Manitoba Provincial Report Card

1. Manitoba Provincial Report Card • Presented to

2. Presentation Goals • Provide background, purpose, report card template

3. 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.

4. The Manitoba Report Card • Primary Purpose - formally communicate to parents, at certain points in time their children’s growth and achievement as learners.

5. 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 Citizenshipin a democratic, socially just and sustainable society.

6. Manitoba’s Vision • ...every learner will complete a high school education with a profound sense of accomplishment, hope and optimism.

7. The Big Picture

8. Provincial Report Card Categories Movement Healthy Lifestyles Fitness Management

9. How are the GLO’s and Report Card Categories related??

10. GLO’s 1 + 3 (Strand A) GLO’s 2 + 3 (Strand A) GLO’s 3 (Strand B) + 4 + 5 Movement Fit. Mgmt Safety (B) P&S Mgmt Safety (A) Safety (A) HL Prac. Report Card Category Movement Report Card Category Fitness Management Report Card Category Healthy Lifestyles

11. Report Card Category Movement Knowledge Strands Skill Strands A. Basic Movement A. Acquisition of Mov’t Skills • “Student acquires movement concepts and skills for safe and functional use in a variety of physical activities and environments.” B. Movement Development B. Application to Sports/Games GLO1 Movement 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

12. Report Card Category Fitness Management Knowledge Strands Skill Strands A. Fitness Components A. Acquisition/Application of Fitness Management Skills • “Student acquires fitness concepts and skills that contribute to personal fitness development through a variety of physical activities and fitness development experiences.” B. Fitness Benefits GLO2 Fitness Management C. Fitness Development Report Card Category Fitness Management GLO 3 Safety (A) A. Physical Activity Risk Management A. Acquisition/Application of Safe Practices

13. Report Card Category Healthy Lifestyles Knowledge Strands Skill Strands • “Student acquires concepts and applicable personal and interpersonal skills in developing well-being, healthy lifestyle practices, and healthy relationships. B. Safety of Self and Others 1. Community Safety 2. Environmental Safety 3. Prevention and Care of Injuries 4. Community Support and Services 5. Violence Prevention 6. Personal Safety A. Acquisition of Personal and Social Management Skills A. Personal Development B. Social Development GLO3 Safety (B) C. Mental-Emotional Development Report Card Category Healthy Lifestyles GLO 4 Personal & Social Mgmt A. Personal Health Practices B. Active Living C. Nutrition D. Substance Use and Abuse E. Human Sexuality A. Application of Decision-Making/Problem-Solving Skills GLO 5 Healthy Lifestyle Practices

14. What are some of the benefits of implementing the Manitoba report card? • Positive school-parent relationships • Improved learning • Consistency across the Province

15. 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/csl/csl_doc.pdf www.edu.gov.mb.ca/k12/assess/docs/policy_k12/assess_policyk12.pdf Also, report card specific: -Support Document (guidelines and policy) -Business Requirements Document -Parent Brochures (multiple languages)

16. Report Card Support Document (Draft) Full document available for download at: www.edu.gov.mb.ca/k12/assess/docs/report_card/index.html

17. Timelines • Voluntary implementation 2012-13 school year. • Full implementation 2013-14 school year.

18. Preparation and Distribution • Preparation - separate report card formats for 1-6, 7 and 8, and 9-12. ( www.edu.gov.mb.ca/k12/assess/report_card.html ) • Delivery and Return - to be decided upon by schools or divisions. • Reporting Frequency - • 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 non-semestered courses in an otherwise semestered school so that reporting periods align.

19. What do the report cards look like?

20. Report Card Templates All formats can be downloaded as pdf’s at www.edu.gov.mb.ca/k12/assess/report_card.html • Division/School logo • School Name • Attendance • Grades 1-6, and 7-8 • Grade scales • Student Programming Definitions First Page

21. First Page (Grades 1-6, 7&8)

22. 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)

23. 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

24. 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

25. Academic Achievement Scales - Numerical and Percentage

26. Reporting Academic Achievement of Provincial Curriculum Expectations

27. Further Descriptions for Academic Achievement

28. Further Descriptions for Academic Achievement

29. Further Descriptions for Academic Achievement

30. Further Descriptions for Academic Achievement

31. Further Descriptions for Academic Achievement

32. Codes used in Grades 1-6 and Grades 7 - 8 Codes used in Grades 9 to 12

33. 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)

34. 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.

35. Physical Education/Health Education Grading Example Student: ____Lenny___________ Grade: _____7_____ Report Period: ____Fall 2012___________ Grading Scale 4 = Thorough 3 = Very Good 2 = Basic 1 = Limited ND = Does Not yet Demonstrate G: Growth (formative assessment activity) - Not scored for grade

36. Physical Education/Health Education Grading Example Student: ____Lenny___________ Grade: _____7_____ Report Period: ____Fall 2012___________ Grading Scale 4 = Thorough 3 = Very Good 2 = Basic 1 = Limited ND = Does Not yet Demonstrate G: Growth (formative assessment activity) - Not scored for grade

37. Physical Education/Health Education Grading Example Student: ____Lenny___________ Grade: _____7_____ Report Period: ____Fall 2012___________ Grading Scale 4 = Thorough 3 = Very Good 2 = Basic 1 = Limited ND = Does Not yet Demonstrate G: Growth (formative assessment activity) - Not scored for grade

38. 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.

40. Learning Behaviours

41. Learning Behaviours

42. Learning Behaviours

43. 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.

44. 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)

46. Comment Activity • Student A (Desiree) Grade 2

47. Comment Activity • Student B (Luke) Grade: 8

48. Comment Activity • Student C (Janice) Grade 10 Personal management skills Personal management skills Active Participation in Learning Active Participation in Learning Social Responsibility Social Responsibility Absences (Total) Final Exam Final Grade Local Option Local Option Local Option Local Option Absences Lates Total Grade Grade Lates

49. Comment Activity • Student D (Diego) Grade 3 - Learning Behaviours