Reports and setting goals jan 2011


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presentation to given to parents regarding the new report card descriptors and how to set goals after reading the report.

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Reports and setting goals jan 2011

  1. 1. Reporting and goal setting<br />Raha International School<br />January 2011<br />
  2. 2. Why Report<br />Reporting on assessment is about communicating what students know, understand and can do. <br />It describes the progress of the students’ learning, identifies areas for growth.<br />
  3. 3. The Report<br /><ul><li>The Report indicates areas of strengths and areas for improvement. It provides a foundation for discussions between the parent and the child.
  4. 4. Children are given an opportunity to reflect on their own learning and set goals for achieving success. </li></ul>The report is written for you, this is one way we give you feedback about your child’s learning journey.<br />
  5. 5. What is in the report<br />A General Comment – put under the heading of Learner Profile – without a grade<br />Unit of Inquiry – without a grade<br />Language<br />Mathematics<br />Music <br />PE<br />Art<br />French<br />Islamic studies B<br />Arabic B<br />Arabic<br />Learning Support<br />
  6. 6.
  7. 7. Explaining the key<br />
  8. 8. What should you do with the report<br />
  9. 9. KG1 – Grade 1<br />Read through the report card.<br />Talk to your child about their strengths – praising your child for work well done.<br />Talk about possible areas of improvement.<br />Use these points as a discussion starter for family talks between you and your child<br />Refer to them regularly – how can I help ?<br />Praise your child when they feel they have shown any improvement<br />
  10. 10. Grade 2 – grade 5<br />Read the report<br />Read the report with your child<br />Together indicate their strengths and areas needing improvement<br />Discuss together how your child might improve <br />Make a list of goals.<br />Refer back to these goals as parent/child discussions <br />Through out the semester refer back to the goals asking your child to indicate their progress and to give specific examples.<br />
  11. 11. Deciphering the Report<br />Elvis can recognize, read and write whole numbers to 10,000 in standard and written form. He is able to add 4-digit numbers although needs to recall addition number facts more quickly. He is beginning to gain more confidence in subtraction. Elvis can extend and create number patterns, and is improving at identifying pattern rules. He is able to select the appropriate unit (mm, cm, m, or km) to estimate and measure linear dimensions. He can fairly confidently measure perimeter and is beginning to understand the area of a given shape. Elvis is improving at recalling multiplication facts of the 2x, 3x, 5x and 4x tables. He is able to construct a bar graph from given data and can interpret information from such a graph. He enjoyed working with shapes and can recognize different 2D and 3D shapes. Elvis enjoyed symmetry although he struggled with some of the reflective concepts. This will improve with practice. This semester Elvis needs to focus on reading mathematics questions and problems to gain understanding, and checking his work to make sure his answers are reasonable. Next Semester Elvis must ensure he knows his multiplication and division facts very well.<br />
  12. 12. Why do we want our children to set goals ?<br />Allows students to begin to become responsible for their own learning;<br />Learning goals can help students close the gap between what they have achieved and what they want to achieve;<br />Provides a focus for student improvement;<br />Allows for personal benchmarks; <br />Encourages students to take learning more seriously;<br />Improves motivation (intrinsic); helps students make connections between their own personal choices and the end results;<br />Supports differentiation<br />Develops an important transdisciplinary skill<br />METACOGNITION<br />
  13. 13. How to set Goals !!<br />Ask, “What do you want to achieve?”<br />Help your child describe in specific terms what it is that they want to achieve <br />e.g. Improve knowledge of number bonds<br />
  14. 14. Ask, “How will you get there?” <br />Help him/her plan out the steps to take and the mini-goals to reach on his/her way to the ultimate goal.<br />
  15. 15. Establish accountability <br /><ul><li>Have your child write down what he/she wants to achieve and what his/her plan for getting there is.
  16. 16. Your child should read it each day to help him/her with personal accountability.
  17. 17. He/she can share it with you, or another trusted adult to help him/her stay motivated, inspired and on-track.</li></li></ul><li>Review plan/goals/outcomes <br />Throughout the process and at the end as well, review with your child the plan and how it is going. <br />Do adjustments need to be made? How does he/she feel about his/her progress and where it is leading? How was the goal setting experience for him/her?<br />
  18. 18. What if there is not success ?<br />Valuable lessons about planning and goal setting would have been learnt<br />Your child would probably learned about himself/herself. <br />Encourage him/her to not give up on dreams that are important to him/her.<br />If one plan doesn’t work, he/she has to revise the plan and try again.<br />
  19. 19. remember<br />Make this a positive experience for your child.<br />Failure is OK providing you learn from it.<br />Children need your help to achieve their goals, they will need to make mini steps.<br />Refer often to the goals – let them know you are interested.<br />Talking with !!!!<br />Talking at !!!!!<br />"Life is a succession of lessons which must be lived to be understood." <br />- Helen Keller <br />
  20. 20. Thank you<br />