Report Cards 101Brandi Clark

February 23, 2012District Wide PD

Welcome

Agenda

FRONTLOADING: Key Learner Outcomes and a Brief Look at Assessment

Guidelines for Writing Report Card Comments

Collaborative Time

Brainstorm

What is the definition?

Report cards are:

(on the 11x17paper write downas many words orphrases that come to mind)

List – Group - Label

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

Report cards are EMOTIONAL!

Report Cards are formal.

Report cards are time consuming!

Report cards are a celebration ofgrowth.

Report cards are a chance to plan next steps.

Report cards are a way to give feedback.

Report Cards…report on Assessment

Collecting Anecdotal Info…

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.

Outcome-based - Formative

Outcome-based - summative

Key Learner Outcomes

A. Selecting Key Learner OutcomesKey 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.

Using KLOs and SLOs

Grade 1 Key Learner Outcome:

Reads and Comprehends at Grade Level

The key learner outcome above represents the following

specific learner outcomes from the ELA Program of Studies.

Collecting Evidence of Learning

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

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.

Sources of Evidence….

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)

TURN AND TALK

How do you set up your

assessment notebook?

Take turns sharing with a partner.

Writing Comments…

The Bee’s Knees

Important points to ponder

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.

Caution….

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

Comment tips…from Elem doc.

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 term

TURN AND TALK

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.

Literacy Fiascos to Avoid

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.

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?

Comment Autopsy

Bob

Reporting as Easy as 1-2-3

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 …

Betty

What do younotice?

TALK and SHARE and WRITE

Collaborative Time….

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