Manitoba Provincial Report Card Presented to Presentation Goals • Provide background, purpose, report card template Background • 2010 - Premier Selinger announcement included the following points: • development of a parent-friendly report card • goal was to have parents receive the information they need to be full partners in their children’s education • written in plain language, while allowing teachers to enrich the reporting with personalized information about each student. The Manitoba Report Card • Primary Purpose - formally communicate to parents, at certain points in time their children’s growth and achievement as learners. Manitoba’s Mission • To ensure that all Manitoba’s children and youth have access to an array of educational opportunities such that every learner experiences success through relevant, engaging and high quality education that prepares them for Lifelong Learning and Citizenship in a democratic, socially just and sustainable society. Manitoba’s Vision • ...every learner will complete a high school education with a profound sense of accomplishment, hope and optimism. The Big Picture Provincial Report Card Categories Healthy Lifestyles Movement Fitness Management How are the GLO’s and Report Card Categories related?? GLO’s 1 + 3 GLO’s 2 + 3 (Strand A) (Strand A) Movement Fit. Mgmt Safety (A) GLO’s 3 (Strand B) +4+5 Safety (B) P&S Mgmt Safety (A) HL Prac. Report Card Category Movement Report Card Category Fitness Management Report Card Category Healthy Lifestyles • Report Card Category Movement “Student acquires movement concepts and skills for safe and functional use in a variety of physical activities and environments.” Knowledge Strands GLO1 Movement Skill Strands A. Basic Movement A. Acquisition of Mov’t Skills B. Movement Development B. Application to Sports/Games C. Activity Specific Movement C. Application to Alternate Pursuits D. Application to Rhythmics/Gymnastics Report Card Category Movement GLO 3 Safety (A) A. Physical Activity Risk Management A. Acquisition/Application of Safe Practices Report Card Category Fitness Management • “Student acquires fitness concepts and skills that contribute to personal fitness development through a variety of physical activities Knowledge and fitness development experiences.” Skill Strands Strands A. Fitness Components B. Fitness Benefits GLO2 Fitness Management C. Fitness Development GLO 3 Safety (A) A. Physical Activity Risk Management A. Acquisition/Application of Fitness Management Skills Report Card Category Fitness Management A. Acquisition/Application of Safe Practices Report Card Category Healthy Lifestyles • “Student acquires concepts and applicable personal and interpersonal skills in developing well-being, healthy lifestyle practices, and healthy Knowledge relationships. Skill Strands Strands GLO3 Safety (B) B. Safety of Self and A. Others Personal Development 1. Community Safety 2. Environmental Safety 3. Prevention and Care of Injuries B. Social Development 4. Community Support and Services 5. Violence Prevention 6.C. Personal Safety Mental-Emotional A. Acquisition of Personal and Social Management Skills Development Report Card Category Healthy Lifestyles GLO 4 Personal & Social Mgmt GLO 5 Healthy Lifestyle Practices A. Personal Health Practices B. Active Living C. Nutrition D. Substance Use and Abuse E. Human Sexuality A. Application of DecisionMaking/ProblemSolving Skills What are some of the benefits of implementing the Manitoba report card? • Positive school-parent relationships • Improved learning • Consistency across the Province Provincial Assessment Policy Informed by: www.edu.gov.mb.ca/k12/assess/ wncp/rethinking_assess_mb.pdf www.edu.gov.mb.ca/k12/assess/docs/ policy_k12/assess_policyk12.pdf www.edu.gov.mb.ca/k12/a ssess/docs/csl/csl_doc.pdf Also, report card specific: -Support Document (guidelines and policy) -Business Requirements Document -Parent Brochures (multiple languages) Report Card Support Document (Draft) Full document available for download at: www.edu.gov.mb.ca/k12/assess/docs/report_card/index.html Timelines • Voluntary implementation 2012-13 school year. • Full implementation 2013-14 school year. Preparation and Distribution • Preparation • Delivery and Return • Reporting Frequency - separate report card formats for 1-6, 7 and 8, and 9-12. ( www.edu.gov.mb.ca/k12/assess/report_card.html ) to be decided upon by schools or divisions. • • • Grades 1- 8 (and non-semestered high schools) - 3 reporting periods, 2 ‘term’ periods and a final report. Semestered high schools - 2 reporting periods, 1 mid-term, 1 final per term Local option for grades 9-12 - may be 4 reporting periods for nonsemestered courses in an otherwise semestered school so that reporting periods align. What do the report cards look like? Report Card Templates All formats can be downloaded as pdf’s at www.edu.gov.mb.ca/k12/assess/report_card.html First Page Division/School logo • •School Name •Attendance •Grades 1-6, and 7-8 •Grade scales •Student Programming Definitions First Page (Grades 1-6, 7&8) Grade Report Card Student: Provincial Student #: Homeroom Teacher: Date Issued: Attendance Days Absent: Times Late: Term 1 Term 2 Term 3 Total Student Programming (Grades 1-8) • • • - critical to accurate and meaningful reporting - unless otherwise indicated, the report card provides information about a student’s achievement relative to grade-level curricula. -One of the following codes is used if the expectations for a student are different from the grade-level curriculum in a subject. ✦ EAL (English as an Additional Language): Achievement is based on expectations that focus on English language learning. ✦ L (Litteratie francaise, Francais Program): Achievement is based on expectations that focus on French language learning. ✦ IEP (Individual Education Plan): Achievement is based on expectations that reflect special learning needs. (Due to, for example, transiency, gaps in learning, or a cognitive disability) Determining Marks • Manitoba Report Card Support Document: • Partners for Learning, Grades 1 to 12 • http://www.edu.gov.mb.ca/k12/assess/docs/report_card/full_doc.pdf 1.2 Foundational Principles for Grading • • • • • Academic grades are based on curricular learning outcomes, and reported separately from learning behaviours Grades should reflect a student’s most recent and consistent learning Greater consideration of evidence collected in the final term shows the cumulative nature of learning Grades are based on individual student achievement, not group achievement Evidence of achievement (e.g., documentation system, work samples) is used to help determine a grade for academic learning and some processes might provide evidence for learning behaviours Academic Achievement Scales - Numerical and Percentage Grades How Learning is Reported 1 to 6 A 1-4 numerical scale is used to report on achievement in each within-subject category. There are no overall subject grades. 7 to 8 A 1-4 numerical scale is used to report on achievement in each subject category. The percentage scale is used to report overall subject grades. 9 to 12 The percentage scale is used to report overall subject grades for each subject. There is no reporting of achievement for subject area categories. Reporting Academic Achievement of Provincial Curriculum Expectations Academic Achievement of Provincial Curriculum Expectations Academic Grade Scale Description Numerical (Gr. 1-6, 7-8) Percentage (Gr. 7-8, 9-12) 4 80% to 100% 3 2 1 70% to 79% Very good understanding and application of concepts and skills. 60% to 69% Basic understanding and some application of concepts and skills. 50% to 59% Limited understanding and minimal application of concepts and skills; see teacher comments Thorough understanding and in-depth application of concepts and skills. Grades 1-8: Does Not yet Demonstrate the required understanding and application of concepts and skills; see teacher comments ND Less than 50% Grades 9-12: 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 Further Descriptions for Academic Achievement Academic Achievement of Provincial Curriculum Expectations Academic Grade Scale Description Numerical (Gr. 1-6, 7-8) 4 Percentage (Gr. 7-8, 9-12) 80% to 100% Thorough understanding and in-depth application of concepts and skills. •Understands all or nearly all concepts and/or skills •Routinely makes connections to similar concepts and skills •Applies creativity to own life and to support new learning Further Descriptions for Academic Achievement Academic Achievement of Provincial Curriculum Expectations Academic Grade Scale Description Numerical (Gr. 1-6, 7-8) 3 Percentage (Gr. 7-8, 9-12) 70% to 79% Very good understanding and application of concepts and skills. •Understands most concepts and skills •Often makes connections to similar concepts and skills •Sometimes applies to own life and to support new learning Further Descriptions for Academic Achievement Academic Achievement of Provincial Curriculum Expectations Academic Grade Scale Description Numerical (Gr. 1-6, 7-8) 2 Percentage (Gr. 7-8, 9-12) 60% to 69% Basic understanding and some application of concepts and skills. •Understands most concepts and skills •Occasionally makes connections to similar concepts and skills Further Descriptions for Academic Achievement Academic Achievement of Provincial Curriculum Expectations Academic Grade Scale Description Numerical (Gr. 1-6, 7-8) 1 Percentage (Gr. 7-8, 9-12) 50% to 59% Limited understanding and minimal application of concepts and skills; see teacher comments •Understands some key concepts and skills •Rarely makes connections to similar concepts and skills Further Descriptions for Academic Achievement Academic Achievement of Provincial Curriculum Expectations Academic Grade Scale Description Numerical (Gr. 1-6, 7-8) Percentage (Gr. 7-8, 9-12) Grades 1-8: Does Not yet Demonstrate the required understanding and application of concepts and skills; see teacher comments ND Less than 50% Grades 9-12: Does Not yet Demonstrate the required understanding and application of concepts and skills; student with a final grade of less than 50% are not granted course credit; see teacher comments Codes used in Grades 1-6 and Grades 7 - 8 NA Not applicable IN Incomplete; not enough evidence available to determine a grade at this time Codes used in Grades 9 to 12 Course Complete: Final grade showing sufficient evidence of learning for Grade 11 and 12 Physical Education/Health Education only. CO Course Incomplete: Final grade showing insufficient evidence of learning for Grade 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 Codes (cont.) • - In the rare cases when an IN or NA is used, such as those identified below, it must be approved by the principal and a comment should explain its use • ✦ ✦ the code ‘NA’ (not applicable) may be used... when a student’s programming is coded as ‘EAL’, ‘IEP’, or ‘L’ (Francais only) and the student is not addressing certain content as a result of their individual programming. when certain aspects of a subject have not yet been addressed The code ‘IN’, ‘Incomplete’, may be used... ✦ if a student’s level of achievement cannot be assessed (e.g., extended absence or being new to the school with no information from the previous school available) - Assigning Grades • To determine grades, the teacher analyzes the evidence, noting the most recent and consistent learning aligned with the subject area categories, as appropriate, and makes a judgement to summarize the current level of achievement. • Term grades reflect a student’s achievement as demonstrated from the beginning of the course. Greater consideration should be given to learning demonstrated later in the course, as appropriate for the nature of the particular course and teaching approach. Physical Education/Health Education Grading Example Student: ____Lenny___________ Grading Scale 4 = Thorough 3 = Very Good 2 = Basic 1 = Limited ND = Does Not yet Demonstrate Grade: _____7_____ Report Period: ____Fall 2012___________ Summative Achievement Evidence - Movement Assessment Method Points Score (%) Basic Movement Skills (Self-assess BMS - Coop Game G) Movement Development (Biomech of throwing Quiz G) Activity-Specific Movement (see activity groups) Physical Activity Risk Mgmt. General Safety Rules Test / 15 15 11 73 Water Safety Role Play / 20 20 18 90 4 x Bi-weekly Observation / 4 16 12 75 Create a Game - Grp assess / 10 10 9 90 Functional use (throw) in softball / 4 4 Observatio n/4 3 75 Invasion - use of space - Peer assess. / 7 7 6 86 Performance Task - run and pass / 4 4 4 100 Alternative Pursuits X-Country Ski Perf. Task / 4 4 3 75 Rhythmic & Gymnastic Activ. Gymnastic skills - peer assess. / 8 8 5 63 Pyramids - Grp assess / 4 4 3 75 Floor Exercise Routine / 4 4 3 75 Total - Points 96 77 80 Team Work and Fair Play Sports and Games Comments Maximum Numerical score (4-1) 4 Overall % Score 80 Strengths: Challenges: Next Steps: G: Growth (formative assessment activity) - Not scored for grade Physical Education/Health Education Grading Example Student: ____Lenny___________ Grading Scale 4 = Thorough 3 = Very Good 2 = Basic 1 = Limited ND = Does Not yet Demonstrate Grade: _____7_____ Report Period: ____Fall 2012___________ Summative Achievement Evidence - Fitness Management Assessment Method Fitness Components Points Score (%) Lead Class Warm-up (pairs) 10 9 90 Fitness Circuit-Single Station 4 4 100 Body’s Muscles Test 20 19 95 Biweekly assess 4 4 100 HR Monitor Target Zone 4 4 100 Personal Fitness Plan 25 22 88 Charting Fitness Results 4 4 100 Total - Points 71 66 93 Fitness Benefits Fitness Development Active Fitness Fitness Management Skills Comments Maximum Charting Fitness Results (G) Numerical score (4-1) 4 Overall % Score 93 Strengths: Challenges: G: Growth (formative assessment activity) - Not scored for grade Next Steps: Physical Education/Health Education Grading Example Student: ____Lenny___________ Grading Scale 4 = Thorough 3 = Very Good 2 = Basic 1 = Limited ND = Does Not yet Demonstrate Grade: _____7_____ Report Period: ____Fall 2012___________ Summative Achievement Evidence - Healthy Lifestyles Assessment Method Maximum Points Score (%) 8 6 75 Safety of Self and Others Avoidance Case Study Questions First Aid Emer. Call Role Play-Peer (G) Personal Hygiene No Outcomes Nutrition No Outcomes Substance Use and Abuse Prevention Drug Research Presentation 25 18 72 MAAW Poster 15 13 87 20 16 80 4 4 100 4 3 75 Mock Mediation 4 2 50 Mental-Emotional Dev. Performance Task - Yoga asanas 4 4 100 Personal/Social Mgmt Skills Interpersonal Skills Self-Assess (G) 88 69 78 Human Sexuality Puberty Changes Discussion (G) Human Reproductive System Test Gender and Diversity - Journal (G) STI Assignment Personal Development Decide Scenario (G) Personal Health Goals Social Development Comments Strengths: Challenges: Next Steps: Interpersonal Skills Self-Assess (G) Total - Points Numerical score (4-1) 3 Overall % Score 78 G: Growth (formative assessment activity) - Not scored for grade 4.5 Learning Behaviours • At Grades 1 to 6, learning behaviours are reported once on the report card, along with a teacher comment. • At Grades 7 to 12, the learning behaviours are reported for each subject. • The reporting of learning behaviours appearing on a report card apply to the current reporting term only. Learning Behaviours C: Consistently - almost all or all of the time Scale Personal Management Skills S: Sometimes - less than half of the time U: Usually - more than half of the time R: Rarely - almost never or never 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 Learning Behaviours Behaviour Sample Indicators • organizes materials (e.g., study notes) • uses class time productively • works independently Personal Management Skills • completes homework and assignments on time The student self-monitors own behaviours and personal growth, organizes for learning, • persists when faced with challenges • seeks help when needed contributes positively to the learning process, and takes responsibility for work • demonstrates a strong work ethic completion. • shows patience • makes a consistent effort • demonstrates on-task behaviours • sets personal management goals and monitors growth Learning Behaviours Behaviour Sample Indicators • shows interest; asks questions • takes initiative • is curious - investigates questions, hypothesizes, estimates, analyzes • self-assesses work quality based on quality criteria Active Participation in • uses descriptive feedback to Learning The student participates actively in learning, improve learning • uses criteria to provide descriptive is curious, sets learning goals, selfassesses, provides feedback, and uses feedback feedback for improvement. • explores themes and enriches topics through interest-based learning. • uses a variety of media for communications Learning Behaviours Behaviour Sample Indicators • works and interacts well with others • is welcoming and positive • shares resources, materials, and equipment with others • respects classroom and school values and routines • responds positively to the values and Social Responsibility traditions of others The student demonstrates citizenship • respects self, others, and the environment and social skills that contribute to • shows empathy and compassion making the classroom, school, and • contributes to making the community a larger community a positive, safe and better place caring environment. • takes initiative and leadership in community service • works for a sustainable planet • takes an equitable share of work in a group • is courteous • respects the need for safety for self and others - physical and emotional Teacher Comments • • • Meaningful comments identify student strengths, pinpoint areas needing improvement, and provide suggestions as to how the student can improve. (strengths, challenges and next steps) Teachers are encouraged to personalize the comments for each student so that they are specific to the student’s levels of academic achievement and learning behaviour ratings. Other considerations: • • Language: - 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. Strengths and Learning Goals: - 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. Teacher Comments • IF a child receives a grade of 1 or ND in any subject category, comments are REQUIRED. • Don’t’s - include summaries of material taught during the term. (This can be communicated in other ways since space is limited) Quality Criteria i. Comments follow the framework of addressing “strengths”, “challenges”, and “next steps” (practical, doable, timely) as appropriate. ii. Comments are personalized for the student so that they are specific to the student’s levels of academic achievement and learning behaviour ratings. iii. Comments consider the use of “Language” as outlined in Section 4.6 of the Report Card Support Document. iv. Comments include “Strengths and Learning goals” for the student as outlined in Section 4.6 of the Report Card Support Document v. Comments do not include summaries of material taught during the term, or scores/results from other kinds of measures such as nonprov. standardized assessments. Comment Activity • Student A (Desiree) Grade 2 Physical Education/Health Education EAL Teacher: IEP Term 1 Movement 4 Fitness Management 3 Healthy Lifestyles 3 Term 2 Final Physical Education Health Education Comments: Strengths: Desiree demonstrates a good understanding of safety rules in the gym. She is doing an excellent job in mastering her assigned basic motor skills for changing direction while running and underhand throwing, both during specific learning tasks and in games where they apply. Challenges: Sustaining effort without stopping to rest during fitness activities. Next Steps: Desiree could improve her overall fitness by participating more in physical activities during recess or after school. Comment Activity • Student B (Luke) Grade: 8 Physical Education/Health Education EAL IEP Academic Achievement Physical Education PE Teacher: IEP Term1 Term 2 Final Learning Behaviours Term 1 Movement 4 Personal management skills R Fitness Management 4 Active participation in learning C Social responsibility S Health Education Healthy Lifestyles Overall Grade 78% % Term 2 Term 3 % Local Option Local Option Comments: Luke has recently completed a basketball unit and is now currently learning concepts and skills for badminton. Luke always brings his gym clothing and material for health classes. He shows good effort during fitness activities but still has room for improvement. Comment Activity • Student C (Janice) Grade 10 PE/HE 10G Teacher: Credit Value: Credits Earned: 0 6 88% 2 C Comments: Janice is a very highly motivated student who has shown excellent achievements in all the sports played in class. Local Option Local Option Active Participation in Learning C Personal management skills C Local Option 78% Term 2 Local Option NE Social Responsibility 78% Active Participation in Learning 2 Personal management skills Final Grade Term 1 Final Exam Lates Total Grade Final Grade Course: Term 2 Absences (Total) Semester: 1 Absences Lates Term 1 Learning Behaviours Social Responsibility Attendance and Achievement Comment Activity • Student D (Diego) Grade 3 - Learning Behaviours Learning Behaviour Examples Term 1 Term 2 Personal Management Skills Uses class time effectively; works independently; completes homework and assignments on time C C Active Participation in Learning Participates in class activities; selfassesses; sets learning goals U U Social Responsibility Works well with others; resolves conflicts appropriately; respects self, others and the environment U U Term 3 Comments: Diego is a sensitive and soft spoken student who is becoming independent and who assumes responsibility for his learning. During daily routines and instructions, he is able to organize himself. As for using his time well, he does still require reminders to stay on task, especially during Physical Education classes. Diego is able to listen and at times ask clarifying questions. During group work, he is also able to work cooperatively by listening to others, by responding to the needs of others and by resolving conflicts in socially appropriate ways.