Progress Report Card 1 The Progress Report Card September, 2011

Progress Report Card 1 Progress Report Card 1

The Progress

Report Card

September, 2011


Agenda• Introduction and Overview -15 minutes• Activities 1 and 2 - 45 minutes• Activity 3 (with break) – 60 minutes• Assessment For/As/Of Learning Definitions - 15 minutes• Activity 4 - 60 minutes• LUNCH• Summarizing AM and Connecting With PM- Progressing Well,

Progressing Very Well, Progressing With Difficulty- 30 minutes• Activity 5 - 60 minutes• Debriefing Activity - 15-20 minutes• Team Time - 30 minutes• Last Words/Parking Lot/AER Gains Site - 15 minutes


Purpose of Session

• To clarify policy• To assist in the process of completing the

Progress Report Card• To confirm what’s going well

“The Progress Report Card gave me the freedom to teach” (Ontario teacher)


Session Learning Goals

We are learning:• To align effective practices in assessment

for/as learning with the Elementary Progress Report Card

• To develop and use common language regarding the Elementary Progress Report Card

• To develop criteria for writing effective comments

• To develop a process for writing personalized, clear, precise and meaningful comments


Elementary Progress Report Card

• Based on two years of provincial consultations with teachers, parents, principals, and students

• Facilitates better communication among parents, teachers, and students


Elementary Progress Report Card Provides an opportunity to:• Conduct and provide feedback related to

assessment for learning and assessment as learning;

• Establish a positive relationship between teachers, parents, and students;

• Involve parents as partners in a conversation about learning and assessment, and what they can do to support their child’s learning.


Elementary Progress Report Card Provides an opportunity to:• Identify strengths and areas for improvement in

student progress early in the school year • Develop strategies to

– improve student learning;– involve students in the improvement of their

own learning (e.g., through self-assessment and goal setting).


Differences Between the Progress Report Card and the Provincial Report Card

Elementary Progress

Report Card

Elementary Provincial Report Card

Reporting Period: September to October/November

Reporting Periods: October/November to January/February; January/February to June

Shows a student’s general progress in working towards the achievement of the curriculum expectation in all subjects

Shows a student’s achievement at two points in a school year (First provincial report card reflects achievement from September to January/February)



Elementary Progress

Report Card

Elementary Provincial Report Card

When appropriate, teachers are encouraged to collaborate in generating comments to provide a holistic profile of the student. Teachers are not required to comment on all subjects

Each subject area has a comment box. Teachers may individually provide comments for every subject/strand taught

Emphasis on assessment for/as learning and a focus on learning skills and work habits

Emphasis on assessment of learning (evaluation) with a continued emphasis on learning skills and work habits


Elementary Progress

Report Card

Elementary Provincial

Report Card

Report cards indicate whether students are progressing with difficulty, progressing well, or progressing very well

Report cards have charts showing alignment of levels of achievement with letter grades and percentage grades



Similarities• Provides descriptive feedback on development

related to the six learning skills and work habits and achievement towards/of the curriculum expectations. Feedback is descriptive and evidence-based.

• Comments focus on strengths and next steps for improvement.

• Comments identify specific strategies and /or interventions required as next steps.


Similarities• Provides opportunities for communication with

parents and students and builds a partnership with home and school.

• Comments are personalized, precise , and written in parent-friendly language.

• Reports are based on criterion-referenced evidence from the provincial curriculum


Assessment For/As Learning Practices

Learning Goals

Success Criteria

Descriptive Feedback

Peer- and Self-Assessment

Individual Goal Setting

Gathering Inform

ationEn

gine

erin

g eff

ectiv

e qu

estio

ns,

conv

ersa

tions

and

lear

ning

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s


Assessment for/as LearningAfter watching this video, discuss with your

elbow partner what report card comments you

would write based on the interactions of students

and teachers in the classroom.

http://www.edugains.ca/newsite/aer2/aervideo/learninggoals.html

Segment 1 – The Foundation of Assessment for Learning (3:18-4:40)


Minds On

“Studies show that students perform better in school if their parents or guardians are involved in their education. This is the basis for the principle that students and parents should be kept fully informed about the student’s progress.”

(Growing Success: Assessment, Evaluation, And Reporting In Ontario Schools, p. 8)

Placemat Activity 1


Ongoing communication

End of Reporting PeriodBeginning of Reporting Period

During Reporting Period

Ongoing Communicatio

n with students and

parents

Placemat Activity 2






n with students and

parents

Beginning of Reporting Period

Communication may include: providing an overview of expected learning conducting and communicating the results of diagnostic assessment making phone calls or sending letters of welcome to parents meeting with students to discuss goal setting and success criteria, and communicating these to parents, as appropriateconferencing with students and, where appropriate, with parents






n with students and

parents


Communication may include:•conferencing with students and, where appropriate, with

parents monitoring student progress (e.g., using tracking sheets, exit

tickets, or passes) and involving parents when appropriate providing descriptive feedback to students on a regular basis

in the classroom and to parents through phone calls or notes sent home

maintaining communication through student agendas, which may be sent home to parents

creating newsletters about learning goals and success criteria sending home completed assignments showing teacher

feedback for parental review and signature maintaining a website outlining learning goals, success

criteria, and assignments (Note: Teachers need to be cautious about relying solely on electronic feedback, as not all parents may be able to access electronic communications)






n with students and

parents

End of Reporting Period

Communication may include:

having conversations with parents and students about information on report cards scheduling student-led conferences clarifying goals for learning and goals for further instruction through teacher-parent conferences, phone calls, meetings, or notes


Tapping into Collective Wisdom

Discuss effective practices from the identified area

at your table.

Record your responses on the chart paper.

Placemat Activity 3


Carousel

Move to the next table. Read the chart from that

table, discuss as a group, and add new practices

to the chart paper.

When you return to your original table, discuss the

additions to your chart, and then post on the wall.


Gallery WalkHave one person in your group stay at your chart

to explain it to other people and to identify the

three most effective practices.

The other members of the group take a few

minutes to walk around the room and read the

posted charts.

Use your placemat to record information.


Assessment for learning

“Assessment for learning is the process of seeking

and interpreting evidence for use by learners and

their teachers to decide where the learners are in

their learning, where they need to go, and how

best to get there.”(Growing Success: Assessment, Evaluation, And Reporting

In Ontario Schools, p. 31)


Assessment as learning

“Assessment as learning focuses on the explicit

fostering of students’ capacity over time to be their

own best assessors, but teachers need to start by

presenting and modelling external, structured

opportunities for students to assess themselves.”(Growing Success: Assessment, Evaluation, And Reporting



Assessment of learning

“Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures.”(Growing Success: Assessment, Evaluation, And Reporting



Sources of evidence to assess student learning

Observations

Conversations

Products


How do you know your students are learning?List all the ways you know your students are learning.Write them on your placemat.

Placemat Activity 4


Directions: Activity 4

Use the post-its notes at your table to re-classify the list that you created. Use blue post-its to indicate items that represent Assessment Of Learning and use yellow post-its to indicate items that represent Assessment For/ As Learning.

WRITE ONE ITEM PER POST-IT


Activity 4 (continued)

Place each of your post-it notes on the triangle at

your table as an example of observations,

conversations and products.


ConferencesNotesJournalBlogsModerated Online forumsTeacher/Student feedbackFocused conversationsPortfolio Conferencing

Performance TasksAssignmentsTest ScoresReader ResponsesTestsPortfoliosChecklistsVideosJournalsProjectsGraphs

Running RecordList of Books ReadVocabulary ChecklistsObservation ChecklistAnecdotal observationQuestioningPresentationsListeningSpeakingProblem SolvingGroup Skills

Conversations

ObservationsProducts


Common Understanding

“The purpose of assessment is not to rate, rank,

and sort students, but to provide meaningful

feedback that leads to high performance for all

students.” (Marzano and Heflebower)


What does Progressing…..

• Well• Very Well• And With Difficulty…

MEAN?

Placemat Activity 5

Based on assessments for, as, and of learning to dateBased on assessments for, as, and of learning to date


Progressing WellSample Descriptors• Demonstrates ongoing, consistent improvement

towards meeting the provincial standard by the end of the term/year

• Evidence that student is meeting or will meet the provincial standard

• Other sample descriptors…

Includes specific next stepsIncludes specific next steps


Progressing With DifficultySample Descriptors• Demonstrates that the student will require

improvement and/or assistance to meet the provincial standard at the end of the term/year

• Evidence that student is not meeting or will not meet the provincial standard




Progressing With Difficulty

Ongoing communication with parents is key if a student receives progressing with difficulty. Parents should be informed about progressing with difficulty prior to receiving the Progress Report Card.

Ongoing communication with parents is key if a student receives progressing with difficulty. Parents should be informed about progressing with difficulty prior to receiving the Progress Report Card.


Progressing Very WellSample Descriptors• Demonstrates ongoing, consistent improvement

towards meeting or exceeding the provincial standard by the end of the term/year

• Very consistent evidence that student is meeting or will meet, or is exceeding or will exceed, the provincial standard




Creating the Criteria for Effective Comments

Think-Pair-Share

Think…• Read the sample comments .• Co-create criteria for effective comments.


Co-creation of Criteria for Effective Comments


Criteria for Effective Comments• Comments that are personalized, clear, precise

and meaningful• Refer to specific evidence of learning gathered

from conversations, observations and/or products

• Reflect the interests, learning preferences and readiness of the student

• Use a positive tone and student-friendly vocabulary that has been shared with parents.

• Identify gaps in learning


Criteria for Effective Comments• Focus on knowledge, skills and criteria identified

in curriculum • Describe significant strengths that students need

to continue to demonstrate• Identify next steps for improvement that:

– Provide concrete next steps for student, and

– Provide specific suggestions for how parents can support student learning


Criteria for Effective Comments

• Use language that parents understand • Make references to particular strands, when

appropriate • Provide parents with personalized, clear,

precise, and meaningful feedback • Help parents understand how they can support

their children at home • Avoid repeating curriculum expectations or

achievement chart


Applying the Criteria

Focusing on • Strengths• What is the learning (knowledge and skills)• Next steps for improvement


Revising Progress Report Card Comments

• Based on the criteria that we have co-created, revise each of the Progress Report Card comments

• Share your revised comments with an elbow partner and peer assess


Comments Focusing on Strengths

• Do the comments focus on specific aspects of knowledge, skills, and other criteria or elements identified in the curriculum (i.e., overall expectations, criteria/categories in the achievement chart, strands, fundamental concepts, subject-specific processes)?

• Do the comments describe significant strengths that the student has demonstrated and needs to continue to demonstrate?


Team Time

Next Steps

What speaks to us?


Wrap Up Discussion

Documents

Progress Report Card 1 The Progress Report Card September, 2011