Manitoba Provincial Report Card

Manitoba Provincial Report

CardPresented 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

MovementMovementMovementMovement

Fitness Fitness ManagemenManagemen

tt

Fitness Fitness ManagemenManagemen

tt

Healthy Healthy LifestylesLifestylesHealthy Healthy

LifestylesLifestyles

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

Report Card Report Card Category Category

MovementMovement


MovementMovement

Report Card Report Card Category Fitness Category Fitness

ManagementManagement

Report Card Report Card Category Fitness Category Fitness

ManagementManagement

Report Card Report Card Category Category Healthy Healthy




GLO’s 1 + 3 GLO’s 1 + 3 (Strand A)(Strand A)




GLO’s 3 GLO’s 3 (Strand (Strand

B) B) + 4 + 5+ 4 + 5GLO’s 3 GLO’s 3 (Strand (Strand

B) B) + 4 + 5+ 4 + 5

MovemeMovementnt

MovemeMovementnt

Safety Safety (A)(A)


Fit. Fit. MgmtMgmt

Fit. Fit. MgmtMgmt



Safety Safety (B)(B)

Safety Safety (B)(B)

P&S P&S MgmtMgmtP&S P&S

MgmtMgmt

HL Prac.HL Prac.HL Prac.HL Prac.

Report Card Category Movement• “Student acquires movement concepts and skills for safe and

functional use in a variety of physical activities and environments.” Knowledge Knowledge

StrandsStrandsKnowledge Knowledge

StrandsStrands Skill StrandsSkill StrandsSkill StrandsSkill Strands

A. Basic MovementA. Basic MovementA. Basic MovementA. Basic Movement

B. Movement B. Movement DevelopmentDevelopmentB. Movement B. Movement DevelopmentDevelopment

C. Activity Specific C. Activity Specific MovementMovement

C. Activity Specific C. Activity Specific MovementMovement

A. Acquisition of A. Acquisition of Mov’t SkillsMov’t Skills

A. Acquisition of A. Acquisition of Mov’t SkillsMov’t Skills

B. Application to B. Application to Sports/GamesSports/Games

B. Application to B. Application to Sports/GamesSports/Games

C. Application to C. Application to Alternate PursuitsAlternate PursuitsC. Application to C. Application to

Alternate PursuitsAlternate Pursuits

D. Application to D. Application to Rhythmics/GymnasticRhythmics/Gymnastic

ss

D. Application to D. Application to Rhythmics/GymnasticRhythmics/Gymnastic

ss

GLO1 GLO1 MovementMovement

GLO1 GLO1 MovementMovement

GLO 3 Safety GLO 3 Safety (A)(A)


A. Physical Activity A. Physical Activity Risk ManagementRisk ManagementA. Physical Activity A. Physical Activity Risk ManagementRisk Management

A. A. Acquisition/ApplicatioAcquisition/Applicatio

n of Safe Practicesn of Safe Practices




MovementMovement


MovementMovement

Report Card Category Fitness Management• “Student acquires fitness concepts and skills that contribute

to personal fitness development through a variety of physical activities and fitness development experiences.”Knowledge Knowledge



A. Fitness A. Fitness ComponentsComponents

A. Fitness A. Fitness ComponentsComponents

B. Fitness BenefitsB. Fitness BenefitsB. Fitness BenefitsB. Fitness Benefits

C. Fitness C. Fitness DevelopmentDevelopment

C. Fitness C. Fitness DevelopmentDevelopment

A. A. Acquisition/ApplicatiAcquisition/Applicati

on of Fitness on of Fitness Management SkillsManagement Skills

A. A. Acquisition/ApplicatiAcquisition/Applicati

on of Fitness on of Fitness Management SkillsManagement Skills

GLO2 Fitness GLO2 Fitness ManagementManagementGLO2 Fitness GLO2 Fitness ManagementManagement



A. Physical Activity A. Physical Activity Risk ManagementRisk ManagementA. Physical Activity A. Physical Activity Risk ManagementRisk Management






Fitness Fitness ManagementManagement


Fitness Fitness ManagementManagement

Report Card Category Healthy Lifestyles• “Student acquires concepts and applicable personal and

interpersonal skills in developing well-being, healthy lifestyle practices, and healthy relationships. Knowledge Knowledge



GLO3 Safety GLO3 Safety (B)(B)

GLO3 Safety GLO3 Safety (B)(B)

GLO 4 GLO 4 Personal & Personal &

Social MgmtSocial Mgmt

GLO 4 GLO 4 Personal & Personal &

Social MgmtSocial MgmtA. Personal Health A. Personal Health PracticesPracticesB. Active LivingB. Active LivingC. NutritionC. NutritionD. Substance Use D. Substance Use and Abuseand AbuseE. Human E. Human SexualitySexuality

A. Personal Health A. Personal Health PracticesPracticesB. Active LivingB. Active LivingC. NutritionC. NutritionD. Substance Use D. Substance Use and Abuseand AbuseE. Human E. Human SexualitySexuality

A. Application of A. Application of Decision-Making/ProDecision-Making/Problem-Solving Skillsblem-Solving Skills

A. Application of A. Application of Decision-Making/ProDecision-Making/Problem-Solving Skillsblem-Solving Skills




LifestylesLifestylesGLO 5 Healthy GLO 5 Healthy

Lifestyle Lifestyle PracticesPractices

GLO 5 Healthy GLO 5 Healthy Lifestyle Lifestyle PracticesPractices

B. Safety of Self and B. Safety of Self and OthersOthers

1. Community Safety1. Community Safety2. Environmental 2. Environmental SafetySafety3. Prevention and 3. Prevention and Care of InjuriesCare of Injuries4. Community 4. Community Support and Support and ServicesServices5. Violence 5. Violence PreventionPrevention6. Personal Safety6. Personal Safety

B. Safety of Self and B. Safety of Self and OthersOthers

1. Community Safety1. Community Safety2. Environmental 2. Environmental SafetySafety3. Prevention and 3. Prevention and Care of InjuriesCare of Injuries4. Community 4. Community Support and Support and ServicesServices5. Violence 5. Violence PreventionPrevention6. Personal Safety6. Personal Safety

A. Personal A. Personal DevelopmentDevelopmentA. Personal A. Personal

DevelopmentDevelopment

B. Social B. Social DevelopmentDevelopment

B. Social B. Social DevelopmentDevelopment

C. Mental-Emotional C. Mental-Emotional DevelopmentDevelopment

C. Mental-Emotional C. Mental-Emotional DevelopmentDevelopment

A. Acquisition of A. Acquisition of Personal and Social Personal and Social Management SkillsManagement Skills

A. Acquisition of A. Acquisition of Personal and Social Personal and Social Management SkillsManagement 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

www.edu.gov.mb.ca/k12/assess/docs/policy_k12/assess_policyk12.pdf

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

Also, report card specific:-Support Document (guidelines and policy)-Business Requirements Document-Parent Brochures (multiple languages)

http://www.edu.gov.mb.ca/k12/assess/docs/policy_k12/assess_policyk12.pdf



http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf



http://www.edu.gov.mb.ca/k12/assess/docs/csl/csl_doc.pdf



Report Card Support Document (Draft)

Full document available for download at:

www.edu.gov.mb.ca/k12/assess/docs/report_card/index.html

http://www.edu.gov.mb.ca/k12/assess/docs/report_card/index.html

http://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 - 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.

http://www.edu.gov.mb.ca/k12/assess/report_card.html

What do the report cards look

like?

Report Card Templates

•Division/School logo

•School Name

•Attendance

•Grades 1-6, and 7-8

•Grade scales

•Student Programming Definitions

First Page

All formats can be downloaded as pdf’s atwww.edu.gov.mb.ca/k12/assess/report_card.html

http://www.edu.gov.mb.ca/k12/assess/report_card.html

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

Grade

Report Card

Student: Provincial Student #:

Homeroom Teacher: Date Issued:

Attendance Term 1 Term 2 Term 3 Total

Days Absent:

Times Late:

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

http://www.edu.gov.mb.ca/k12/assess/docs/report_card/full_doc.pdf

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 6A 1-4 numerical scale is used to report on achievement in each within-subject category. There are no overall subject grades.

7 to 8A 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 12The 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

ExpectationsAcademic Achievement of Provincial Curriculum Expectations

Academic Grade Scale

DescriptionNumerical(Gr. 1-6, 7-8)

Percentage(Gr. 7-8, 9-12)

4 80% to 100%

Thorough understanding and in-depth application of concepts and skills.

3 70% to 79% Very good understanding and application of concepts and skills.

2 60% to 69% Basic understanding and some application of concepts and skills.

1 50% to 59% Limited understanding and minimal application of concepts and skills; see teacher comments

ND Less than 50%

Grades 1-8: Does Not yet Demonstrate the required understanding and application of concepts and skills; see teacher comments

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


DescriptionNumerical

(Gr. 1-6, 7-8)Percentage

(Gr. 7-8, 9-12)

4 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






(Gr. 7-8, 9-12)

3 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






(Gr. 7-8, 9-12)

2 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






(Gr. 7-8, 9-12)

1 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






(Gr. 7-8, 9-12)

ND Less than 50%

Grades 1-8: Does Not yet Demonstrate the required understanding and application of concepts and skills; see teacher comments

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

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 NENo mark for the school-based final exam or provincial test, where applicable NM

NA Not applicable

INIncomplete; not enough evidence available to determine a grade at this time

Codes used in Grades 9 to 12

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 ExampleStudent: ____Lenny___________ Grade: _____7_____Report Period: ____Fall 2012___________

Grading Scale4 = Thorough3 = Very Good2 = Basic1 = LimitedND = Does Not yet Demonstrate

Summative Achievement Evidence - Movement

Assessment Method Maximum 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

Team Work and Fair Play 4 x Bi-weekly Observation / 4 16 12 75

Create a Game - Grp assess / 10 10 9 90

Sports and GamesFunctional use (throw) in

softball / 4

4 Observati

on / 43 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. /

88 5 63

Pyramids - Grp assess / 4 4 3 75

Floor Exercise Routine / 4 4 3 75

Total - Points 96 77 80

Numerical score (4-1) 4

Overall % Score 80

G: Growth (formative assessment activity) - Not scored for grade

Comments

Strengths:

Challenges:

Next Steps:



Summative Achievement Evidence - Fitness Management


Fitness Components Lead Class Warm-up (pairs) 10 9 90

Fitness Benefits

Fitness Development Fitness Circuit-Single Station 4 4 100

Body’s Muscles Test 20 19 95

Active Fitness Biweekly assess 4 4 100

HR Monitor Target Zone 4 4 100

Fitness Management Skills Charting Fitness Results (G)

Personal Fitness Plan 25 22 88

Charting Fitness Results 4 4 100



Overall % Score 93

G: Growth (formative assessment activity) - Not scored for grade

Comments

Strengths:

Challenges:

Next Steps:



Summative Achievement Evidence - Healthy Lifestyles


Safety of Self and OthersAvoidance Case Study

Questions8 6 75

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

Human Sexuality Puberty Changes Discussion (G)

Human Reproductive System Test

20 16 80

Gender and Diversity - Journal (G)

STI Assignment 4 4 100

Personal Development Decide Scenario (G)

Personal Health Goals 4 3 75

Social DevelopmentInterpersonal Skills Self-Assess

(G)

Mock Mediation 4 2 50

Mental-Emotional Dev.Performance Task - Yoga

asanas4 4 100

Personal/Social Mgmt SkillsInterpersonal Skills Self-Assess

(G)



Overall % Score 78G: Growth (formative assessment activity) - Not scored for grade

Comments

Strengths:

Challenges:

Next Steps:

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

ScaleC: Consistently - almost all or all of the time U: Usually - more than half of the time

S: Sometimes - less than half of the time R: Rarely - almost never or never

Personal Management

Skills

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

Personal Management Skills

The student self-monitors own behaviours and personal growth,

organizes for learning, contributes positively to the learning process, and

takes responsibility for work completion.

• organizes materials (e.g., study notes)• uses class time productively• works independently• completes homework and assignments on time• persists when faced with challenges• seeks help when needed• demonstrates a strong work ethic• shows patience• makes a consistent effort• demonstrates on-task behaviours• sets personal management goals and monitors growth

Learning Behaviours

Behaviour Sample Indicators

Active Participation in Learning

The student participates actively in learning, is curious, sets learning goals, self-assesses, provides feedback, and

uses feedback for improvement.

• shows interest; asks questions• takes initiative• is curious - investigates questions, hypothesizes, estimates, analyzes• self-assesses work quality based on quality criteria• uses descriptive feedback to improve learning• uses criteria to provide descriptive feedback• explores themes and enriches topics through interest-based learning.• uses a variety of media for communications

Learning BehavioursBehaviour Sample Indicators

Social ResponsibilityThe student demonstrates

citizenship and social skills that contribute to making the

classroom, school, and larger community a positive, safe and

caring environment.

• 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 traditions of others• respects self, others, and the environment• shows empathy and compassion• contributes to making the community a better place• 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 non-prov. standardized assessments.

Comment Activity

•Student A (Desiree) Grade 2

Physical Education/Health Education Teacher:

EAL IEP Term 1 Term 2 Final

Physical Education Movement 4

Fitness Management 3

Health Education Healthy Lifestyles 3Comments: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: 8Physical Education/Health Education PE Teacher:

EAL IEP IEP

Academic Achievement Term1Term

2Final Learning Behaviours Term 1 Term 2 Term 3

Physical Education

Movement 4 Personal management skills R

Fitness Management

4Active participation in learning

C

Health Education

Healthy Lifestyles

Social responsibility S

Overall Grade78%

% % 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

Attendance and Achievement Learning Behaviours

Term 1 Term 2 Final Term 1 Term 2

Semester: 1

Teacher:

Credit Value:

Credits Earned:

Course: PE/HE 10G

0 6 88% 2 2 78% NE 78% C C C

Comments:

Janice is a very highly motivated student who has shown excellent achievements in all the sports played in class.

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

Learning Behaviour

Examples Term 1 Term 2 Term 3

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; self-assesses; sets learning goals U U

Social Responsibility

Works well with others; resolves conflicts appropriately; respects self, others and the environment

U UComments: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.

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Manitoba Provincial Report Card

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