Progress Report Help - Comment Framework

I tried to simplify the numerous pages around the Comment Framework.  This by no means is a substitute but only a starting point.  

Why do we write the Progress Report:

1. When parents read the comment can they see their child?

2.    When students read the comment can they see themselves?

Comment Framework:  

(the colours match the individual lines from the examples in the attachment I sent out last week)

• focus on what students have learned  

(Write key learning with qualifiers and descriptors)

This statement can be generated ëby levelí (i.e. your level 1, 2, 3 & 4)

• describe significant strengths

(Share specific examples that demonstrate the learning)

How/When did the student demonstrate this learning?

• Example: using manipulatives, orally, written assignment, etc…
• Very difficult for all students to demonstrate the exact same way.  There might be groups demonstrating in a similar manner.  Even all Level 2 Students might not demonstrate their learning in the same manner.

• identify next steps for improvement

(Communicate next steps to student and parents)

• Once again, it is very difficult for all students to need the exact same next step.  There might be groups requiring a similar next step.

Reminders:

• Follow one-page sheet (donít forget Religion/Family Life Comment)
• Follow Comment Framework (i.e. see examples)
• In Numeracy, you comment on where you are (i.e. strand specific)
• During your literacy block you are working in all areas (i.e. oral, reading, writing & media literacy).  Comment where you are.  

Please remember that these are Progress Reports not Report Cards.  The most important part is the Learning Skills section.  This area is foundational for student achievement.

Divisional Meeting (October) - Minutes

Divisional Meeting – October 2012 (Minutes)

Marker Student (Tracking Sheet & Folder)

§  Use of varied strategies is important ex. Graphic organizers, tiering, chunking tasks are strategies

§  Preferential seating, use of computer not strategies

§  Some strategies in Effective Guides and in CASI manual

§  Should be a student who is a level 2ish who with some intervention can move

§  Submit name and rationale to Brian – use data and examples to support choice

§  If you need data Brian will print the information from the data warehouse

§  Use your professional judgment and get data to support

§  Pieces in the file or portfolio should be unedited and authentic work from the student

§  Nothing that goes home can be assessed

§  These marker student files will come to the next divisional mtg

Learning Goals/Success Criteria/Descriptive Feedback

§  Reference to the Damian Cooper clip (see earlier post) everyone watched last year

§  Once we put a mark on it the learning stops

§  Evidence is nice to see in the halls

§  Build the rubric from the learning goal and the success criteria you establish

§  Students need this before they embark on the task so they ‘know the rules of the game’

§  This evidence of student learning also helps when you are writing report cards

Formative Assessment (“once we put a ‘mark’ on something, the learning stops”)

Portfolio

§  Let’s make sure we have collected all the files for the students in our class – ask around if you are missing some

§  Authentic pieces – perhaps something from language and math each term

§  Writing pieces should not be edited yet

§  No we don’t remove anything from the files

                        Student Self-Assessment

§  Begin to think about students going through this process as it is very important

§  We would like to move in the direction of student led conferencing

§  Students need to play a role in their learning - accountability

IEP

§  Thanks to the teams that met to develop those

§  Difficult sometimes when we don’t have the feedback from last year

§  This year will meet with teachers before the end of the year so we have a starting point for the IEP done in June

§  IEP’s should have writing on them – indicate if the goal was attempted but not met or the opposite

§  Share with the EA’s as they support goals on the IEP’s as well

§  Written on copy of the IEP is what goes home with the report card

Support (Guided Instruction)

§  Our support staff is assigned to the school

§  LSST’s and EA’s are in the classrooms helping all who need it

§  Work in small groups – more children will benefit

§  When someone else walks into a room they should not be able to tell ‘who is who’ in the room in terms of Teacher, EA or LSST

§  We work collaboratively as teams

§  LSST’s are delivery PALs remedial and guided instruction

§  Great if the materials are ready in the room and the person coming in already knows what their role is

§  Should not have to ask the teacher each day what they are working on

§  Have to tweak schedules to go with the data

Math Focus

§  Ministry focus this year across Ontario

§  Package provided has the linear look at the expectations

§  Look at the grades in your division or the grade before and after yours- find the ‘AHA’ or something interesting to share at the PD day in Nov. as that will be a numeracy focus

§  Let us know if there is something you think we should explore that would be practical for all

Questions/Comments

·       Can we compile a list of possible strategies to explore with marker students or all students?  Answer=Absolutely.  We can work toward this during our Divisional Meetings this year

·       How many pieces should go into the portfolio?  Answer=All year long we should be putting everything into the Portfolios.  At certain points during the year you will ‘cull’ them and keeping only certain ‘authentic’ pieces.  We started a School Wide list last June….lets build on it.

·       IEP statement – does it have to go onto the Progress report?  Answer=No

·       Do we comment on all 4 areas of language for the progress report?  Answer=Maybe.  You comment on where you are (i.e. If you have enough for a comment, then comment.  If you don’t have enough, then you don’t comment.)  Please remember that these are only a Progress Report and not a Report Card.