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The Grades 1-8 Progress Report:

Aligning Our Understanding
by

paulette alcox

on 15 January 2014

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Transcript of The Grades 1-8 Progress Report:

The Grades 1-8 Progress Report:
Aligning Our Message

Why align?
Why now?
A checkpoint...
1  2
2+  3
3+  4+
1. Associated with levels of achievement
2. Associated with progress trends
Progressing With Difficulty
Progressing With Difficulty
Progressing Well
Progressing Very Well
Progressing Very Well
Progressing Well
3. Associated with effort observed
Progressing With Difficulty
Progressing With Difficulty
Progressing Well
Progressing Well
Progressing Very Well
Progressing Very Well
little effort
working hard
super star
4. Associated with end of year predictions
below grade level by end of year
at grade level by end of year
surpass grade level by end of year
Progressing With Difficulty:
In the first weeks of school, evidence shows that the student is experiencing difficulty towards meeting the provincial standard set for the end of the year.
Looking back
evaluation
assessment of learning
Term One and Term Two Report Cards
journey to this point in time
achievement relative to curriculum standards
Looking back
Looking ahead
Progress Report Cards
assessment as learning
assessment for learning
anticipating the journey to come
achievement relative to curriculum standards
Looking ahead
The Progress Reports will now read:
The purpose of the Progress Report is to share early and specific feedback on your child's development of work habits and learning skills as well as his/her progress towards achieving the curriculum standards by the end of the school year.
Introduction:
Progressing Very Well:
In the first weeks of school, evidence shows that the student is demonstrating consistent progress and is on track to meet and/or surpass the provincial standard set for the end of the year.
Progressing Well:
In the first weeks of school, evidence shows that the student is demonstrating consistent progress and is on track to meet the provincial standard set for the end of the year.
Purpose of the Progress Report
Focus on achievement rather than effort
Reporting on Formative Assessment
Looking ahead to the journey of the coming year
Based on the criteria of the curricular expectations to be achieved by end of the school year
How should teachers gather the evidence they need to determine whether a child is 'progressing well" in the first 6 weeks of school?
What supports are being offered by School Support Services?
-could be seen as consistent with all four interpretations
-interpretation #3 (effort) is more a reflection of work habits, so it is not an appropriate indicator of progress in terms of achievement. The space provided for Learning Skills provides opportunity to identify effort in terms of the specific areas of learning skills across the curriculum.
-interpretation #1 (levels of achievement) is more about summative assessment.So #1 is not an appropriate definition of the indicators.
-the PR is about looking ahead to the rest of the year. Interpretation #1 and #2 are about reporting what the student has been doing so far this year. Interpretation #4 is about anticipating future goals and successes based on the preliminary evidence we have.
The #2 interpretation is based on how we see students achieving relative to their own entry point. That is great for teaching and determining next steps.But criterion referenced assessment tells us we need to assess relative to the standard end point. So #2 is inconsistent with criterion referenced assessment,
What does this mean for the ESL and ELL students at earlier steps on the tracking portfolio?
How does this impact students who will also receive a modified IEP at this time of year?
Let's try a sample student!
Full transcript