The New

Now You See It!

cc licensed ( BY NC ND ) flickr photo by violet.blue:

http://flickr.com/photos/violetblue/331392404/

Darren KuropatwaCurriculum Coordinator

College Sturgeon Heights Collegiate 4 Feb 2013

cc licensed ( BY ND ) flickr photo by vexrobotics: http://flickr.com/photos/vexrobotics/7111520573/

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1

[division name] Grades 9 to 12 Report Card

[school name]

Student: Date Issued: Provincial Student #:

Academic Achievement of Provincial Expectations Percentage Grade

Thorough 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; students with a final grade of less than 50% are not granted course credit; see teacher comments Less than 50%

Additional Codes Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education, only CO

Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education. May also be used in other courses but not as a final grade. IN

No exam applies NE

No mark for the school-based final exam or provincial test, where applicable NM

Learning Behaviours

Scale

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 IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations

that reflect special learning needs.

Personal management skills Uses class time effectively; works independently; completes homework and assignments on time

Active participation in learning Participates in class activities; self assesses; sets learning goals

Social responsibility Works well with others; resolves conflicts appropriately; respects self, others and the environment; contributes in a positive way to communities

Local Option Up to 2 local options may be added

Local Option Up to 2 local options may be added

1

[division name] Grades 9 to 12 Report Card

[school name]

Student: Date Issued: Provincial Student #:

Academic Achievement of Provincial Expectations Percentage Grade

Thorough 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; students with a final grade of less than 50% are not granted course credit; see teacher comments Less than 50%

Additional Codes Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education, only CO

Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education. May also be used in other courses but not as a final grade. IN

No exam applies NE

No mark for the school-based final exam or provincial test, where applicable NM

Learning Behaviours

Scale

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 IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations

that reflect special learning needs.

Personal management skills Uses class time effectively; works independently; completes homework and assignments on time

Active participation in learning Participates in class activities; self assesses; sets learning goals

Social responsibility Works well with others; resolves conflicts appropriately; respects self, others and the environment; contributes in a positive way to communities

Local Option Up to 2 local options may be added

Local Option Up to 2 local options may be added

2

Student:

Term

Late

s (T

otal

)

Abs

ence

s (T

otal

)

Gra

de

Exam

Mar

k

Fina

l Gra

de

Teacher Comments

1. Personal management skills

2. Active participation in learning

3. Social responsibility 4. Local option 5. Local option 1 2 3 4 5

Teacher:

Credit Value: Credits Earned:

Course: IEP (behaviour)

1 % %

%

2 % 3 %

%

4 %

Teacher:

Credit Value: Credits Earned:

Course: IEP (behaviour)

1 % %

%

2 % 3 %

%

4 %

Teacher:

Credit Value: Credits Earned:

Course: IEP (behaviour)

1 % %

%

2 % 3 %

%

4 %

Teacher:

Credit Value: Credits Earned:

Course: IEP (behaviour)

1 % %

%

2 % 3 %

%

4 %

4

Student:

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

Diploma Requirements Credits

Required for

Graduation

Enrolled This Year

Earned This Report

Total Earned to Date

Compulsory Credits 17 English Language Arts (1 credit per grade) 4 Mathematics (1 credit per grade) 4 Physical Education/Health Education (1 credit per grade) 4 Social Studies (1 credit in each of Grades 9, 10 and 11) 3 Science (1 credit in each of Grades 9 and 10) 2

Optional Credits (minimum 1 Grade 11 credit and 2 Grade 12 credits) 13

Totals 30 Principal’s  Comments

Principal’s  Signature:  _____________________________________

frenchimmersion

1

[division name] Grades 9 to 12 Report Card

[school name]

French Immersion Program

Student: Date Issued: Provincial Student #:

Academic Achievement of Provincial Expectations Percentage Grade

Thorough 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; students with a final grade of less than 50% are not granted course credit; see teacher comments Less than 50%

Additional Codes Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education, only CO

Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education. May also be used in other courses but not as a final grade. IN

No exam applies NE

No mark for the school-based final exam or provincial test, where applicable NM

Learning Behaviours

Scale

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 IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations

that reflect special learning needs.

Personal management skills Uses class time effectively; works independently; completes homework and assignments on time

Active participation in learning Participates in class activities; self assesses; sets learning goals

Social responsibility Works well with others; resolves conflicts appropriately; respects self, others and the environment; contributes in a positive way to communities

[Local Option] [Up to 2 local options may be added]

[Local Option] [Up to 2 local options may be added]

1

[division name] Grades 9 to 12 Report Card

[school name]

Student: Date Issued: Provincial Student #:

Academic Achievement of Provincial Expectations Percentage Grade

Thorough 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; students with a final grade of less than 50% are not granted course credit; see teacher comments Less than 50%

Additional Codes Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education, only CO

Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education. May also be used in other courses but not as a final grade. IN

No exam applies NE

No mark for the school-based final exam or provincial test, where applicable NM

Learning Behaviours

Scale

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 IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations

that reflect special learning needs.

Personal management skills Uses class time effectively; works independently; completes homework and assignments on time

Active participation in learning Participates in class activities; self assesses; sets learning goals

Social responsibility Works well with others; resolves conflicts appropriately; respects self, others and the environment; contributes in a positive way to communities

Local Option Up to 2 local options may be added

Local Option Up to 2 local options may be added

2

Student:

Term

Late

s (To

tal)

Abs

ence

s (To

tal)

Gra

de

Exam

Mar

k

Fina

l Gra

de

Teacher Comments

1. Personal management skills

2. Active participation in learning

3. Social responsibility 4. [Local Option] 5. [Local Option] 1 2 3 4 5

Teacher:

Credit Value: Credits Earned:

Course: IEP (behaviour) 1 %

% %

2 % 3 %

%

4 %

Teacher:

Credit Value: Credits Earned:

Course: IEP (behaviour) 1 %

% %

2 % 3 %

%

4 %

Teacher:

Credit Value: Credits Earned:

Course: IEP (behaviour) 1 %

% %

2 % 3 %

%

4 %

Teacher:

Credit Value: Credits Earned:

Course: IEP (behaviour) 1 %

% %

2 % 3 %

%

4 %

4

Student:

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

Diploma Requirements Credits

Required for

Graduation

Enrolled This Year

Earned This Report

Total Earned to Date

Compulsory Credits 17 English Language Arts (1 credit per grade) 4 Mathematics (1 credit per grade) 4 Physical Education/Health Education (1 credit per grade) 4 Social Studies (1 credit in each of Grades 9, 10 and 11) 3 Science (1 credit in each of Grades 9 and 10) 2

Optional Credits (minimum 1 Grade 11 credit and 2 Grade 12 credits) 13

Totals 30 Principal’s  Comments

Principal’s  Signature:  _____________________________________

learningbehaviours

Figure 8 Learning Behaviours

Learning Behaviours

Scale 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

Personal management skills Uses class time effectively; works independently; completes homework and assignments on time

Active participation in learning Participates in class activities; self assesses; sets learning goals

Social responsibility Works well with others; resolves conflicts appropriately; respects self, others and the environment; contributes in a positive way to communities

Behaviour Sample Indicators

PERSONAL MANAGEMENT SKILLSThe student self-monitors own behaviours and personal growth, organizes for learning, contributes positively to the learning process, and takes responsibility for work completion.

�Q organizes materials (e.g., study notes)�Q uses class time productively�Q works independently�Q completes homework and assignments on time�Q persists when faced with challenges�Q seeks help when needed�Q demonstrates a strong work ethic�Q shows patience�Q makes a consistent effort�Q demonstrates on-task behaviours�Q sets personal management goals and monitors growth

ACTIVE PARTICIPATION IN LEARNINGThe student participates actively in learning, is curious, sets learning goals, self-assesses, provides feedback, and uses feedback for improvement.

�Q shows interest; asks questions�Q takes initiative�Q is curious—investigates questions, hypothesizes, estimates, analyzes

�Q self-assesses work quality based on quality criteria�Q uses descriptive feedback to improve learning�Q uses criteria to provide descriptive feedback �Q explores themes and enriches topics through interest-based learning

�Q uses a variety of media for communications

SOCIAL RESPONSIBILITYThe student demonstrates citizenship and social skills that contribute to making the classroom, school, and larger community a positive, safe and, caring environment.

�Q works and interacts well with others�Q is welcoming and positive�Q shares resources, materials, and equipment with others�Q respects classroom and school values and routines�Q responds positively to the values and traditions of others

�Q respects self, others, and the environment�Q shows empathy and compassion�Q contributes to making the community a better place�Q takes initiative and leadership in community service�Q works for a sustainable planet �Q takes an equitable share of work in a group�Q is courteous �Q respects the need for safety for self and others–physical and emotional

LOCAL 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.

cc licensed ( BY NC ND ) flickr photo by Ray Fenwick: http://flickr.com/photos/rayfenwick/1616225495/

Writing Comments

IEPThe grade is based on achievement of learning goals in the student’s learning plan that are significantly different than grade-level learning expectations.

Writing Comments

EALThe grade is based on achievement of some subject area learning goals at grade level, with a focus on language learning.

Writing Comments

StrengthsChallengesNext Steps

Writing Comments

Writing Comments

» 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

language

Writing Comments

» 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

strengths & learning goals

cc licensed ( BY NC ND ) flickr photo by Ray Fenwick: http://flickr.com/photos/rayfenwick/1616225495/

Writing Comments

Janelle is doing a fantastic job on her projects. She puts a lot of effort into achieving the best results possible. She has a great attitude in class and is very helpful. A pleasure to teach!

Comments 1 of 3

Achievement is improving. Incomplete assignments.

Has performed very well so far. Keep working hard to improve.

Elizabeth is a very highly motivated student who has shown a very sound understanding of all the topics studied.

Comments 2 of 3

Ron is a capable student who is working well below his potential. Better analysis is linked to better comprehension. Take time to read carefully.

Progress had been satisfactory so far. Extra effort is needed to see improvement.

George has had no trouble reading and comprehending the texts. He needs to take more time to develop his responses and reflections. Some incomplete work can still be done.

Comments 3 of 3

Barry needs to put more consistent effort into the course in order to increase his mark. Socializing and attendance issues and lack of participation in class has lowered his mark. Barry is quite capable of creating quality projects when he applies himself.

grading

accurate» Academic grades are based on curricular learning outcomes (i.e., they are criterion-referenced, not norm-referenced), and reported separately from learning behaviours.

» Non-academic factors such as attitude, effort, and behaviour are not included in the determination of students’ grades. However, it is understood that these factors affect student achievement and therefore grades.

» Grades should reflect a student’s most recent and consistent learning. This requires the teacher’s professional judgement. Greater consideration of evidence collected in the final term shows the cumulative nature of learning and that it improves with support and effective practice. While variations in courses or teaching approaches exist, most recent and consistent learning is an important factor in accurately reporting a student’s learning in each course. It is important that teachers develop a clear assessment plan and share this plan with parents and students, as appropriate for the grade, at the start of the course.

» Grades are based on individual student achievement, not group achievement.

meaningful» Effective assessment and grading are based on curricular outcomes.

» The gradebook or documentation system used by the teacher summarizes evidence of academic learning relative to provincial curricular outcomes rather than solely by assessment methods and/or tasks.

» Evidence of achievement may include a collection of work that shows growth, progress and achievement relative to curricular expectations, and may be differentiated by student so that each student can best demonstrate her or his learning. Some of these work samples could be used to help determine a grade for academic learning and some processes might provide evidence for learning behaviours. All work samples provide an opportunity for conversations about learning and instruction.

Russ Goerend on assessment & tagging in evernote

consistent» Determining a final grade is based on curricular outcomes and involves a teacher’s professional judgement and consideration of all the gathered evidence.

consistent» Determining a final grade is based on curricular outcomes and involves a teacher’s professional judgement and consideration of all the gathered evidence.

your class = my class?

assessment

photo by Ewan Mcintosh used with permission

http://bbccdesign.posterous.com/star-of-the-sea-upper-years-progress

3-5reportingcategories

Subject Categories–Grades 1 to 8

English Language Arts

Comprehension �Q Reading�Q Listening and viewing

Communication�Q Writing�Q Speaking and representing

Critical thinking

Français(Français program

and French Immersion program)

Comprehension �Q Reading�Q Listening and viewing

Communication�Q Writing�Q Speaking and representing

Critical thinking

MathematicsKnowledge and understanding Mental math and estimation Problem solving

ScienceKnowledge and understanding Scientific inquiry process Design process and problem solving

Social StudiesKnowledge and understanding Research and communicationCritical thinking and citizenship

Physical Education/Health Education

Physical Education�Q Movement�Q Fitness management

Health Education�Q Healthy lifestyles

Arts Education: Music, Dance, Drama, Visual Arts

See the section Reporting on the Arts, below, for the categories.

French(English Program)

Oral communication Reading Writing

Visual Arts Dance Drama Music8

Language and toolsCreative expressionKnowledge and understanding of Visual Arts in culture and societyAnalysis and communication

Language and performance skillsCreative expressionKnowledge and understanding of Dance in culture and societyAnalysis and communication

Language and performance skillsCreative expressionKnowledge and understanding of Drama in culture and societyAnalysis and communication

Language and performance skillsCreative expressionKnowledge and understanding of Music in culture and societyAnalysis and communication

under revisionStudent 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

St. James-Assiniboia School Division

Senior Years Essential Learnings

under revisionLiteracy with Information Communication Technology

» Uses ICT to demonstrate critical thinking» Uses ICT to demonstrate creative thinking» Uses ICT responsibly and ethically

St. James-Assiniboia School Division

Senior Years Essential Learnings

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

Social Studies

» Demonstrates active democratic citizenship» Communicates understanding of concepts» Manages information and ideas» Demonstrates critical and creative thinking

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

French 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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

Practical Arts

» Demonstrates problem solving skills» Demonstrates, applies, and communicates knowledge of concepts in a safe manner» Demonstrates design process skills

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

under revision

St. James-Assiniboia School Division

Senior Years Essential Learnings

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

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/