elaborations or how much on-the-page information the student uses to recall a text) Comprehension Conversations (shows whether or not the student is capable of using on-the-page and off- the-page information) Written Responses (shows whether or not a student can recall, choose and interpret information read) Book Club Discussions (anecdotal notes show whether or not the student can talk about a text by referring to on and off the page information in the text)Sources of Evidence….
How do you set up your assessment notebook?Take turns sharing with a partner. TURN AND TALK
Caution should be used to ensure that:a) The report card targets significant English Language Arts.b) The knowledge and skills described in the key learner outcomes clearly lend themselves to distinct levels of achievement.c) All key learner outcomes are clearly tied to the Program of Studies.Important points to ponder
Statements which do not meet these criteria should not appear on the report card. The following examples are not appropriate to use as key learner outcomes on the report card. Completes entries in reading log Contributes to class discussions Maintains and organized writing folder Works cooperatively in groupsCaution….
Report card comments should … be phrased in positive language be professional in tone but not use educational jargon have an “affective” reference to the student so as to refrain from being too clinical (in other words, use the student’s name) be consistent in the audience throughout the report card (i.e., “Kyle performs work that…”, not “Kyle, you…”)Comment tips…from Elem doc.
refer to student’s work samples or to the evidence of learning that supports the summative assessment, focusing on student strengths and weaknesses and identifying the next steps be a reasonable length (2 – 3 sentences) be developed from anecdotal notes throughout the termComment tips from Elem doc.
Take out your samples. Circle anything you think “needs some love”. Underline some phrases you really like…the “keepers”.Take turns sharing with a partner. TURN AND TALK
1. Do not repeat the descriptor in the comments.Outcome:Reads and comprehends at grade level. ProficientComment: Jory reads and comprehends at grade level.
Instead…further clarify the comment by offering a goal/next step.Outcome:Reads and comprehends at grade level. Proficient Comment: Jory is gaining confidence in solving unknown words. He still needs strengthening in his reading fluency. Jory would benefit from reading stories out loud on a daily basis.
2. Fountas and Pinnell levels should not be reported on the report card.Descriptor:Reads and comprehends at grade level.Comment:Evan is reading at Level M.
3. There should not be inflexible high – medium- low comments.Outcome:Reads and comprehends at grade level. ??????? Comment: Jory is gaining confidence in solving unknown words. He still needs strengthening in his reading fluency. Jory would benefit from reading stories out loud on a daily basis.Grade Two…What is the level of achievement?
Focus on Student Learning This term, ____ has been working on … ____ should be commended for … ____ has strengthened his/her skills in … ____ is strong in … ____ continues to show growth in … ____ is gaining more self-confidence in … ____ is making steady progress academically in … There has been a noticeable improvement in _____’s …
Areas for growth As we have discussed, ____ could work on … ____ would benefit from … To ensure ____’s continued success next term, … It may be helpful for ____ to practice … ____ still needs strengthening in …
Suggestions for next steps… ____ would benefit by focusing on … ____ could improve writing skills by … ____ could improve reading skills by … ____ and I have set clear goals for this next term to improve …