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Earl Grey Report Card Inservice - The New Manitoba Report Card

Presentation for staff on the new Manitoba Report Card.

Patrick Armstrong

on 10 October 2013

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Transcript of Earl Grey Report Card Inservice - The New Manitoba Report Card

Grade 1 - 8 Earl Grey Report Card
Schedule for the Day
1:15 - Welcome
1:15 - 1:45 - The New Report Card and Support Document
1:45 - 2:15 Report Card Comments (practice writing, "critical friend")
2:15-2:30 - Break
2:30- 3:00 - IEP's and LAEP's (practice writing, "critical friend")
3:00-3:30 - Comment Bank

The primary purpose of the Manitoba report card is to formally communicate to parents, at certain points in time, their children's growth and achievement as learners.
The provincial report card forms one part of an important communication system. It formally documents and communicates a students summative achievement to parents.
Benefits of a Provincial Report Card in Manitoba
* Positive School-Parent Relationships
* Improved Learning
* Consistency Across the Province
The consistency provided by a provincial report card has afforded a common context for discussions about curricula, teaching, assessment, grading, and programming.
Academic Achievement: evidence of the child's level of understanding and applications of concepts and skills outlined in grade-level curricular outcomes (or for some students, in individual learning goals).
Academic Achievement of Provincial Curriculum Expectations
Learning Behaviours: evidence of the child's social-emotional and self-management skills and growth when engaging with content and interacting with others.
Reporting Learning Behaviours
Let's have a look at the parts of the Report Card
Student Information, attendance, breakdown of 1-4 scale and learning behaviours for parents
Front Page of Report
Page 17 and 18 in Support Document
N/A and IN - Both should be rarely used. Some EAL and IEP students will require these codes. Use comment section and seek prior approval from your administration.
These are done in each course separately, except for PE/Health where teachers need to cooperate to complete.
A 1-4 numerical scale is used to report on achievement in each subject sub-category. The percentage scale (grade 7/8) is used to report overall subject grades.

"Professional Judgement"
Comments are required in each subject and in each term. Comments do not stay on the report from term to term.
Using word, or the report card itself if you prefer, write comments for three (3) students. Imagine three very different types of students (but not IEP or EAL). Make sure to include strengths, challenges, and next steps.
Creating Meaningful
Report Card Comments

"These are actual comments made on student's report cards
by teachers in the New York City public school system.
All teachers were reprimanded but their comments are still funny.

1. Since my last report, your child has reached rock bottom and has started to dig.

2. I would not allow this student to breed

3. Your child has delusions of adequacy.

4. Your son is depriving a village somewhere of an idiot.

5. Your son sets low personal standards and consistently fails to achieve them.

6. The student has a "full six pack" but lacks the plastic thing to hold it all together.

7. The child has been working with glue too much.

8. When your daughters IQ reaches 50, she should sell.

9. The gates are down, the lights are flashing, but the train is not coming.

10. If this student were anymore stupid, he'd have to be watered twice a week.

11. It is impossible to believe that the sperm that created this child beat out a million others.

12. The wheel is turning but the hamster is dead.
Thanks for listening and sharing.
Happy Reporting!
Open a report card!
Creating Informative and Effective IEP/EAL Statements

1.Using the template found on "s" drive - report card inservice, write an IEP for one student.

2. Using the same process write one EAL report
Creating and Using
a Comment Bank
Open a report card!
IEP code comments:

"Grade is based on achievement of learning goals in the student’s learning plan that are significantly different than grade level expectation."

Followed by:

teacher comments that reflect the achievement that is at grade level, comments about the level at which the student is working or on other information pertinent to the student’s achievement.

Now turn to the person next to you and use the concept of the "critical friend" to critique the written comments
Considerations for comments include:
- 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
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