The Progress Report Card - PowerPoint Presentation

The Progress Report Card September, 2011

AgendaIntroduction and Overview -15 minutesActivities 1 and 2 - 45 minutesActivity 3 (with break) – 60 minutesAssessment For/As/Of Learning Definitions - 15 minutesActivity 4 - 60 minutesLUNCHSummarizing AM and Connecting With PM- Progressing Well, Progressing Very Well, Progressing With Difficulty- 30 minutesActivity 5 - 60 minutesDebriefing Activity - 15-20 minutesTeam Time - 30 minutesLast 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-1 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-2 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-3 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-1Elementary ProgressReport 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)

Differences Between the Progress Report Card and the Provincial Report Card-2 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

Differences Between the Progress Report Card and the Provincial Report Card-3Elementary ProgressReport 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-1 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-2Provides 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 PracticesLearning Goals Success Criteria Descriptive Feedback Peer- and Self-Assessment Individual Goal Setting Gathering Information Engineering effective questions, conversations and learning tasks

Assessment for/as Learning After 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. Segment 1 – The Foundation of Assessment for Learning

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-1 End of Reporting Period Beginning of Reporting Period During Reporting Period Ongoing Communication with students and parents Placemat Activity 2

Ongoing communication-2 End of Reporting Period Beginning of Reporting Period During Reporting Period Ongoing Communication 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 appropriate conferencing with students and, where appropriate, with parents

Ongoing communication-3 End of Reporting Period Beginning of Reporting Period During Reporting Period Ongoing Communication with students and parents During Reporting Period 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)

Ongoing communication-4 End of Reporting Period Beginning of Reporting Period During Reporting Period Ongoing Communication 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 WisdomDiscuss 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 Walk Have 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 In Ontario Schools, p. 31)

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 In Ontario Schools, p. 31)

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 Question

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.

Conferences Notes Journal Blogs Moderated Online forums Teacher/Student feedback Focused conversations Portfolio Conferencing Performance Tasks Assignments Test Scores Reader Responses Tests Portfolios Checklists Videos Journals Projects Graphs Running Record List of Books Read Vocabulary Checklists Observation Checklist Anecdotal observation Questioning Presentations Listening Speaking Problem Solving Group Skills Conversations Observations Products Balanced Assessment

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 date

Progressing Well Sample 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 steps

Progressing With Difficulty-1Sample DescriptorsDemonstrates that the student will require improvement and/or assistance to meet the provincial standard at the end of the term/yearEvidence that student is not meeting or will not meet the provincial standardOther sample descriptors…Includes specific next steps

Progressing With Difficulty-2 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 DescriptorsDemonstrates ongoing, consistent improvement towards meeting or exceeding the provincial standard by the end of the term/yearVery consistent evidence that student is meeting or will meet, or is exceeding or will exceed, the provincial standardOther sample descriptors…Includes specific next steps

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-1 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-2 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-3 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