This document provides an agenda and information for a professional development session on report cards. The agenda includes frontloading key learner outcomes and assessment, guidelines for writing comments, and collaborative time. The document defines report cards, discusses how they are emotional and time-consuming but also a celebration and chance to plan next steps. It provides tips for collecting anecdotal information, using key learner outcomes, and sources of evidence for assessing reading. Guidelines are given for writing positive and constructive comments. Teachers then have collaborative time to discuss samples and areas to improve. The session aims to help teachers effectively write report cards that focus on student learning and growth.

1. Welcome
Report Cards 101
Brandi Clark
February 23, 2012
District Wide PD

2. Agenda
 FRONTLOADING: Key Learner Outcomes
and a Brief Look at Assessment
 Guidelines for Writing Report Card
Comments
 Collaborative Time

3. What is the definition?
Report cards are:
(on the 11x17
paper write down
as many words or
phrases that come
to mind)
Brainstorm

4. 1. Join with 2 or 3 other participants.
2. Working with the words you have
collectively created. Circle the words to
form groups or categories.
3. Label these groups.
Be prepared to share 
List – Group - Label

5. Report cards are EMOTIONAL!

6. Report Cards are formal.

7. Report cards are time consuming!

8. Report cards are a celebration of
growth.

9. Report cards are a chance to plan
next steps.

10. Report cards are a way to give
feedback.

11. Report Cards…
report on Assessment

12. 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…

13.  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…

14. Outcome-based - Formative

15. Outcome-based - summative

16.  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

17. 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

19. 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 understand
Collecting Evidence of Learning

20.  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

21. 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….

22. How do you
set up
your
assessment
notebook?
Take turns sharing with a partner.
TURN AND TALK

23. Writing Comments…
The Bee’s Knees

24. 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

25. 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 groups
Caution….

26. 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.

27.  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 term
Comment tips from Elem doc.

28. 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

29. Literacy Fiascos to Avoid

30. 1. Do not repeat the
descriptor in the comments.
Outcome:
Reads and comprehends at grade level. Proficient
Comment: Jory reads and comprehends at
grade level.

31. 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.

32. 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.

33. 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?

34. Comment Autopsy

35. Bob

36. Reporting as Easy as 1-2-3

37. 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 …

38. 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 …

39. 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 …

40. What
do you
notice?
Betty

41. Collaborative
Time….
.
TALK and SHARE and WRITE