# data[].attributes.body
- Meeting less than half of the curricular competencies
- Insufficient evidence (less than half of the work assigned)
- Did not make an attempt to corrected noted issues.

Should N - Work habits
Should N - Attendance (to a point?)

# data[].attributes.body
- only demonstrated 1 or 2 competencies of 7
- high absenteeism
- possibly not having needs addressed yet and/or proper supports
- show beginning in less than 3 or 4 competencies
- what will next year look like for them / can they be successful?
- is there a stronger need for remedial in other courses?

# data[].attributes.body
-Excessive absentee
-Lack of evidence of work habit despite lots of opportunites
-Failure to demonstrate skills with teacher's assistance
-Significant misunderstanding
-Cannot follow instructions despite help from teacher
-Did not act on/take advantage of the opportunities given (e.g. Flex or FIT time, extra practice)

# data[].attributes.body
- Assuming all "F" students would be recommended.

- Others who don't have a solid grasp of the core competencies to have success at the next level.

- Most Beginning students who are beginning based on quality and demonstration of understanding.

# data[].attributes.body
-Demonstrate less than "Beginning" standard

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-Asking good, thoughtful questions.
-Show "above and beyond" the standards
-Make scientifically supported judgement with unique prespective
-Able to clearly communicate the concepts to another person (e.g. peer)
-Consistent postive participation in class
-Show curiousity in lab activities and share enthusiasm with other students.

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- Being able to reflect, connect, and synthesize (utilization!)
- sophistication, maturity, and nuance!
- unique approach
- choosing the path less travelled (challenging themselves)
- takes pride in ownership of their learning.

# data[].attributes.body
- not confident student will be successful in next level

# data[].attributes.body
- not just about completing all assignments, more about demonstrating nuances within each competency
- superior product; visual appeal, aspect of learning demonstrated that was not considered
- see it to know / challenge to put it into words! Collecting examples
- use descriptive / actionable words ex. "sophisticated" as first layer then second layer of more descriptive and actionable terms (you don't have to write as much when marking and useful for students to understand how they can improve)

# data[].attributes.body
Citation is a separate curricular competency (so we record this separately!!!)

- They earn credit for what is complete :)

- For this task, the citation score would be applied amongst other parts of the rubric HOWEVER we would look to other examples from other tasks to see if that student can meet that requirement.

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The proficiency scale would help here IF the task expectations are different for the questions not responded to as it would clarify a specific area needed for growth.

We don't have slight calculations in ELA :)

See previous scenario. Again, we provide continuing opportunities for growth.

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The lateness is applied to work habits (it is very annoying, we will likely comment on this directly in the report card -- do better Jimmy)

The project is evaluated as is.

HOWEVER - a problem occurs when we have discussed at length others projects'. This likely leads to a bit more open-endedness to the task. Meaning, others should have the opportunity to re-submit assignments for improvement rather than take away from the student in question.

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- most is good but 2/3 of criteria are being assessed at a higher level (applying overall)
- high level understanding of the content; could have student further complete the assignment (learning opportunity)
- could be developing with an opportunity to fix 1 thing depending on the skill you're looking at
- less stress for students if they know they will have an opportunity to demonstrate the skill again in future (can shift responsibility to student - can write a paragraph about what they've changed with highlights then teacher can re-assess more easily)
- sometimes a student may not bump up with a resubmission because the skill may take time to develop (not marking effort)

# data[].attributes.body
That teacher is marking way too much!

"Consistency" means (to us) an ability to show a competency multiple times -- they may be at the lower end of applying -- but still applying!

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-Cannot follow instruction despite help from teacher.
-Did not act on/take advantage of the opportunities given.
-Poor/inconsistent attendance (unexcused)
-lack of safety to self and others.
-Missing skill development lessons, opportunities to work on fitness and self improvement.

# data[].attributes.body
Hasn't attended more than a third of classes.

# data[].attributes.body
- grouping questions into competencies allows for professional autonomy and point to specific standards
- having students hand in notes with final work (usually produces more notes and editing) and if they haven't shown a competency explicitly on the final product you may find skills in the notes / along the way (same concept as 'showing your work')

# data[].attributes.body
|This student attends all classes and participates at a high level.  They listen attentively and use the skill instruction and consistently attempt to apply it to their development.  This student is very engaged with all activities and understands the importance of health and fitness as they challenge themselves consistently to improve.  This student consistently looks to help with class equipment and lead the class in whatever positive way possible.

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Little to no application.

# data[].attributes.body
Design a clear rubric for the presentation, citation will be just a portion of this and may fall under the 'communicating' CC so they would be lower in that skill but perhaps higher in another CC such as understanding and analysis.

# data[].attributes.headline
Home Ec/Foods/Textiles  Not doing any work, not coming to class, not handing anything in

# data[].attributes.subject
Home Ec/Foods/Textiles  Not doing any work, not coming to class, not handing anything in

# data[].attributes.headline
Home Ec - help other kids, share knowledge, go above and beyond 

# data[].attributes.subject
Home Ec - help other kids, share knowledge, go above and beyond 

# data[].attributes.body
- separate work habits and competencies and mark same as others
- talk with student about arrangements to work on it / in class? Speak with student 1 on 1
- after a certain time maybe no feedback, just mark
- can give another opportunity later in the course to demonstrate skill to set a reasonable limit to this issue

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We do not assign grades.

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Little progress with language skills, need more practice with English skills.

# data[].attributes.body
Student has little difficulty understanding and communicating their ideas using academic language. Language skills near grade level proficiency.

# data[].attributes.body
Depends on what the criteria was.  What skills are being assessed?

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Student not penalized for lateness, but if 2 weeks had gone by hopefully the teacher and student connected and discussed.
Lateness can be commented in work habits.

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Student is applying.
Student assessed on skills/competencies they can demonstrate.

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We do not assign grades, but if we did, not handing in work, not attending

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We do no send students to summer school

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Most of us don't score with % at all for Grade 8/9. Kid B-Applying, Kid A-Developing. More of a holistic view of whether they 'get' most of what is being assessed.

# data[].attributes.body
Design this project better. Have part of the rubric be a piece where a small informal presentation/discussion with the class on the due date be part of the assessment.

# data[].attributes.body
Depends on the size and scope of the assignments in questions. Mostly work is given as scaffolding to gain sci skills and knowledge. If work not done for assignments x and y then student not likely to do well on assignment z connected to skills and knowledge presented (and hopefully learned) in x and y.

# data[].attributes.body
-Attendance (need to be in class to learn material)
-In Person participation a must
-Leadership
-Lack of community building
-Lack of effort/engagement
-Engagement in final project/performance

# data[].attributes.body
-Risk Taking/Vulnerability
-Leadership in community building
-Depth of ideas
-Interest/initiative beyond class
-Reliability
-Original creative expression

# data[].attributes.body
-Give them an opportunity to fix their citations and complete their project within an allotted time.

# data[].attributes.body
-Communication with the student about why they got the answers wrong.
-Second option showed more vulnerability in trying things they didn't necessarily know - is perfectionism necessary?

# data[].attributes.body
-Depends grade level
-We usually have communication with students so know why projects aren't late.
-If no arrangements/communication have been made, then level might be lower (demonstrates reliability/social responsiblity). Flexibility for prior arrangements.

# data[].attributes.body
-Depends on which projects are handed in.
-Communication with student why the projects aren't being handed in.
-Needs to be enough evidence of learning to demonstrate. Can evidence of learning be demonstrated through the process rather than just the final product?
-If the projects handed in demonstrates all areas of learning they may be assessed as applying.

# data[].attributes.body
- Students do not submit their work
-lack of effort and engagement
-student is trying but no evidence of improvement/understanding of major concepts and competencies.
Attendance alone should not be considered to assign a failing grade.

# data[].attributes.body
-Lack of evidence or student did not complete task according to requirements despite feedback/interventions
-Student could not meet learning targets despite an effort
-Interventions/opportunities  were given to  pass but  the content  or the skills required are missing

# data[].attributes.body
-when French skills are very low
-when  student is missing basic French  language competencies
-when an assignment needs to be significantly modified or adapted due to language difficulties

# data[].attributes.body
-Student must use precise and a variety of vocabulary to create contexts and  use  language tools to create something new
-Critical thinking is  clear and can be applied to various contexts
-Effective  communication on a consistent basis --> ALWAYS demonstrates
-Frequency of applying knowledge/skill is demonstrated at all times

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What was the goal of the assignment? To demonstrate competency in skills or knowledge?

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A rubric would be useful to highlight what was done well and what needs improvement as opposed to a score. The scores do not justify the types of errors made.

# data[].attributes.body
Assess as is. Speak to student about the way it was submitted (late); next time, communicate with the teacher? Make arrangements?. Address in work habits comment if lateness is a trend.

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Student B does not demonstrate they are Extending b/c perhaps there is insufficient evidence of skills and competencies since only a portion of the tasks were completed. Frequency words (Always, Regularly demonstrates, sometimes, not frequently demonstrated) could be used to make the assessment for the final report card.

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If a student is a beginning then summer school will be recommended to strengthen math skills- Students will benefit from summer school.

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Key words:  Sophisticated, Authentic, Real-World, deep, exemplary, thorough

Areas of assessment: participation, organization, productivity, assignments, goals and objectives

Extending knowledge, skills, strategies and processes creatively and strategically  in multiple settings.

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-Able to solve complex/enriched real word problems
-Shows ability to connect ideas across topics
-Solve problems using multiple strategies and identify the best strategy.
-Communicate with thorough explanations and proper reasoning
-Can teach other students

# data[].attributes.body
Depending on what the teacher is assessing in terms of competencies, student can get a beginning if we are assessing communication, or an Extending if we are assessing problem solving and critical thinking.

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As we are not using numbers anymore, the 75% is meaningless in this example: Holistically, student B attempted all the questions with different difficulties so he is Developing/Appling however the first one did not attempt 25% of the test, which means he/she does know know how to solve them and tey are Beginning/Developing.

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There has been lots of discussions about this one, and different opinions. Some said give them full mark with no penalty as you are not assessing work habits! Some said discuss with students reason for being late and decide based on that, and some others said penalize student for being late especially that they did not contact teacher in advance.

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Both students should get Applying as both of them demonstrated understanding of the course's curricular competencies.
Student B lost the chance of receiving Extending by not completing some of the assignments: They could have shown sufficient skills for extending had they completed all assignments.

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Extended is represented by taking the open ended projects and  completing the projects with skill, paying close attention to detail, adding extra elements, and being able to speak knowingly about what they have learned.

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A tech ed failing grade is rare and  is only accomplished by missing too many classes and not turning work in. Before this happens many points of contact would have been addressed.

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Almost all assignments are completed during class time. Depends on the projects, quality of work, understanding and comprehension of what they have completed, IRPs, use of class time

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little to no application accept in Engineering/Tech 9. The entire process of the assignment is being assessed. Depending on the over all quality of the assign, depth of knowledge and what aspects were left incomplete would determine the final assessment.

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.All tests given except in one class are 100% pass or redo and no marks are given.

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No timelines are given with assignments. You finish what you finish within the time. Assessments are based on the quality of the completed assignments and the number completed during the term.