New Report Card: Now You See It

The New

Now
You
See
It!
Darren Kuropatwa
Curriculum Coordinator
ﬂickr photo by violet.b
lue: College Sturgeon Heights Collegiate
ensed ( BY NC ND )
cc lic
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s/violetblue/33139240
4/
4 Feb 2013

69% 72%
Which of these
cc licensed ( BY ) flickr photo by Jair Alcon Photography:

nts has a better
http://flickr.com/photos/thebrownman7/4577882273/

stude
understanding of
your course?

cc licensed ( BY ND ) flickr photo by vexrobotics:
http://flickr.com/photos/vexrobotics/7111520573/

cc licensed ( BY NC ND ) ﬂickr photo by Erica Noel:
http://ﬂickr.com/photos/noelclarington/6826565375/

[division name]
Grades 9 to 12 Report Card

[school name]

Student: Date Issued: Provincial Student #:

Academic Achievement of Provincial Expectations Percentage Grade

Thorough understanding and in-depth application of concepts and skills 80% to 100%

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

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

Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%
Does not yet demonstrate the required understanding and application of concepts and skills;
Less than 50%
students with a final grade of less than 50% are not granted course credit; see teacher comments

Additional Codes
Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12
CO
Physical Education/Health Education, only
Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12
IN
Physical Education/Health Education. May also be used in other courses but not as a final grade.
No exam applies NE

No mark for the school-based final exam or provincial test, where applicable NM

IN
No exam applies NE


Learning Behaviours
C: 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
Scale
IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations
that reflect special learning needs.
Uses class time effectively; works independently; completes homework and
Personal management skills
assignments on time
Active participation in learning Participates in class activities; self assesses; sets learning goals
Works well with others; resolves conflicts appropriately; respects self, others and
Social responsibility
the environment; contributes in a positive way to communities
Local Option Up to 2 local options may be added

Local Option Up to 2 local options may be added

1

Student:

1. Personal

Absences (Total)
management skills
2. Active participation

Lates (Total)

Final Grade
Exam Mark
in learning
Teacher Comments 3. Social responsibility
4. Local option

Grade
Term
5. Local option
1 2 3 4 5
Teacher: Course: IEP (behaviour)

Credit Value:
1 %
%
Credits Earned: 2 %
%
3 %
%
4 %

Credit Value:
1 %
%
Credits Earned: 2 %
%
3 %
%
4 %

Credit Value:
1 %
%
Credits Earned: 2 %
%
3 %
%
4 %

Credit Value:
1 %
%
Credits Earned: 2 %
%
3 %
%
4 %

dent:

Student Programming
Senior Years courses have an identification system that uses 3-character course designations; e.g., 20F.
One of the following codes is used as the 3rd character if the expectations for a student are different from the
grade-level curriculum in a subject.
E (EAL–English as an Additional Language): Course for students for whom English is not a first
language, with learning experiences designed to assist in making the transition into regular
programming. An EAL Student Education Plan is required.
M (Modified): Course for students with significant intellectual (cognitive) disabilities and where the
learning goals have been modified to accommodate these individual learning needs. An
individual education plan (IEP) is required.

Completion of Credit Requirements for Graduation

Credits
Tot
Required Enrolled Earned
loma Requirements Earn

[division name]
Grades 9 to 12 Report Card

[school name]
French Immersion Program

Student: Date Issued: Provincial Student #:

Academic Achievement of Provincial Expectations Percentage Grade

Thorough understanding and in-depth application of concepts and skills 80% to 100%

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

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

Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%
Does not yet demonstrate the required understanding and application of concepts and skills;
Less than 50%
students with a final grade of less than 50% are not granted course credit; see teacher comments

Additional Codes
Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12
CO
Physical Education/Health Education, only
IN
No exam applies NE


Student:

1. Personal

Absences (Total)
management skills
2. Active participation

Lates (Total)

Exam Mark

Final Grade
in learning
Teacher Comments 3. Social responsibility
4. [Local Option]

Grade
Term
5. [Local Option]
1 2 3 4 5
1 %
Credit Value: %
Credits Earned: 2 %
%
3 %
%
4 %
1 %
Credit Value: %
Credits Earned: 2 %
%
3 %
%
4 %
1 %
Credit Value: %
Credits Earned: 2 %
%
3 %
%
4 %
1 %
Credit Value: %
Credits Earned: 2 %
%
3 %
%
4 %

Figure 8 Learning Behaviours

Learning Behaviours
C: Consistently – almost all or all of the time U: Usually – more than half of the time
Scale S: Sometimes – less than half of the time R: Rarely – almost never or never
Uses class time effectively; works independently; completes homework and
Personal management skills
assignments on time
Active participation in learning Participates in class activities; self assesses; sets learning goals
Works well with others; resolves conflicts appropriately; respects self, others and
Social responsibility
the environment; contributes in a positive way to communities

Behaviour Sample Indicators
PERSONAL MANAGEMENT organizes materials (e.g., study notes)
SKILLS uses class time productively
The student self-monitors own works independently
behaviours and personal growth,
completes homework and assignments on time
organizes for learning, contributes
positively to the learning process, persists when faced with challenges
and takes responsibility for work seeks help when needed
completion.
demonstrates a strong work ethic
shows patience
makes a consistent effort
demonstrates on-task behaviours
sets personal management goals and monitors growth
ACTIVE PARTICIPATION IN shows interest; asks questions
LEARNING takes initiative
The student participates actively is curious—investigates questions, hypothesizes,
in learning, is curious, sets estimates, analyzes
learning goals, self-assesses,
provides feedback, and uses self-assesses work quality based on quality criteria
feedback for improvement. 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
SOCIAL RESPONSIBILITY works and interacts well with others
The student demonstrates is welcoming and positive
citizenship and social skills shares resources, materials, and equipment with others
that contribute to making the
respects classroom and school values and routines
classroom, school, and larger
community a positive, safe and, responds positively to the values and traditions of
caring environment. 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
LOCAL OPTION Note: A division may add up to 2 local behaviour
categories for local reporting (for example, strategic
priorities such as social justice, the use of French during
classroom and school activities, etc.). A local option may
apply to one or more subjects.

Writing
Comments

cc licensed ( BY NC ND ) ﬂickr photo by Ray Fenwick:
http://ﬂickr.com/photos/rayfenwick/1616225495/

IEP
Writing
Comments

The grade is based on achievement of learning goals
in the student’s learning plan that are signiﬁcantly
different than grade-level learning expectations.

EAL
Writing
Comments

The grade is based on achievement of
some subject area learning goals at grade
level, with a focus on language learning.

Writing
Comments

Strengths
Challenges
Next Steps

language
Writing
Comments

» 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

Writing

strengths &
Comments

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

Comments 1 of 3
Janelle is doing a fantastic job on her projects. She puts a
lot of effort into achieving the best results possible. She
has a great attitude in class and is very helpful. A pleasure
to teach!

Achievement is improving. Incomplete assignments.

Has performed very well so far. Keep working hard to
improve.

Comments 2 of 3
Elizabeth is a very highly motivated student who has
shown a very sound understanding of all the topics
studied.

Ron is a capable student who is working well below his
potential. Better analysis is linked to better
comprehension. Take time to read carefully.

Progress had been satisfactory so far. Extra effort is
needed to see improvement.

Comments 3 of 3

George has had no trouble reading and comprehending
the texts. He needs to take more time to develop his
responses and reﬂections. Some incomplete work can
still be done.

Barry needs to put more consistent effort into the
course in order to increase his mark. Socializing and
attendance issues and lack of participation in class has
lowered his mark. Barry is quite capable of creating
quality projects when he applies himself.

accurate
» Academic grades are based on curricular learning outcomes (i.e.,
they are criterion-referenced, not norm-referenced), and reported separately from learning
behaviours.

» Non-academic factors such as attitude, effort, and behaviour are not
included in the determination of students’ grades. However, it is understood that these
factors affect student achievement and therefore grades.

» Grades should reﬂect a student’s most recent and consistent
learning. This requires the teacher’s professional judgement. Greater consideration of
evidence collected in the ﬁnal term shows the cumulative nature of learning and that it
improves with support and effective practice. While variations in courses or teaching
approaches exist, most recent and consistent learning is an important factor in accurately
reporting a student’s learning in each course. It is important that teachers develop a clear
assessment plan and share this plan with parents and students, as appropriate for the grade, at
the start of the course.

» Grades are based on individual student achievement, not group
achievement.

meaningful
» Effective assessment and grading are based on curricular outcomes.
» The gradebook or documentation system used by the teacher summarizes evidence of
academic learning relative to provincial curricular outcomes rather
than solely by assessment methods and/or tasks.

» Evidence of achievement may
include a collection of work that
shows growth, progress and achievement relative to curricular
expectations, and may be differentiated by student so that each student can best demonstrate
her or his learning. Some of these work samples could be used to help determine a grade for
academic learning and some processes might provide evidence for learning behaviours. All
work samples provide an opportunity for conversations about learning and instruction.

Russ Goerend on assessment & tagging in evernote

consistent
» Determining a ﬁnal grade is based on curricular outcomes and involves a
teacher’s professional judgement and consideration of all the gathered
evidence.

consistent
» Determining a ﬁnal grade is based on curricular outcomes and involves a
teacher’s professional judgement and consideration of all the gathered
evidence.

?
your class = my class

n
ith permissio r-years-prog
ress
an Mcin tosh used w the-sea-uppe
photo by Ew n.posterous.com/star-of-
esig
http://bbccd

Subject Categories–Grades 1 to 8
Comprehension
Reading
Listening and viewing
English Language Arts Communication
Writing
Speaking and representing
Critical thinking
Comprehension
Reading
Français Listening and viewing
(Français program
Communication
and French Immersion
Writing
program)
Speaking and representing
Critical thinking
Knowledge and understanding
Mathematics Mental math and estimation
Problem solving
Science Scientific inquiry process
Design process and problem solving
Social Studies Research and communication
Critical thinking and citizenship
Physical Education
Movement
Physical Education/Health
Fitness management
Education
Health Education
Healthy lifestyles
Arts Education: Music, See the section Reporting on the Arts, below, for the
categories.
Dance, Drama, Visual Arts
Oral communication
French
Reading
(English Program)
Writing

Visual Arts Dance Drama Music8
Language and tools Language and Language and Language and
Creative expression performance skills performance skills performance skills

Knowledge and Creative expression Creative expression Creative expression
understanding of Knowledge and Knowledge and Knowledge and
Visual Arts in culture understanding of understanding of understanding of
and society Dance in culture and Drama in culture and Music in culture and
Analysis and society society society
communication Analysis and Analysis and Analysis and
communication communication communication

St. James-Assiniboia School Division
Senior Years Essential Learnings

under revision
Student Engagement
» Actively participates in lessons
» Interacts positively with others
» Demonstrates a strong, on task, work ethic
» Brings supplies to class
» Engages in self-assessment
» Incomplete / outstanding assignments


under revision
Literacy with Information Communication Technology

» Uses ICT to demonstrate critical thinking
» Uses ICT to demonstrate creative thinking
» Uses ICT responsibly and ethically


under revision
English Language Arts
» Comprehends and responds personally and
critically to a variety of texts
» Uses and adapts to a variety of written forms
appropriate for audience, purpose, and context
» Manages ideas and information
» Explores thoughts, ideas, feelings, experiences
» Celebrates and builds community


under revision Mathematics
» Demonstrates understanding of concepts
» Applies mental math estimation and visualization
strategies
» Communicates and reasons mathematically
through problem solving
» Makes meaningful connections with real world
applications


under revision Science
» Demonstrates and communicates knowledge and
concepts
» Applies and communicates scientiﬁc and
technological skills and attitudes
» Recognizes and communicates relationships
between science, technology, society and
environment


under revisionSocial Studies
» Demonstrates active democratic citizenship
» Communicates understanding of concepts
» Manages information and ideas
» Demonstrates critical and creative thinking


under revision Basic French
» Listens, comprehends and responds to oral
communication
» Speaks using appropriate vocabulary and structures
» Reads, comprehends and responds to written
information
» Writes using appropriate vocabulary and structures


under revision
French Immersion: French Language Arts
» Listens for meaning and responds critically to oral
information
» Speaks to express ideas and interact with others
» Responds personally and critically to a variety of
texts
» Uses a variety of written forms to express
thoughts, feelings, and opinions


under revision
Physical Education / Health
» Demonstrates knowledge and application of
movement skills
» Demonstrates ability to pursue and enhance
personal ﬁtness
» Demonstrates understanding of health concepts
» Demonstrates knowledge of risk assessment and
safety


under revisionPractical Arts
» Demonstrates problem solving skills
» Demonstrates, applies, and communicates
knowledge of concepts in a safe manner
» Demonstrates design process skills


under revision Music
» Understands and applies music elements, concepts
and techniques
» Expresses music creatively e.g., through
performance, improvisation and composition
» Understands how music reﬂects and inﬂuences
culture and identity
» Values the music experience


under revision Visual Art
» Understands and applies visual art elements,
concepts and techniques
» Generates, develops and communicates ideas in
creating visual art
» Understands how visual art reﬂects and inﬂuences
» Values the art experience


under revision Drama
» Understands and applies drama elements, concepts
and techniques
creating drama
» Understands how drama reﬂects and inﬂuences
» Values the drama experience


under revision
Other Arts Courses
» Understands and applies elements, concepts and
techniques
creating art forms
» Understands how art forms reﬂect and inﬂuence
» Values the arts experience

Design

1) ... your grade book around 3-5 curricular
ideas (Learning Categories or Essential
Learnings)

2) ... at least 1 assessment that aligns with 1
or more of those curricular ideas (Learning
Categories or Essential Learnings)

cc licensed ( BY ND ) ﬂickr photo by Hamad AL-Mohannna:
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