Firm Agreements To Date: ● eLuminate will no longer be used ● Grades 1 - 6 ● Digitally formatted (but can be printed) ● Parents access tied to PowerSchool (one sign-in) ● Percentages will not be used as reporting strategies ● “Unable to assess” will be offered ● Learner attributes agreed upon ● Learner attributes will be reported holistically, effort will not be reported for each individual subject ● All reporting periods will be shown on a final report card ● Reporting Achievement of Learner Outcomes will use a 5-point scale ● At this time, progress and report cards are the focus of the committee work. ● Digital gradebooks/ ePortfolios to follow. ● Wording of Achievement Scale agreed upon for levels 1, 2, 3, 4 & 5 ● This is a living document - willingness to continue to improve and be responsive to feedback ● Categories will be consistent across grades 1 through 6 ● Each category will have grade level descriptors
Assessment vs Reporting The School Leader’s Guide to Grading, O’Connor (2013) Assessment - Program of StudiesReporting - Categories Designed for planning instruction & assessments Designed for reporting on student learning Many in numberRelatively few in number (4-6 per subject) Highly specificBroad and more general Complicated and detailedClear and understandable Expressed in complex, educator languageExpressed in parent-friendly language
● Teachers will determine a student’s achievement level for each category using their professional judgement informed by an array of assessment data. ● Teachers will also report on the following Learner Attributes: o demonstrates responsibility o cooperates with others o participates o shows organization o strives for quality work o respects self and others Reporting Agreement
The 5 Point Achievement Scale for Category Reporting Achievement LevelAt this time the learner is: 5 ●Exceeding learning expectations ●Applying concepts in novel or unique learning situations ●Independently using skills and strategies 4 ●Meeting learning expectations ●Applying concepts in new learning situations ●With minimal support, using skills and strategies 3 ●Meeting learning expectations ●Applying concepts in familiar learning situations ●With reasonable support, using skills and strategies 2 ●Approaching learning expectations ●Applying concepts when rehearsed and highly structured. ●With high levels of support, using skills and strategies 1 ●Below learning expectations ●Having difficulty applying concepts even when rehearsed and highly structured. ●Despite high levels of support, is having difficulty using skills and strategies U Unable to Assess Personalized comment to explain the student couldn’t be assessed (ISP, vacation, illness, other circumstance, key assessments incomplete or missing) Below Expectations Meeting Expectations
The 4 Point Scale for Reporting Learner Attributes Meeting Expectation Below Expectation 1 high levels of support required “inconsistently” 2 moderate support required “with prompting” 3 little support required “...often…” 4 independently “...consistently...”
Learner Attributes ● Shows organization ● Demonstrates responsibility ● Cooperates with others ● Participates ● Strives for quality work ● Respects self and others
EIPS Report Card Categories are: ● statements, written in parent friendly language, which outline knowledge and skill areas within each subject; ● consistent across grades. That is, the same categories will be reported upon in each grade and subject; ● intended to be general and help clarify the ‘what’ of student learning inherent in Alberta Education curriculum documents. Categories may use language that differs from what appears in curriculum documents.
EIPS Report Card Categories are: ● further described via “Category Descriptors”. Descriptors will clarify each Category with grade specific information; ● part of our Communication Student Learning system to further help teachers and parents to understand a child’s academic strengths and challenges, and how to respond to them to support learning; ● in a draft stage at this point in time. Stakeholder feedback is critical as we continue with our process.
Category Descriptors are: Explanations of categories at each grade level For example: o “Understands science concepts” (Category) could list the units/strands covered with a link to the Alberta Program of Studies o “Understands what is being read” (Category) in ELA for grade 1, could have the Descriptor read: “students understand what is being read aloud to them”. Category Descriptors will be created in draft form by the CSL Teacher Working Group; feedback will be requested once this work is complete.
DRAFT ELA Categories (Grades 1-6) Understands what is read Reads with fluency and accuracy Communicates thoughts and ideas Uses strategies to revise and edit writing Creates writing which conveys meaning
DRAFT FLA Categories (Grades 1-6) Understands what is read Reads with accuracy and fluency Communicates thoughts and ideas Uses strategies to revise and edit writing Demonstrates listening comprehension Verbally expresses thoughts and ideas
DRAFT Math Categories (Grades 1-6) Understands math concepts (reported per strand) Identifies and uses math strategies (reported per strand) Solves mathematical problems (reported per strand) Recalls basic math facts (reported each term)
DRAFT Science Categories (Grades 1-6) Understands science concepts (reported per strand) Uses scientific investigation skills and reasoning (reported each term)
DRAFT Social Studies (Grades 1-6) Understands social studies concepts Uses research skills to find and evaluate information Communicates ideas using oral, written, visual and media literacies
DRAFT Complementary Course Categories Course French as a Second Language (Grades 4-6) Produces oral and written French language Comprehends oral and written French language Physical Education (Grades 1-6) Demonstrates skill development Demonstrates sportsmanship and fair play Music (Grades 1-6) Understands music concepts Demonstrates musical skills
DRAFT Complementary Course Categories Course Art (Grades 1-6) Understands art concepts Demonstrates artistic skills Health (Grades 1-6) Understands health concepts and identifies health skills Bible (Grades 1-6) Understands Biblical concepts Memorizes Bible verses
DRAFT Complementary Course Categories Course Drama (Grades 1-6) Understands drama concepts Demonstrates performance skills German (Grades 1-6) Produces oral and written German Comprehends oral and written German language Ukrainian (Grades 1-6) Produces oral and written Ukrainian Comprehends oral and written Ukrainian language
Imagining a Grade 2, Term II, Report Card: Science On the next slide we have created an imagined version of a term II report card for science. It is meant for illustrative purposes only. The words “category” and “descriptor” would not appear, and it is likely that the italicized words would be a part of a drop- down menu.
NOTES: Please note this is an imagined representation meant only to illustrate the direction in which our work is going. This imagined representation is a section of a term 3 (final) report that has not been expanded. An expanded imagined representation is on the next slide The titles of the five strands would appear all year long and and the strands would only be reported once completed.
NOTES: The titles of the five strands would appear all year long and and the strands would only be reported once completed. Please note this is an imagined representation meant only to illustrate the direction in which our work is going. Comments will not appear after each subject, but will likely appear in a single section on the final page. It is critical to know that our content will drive our layout and technology. Category Descriptor Strand
Many thanks to the CSL and Teacher Working Committees for their dedicated work and commitment to our kids.