Report card template 2019-2020 by Shan Ahmed https://padlet.com/shanahmed/4kzn2stla45m Please look over relevant examples from DEMS and add in any pros / cons / questions, alterations or concerns we should consider. en-us 2019-01-29 02:52:19 UTC 2019-01-30 02:23:27 UTC hello@padlet.com Specialists https://padlet.com/shanahmed/4kzn2stla45m/wish/325243450 We're wondering how this will manifest itself with 300 students.

We are looking at drop-down comments for each skill or behavior to match emerging, developing or proficient.

]]> 2019-01-29 04:58:45 UTC https://padlet.com/shanahmed/4kzn2stla45m/wish/325243450 4/5 Team https://padlet.com/shanahmed/4kzn2stla45m/wish/325243535 Would we write a comment for each standard?

Under Attitude and Conduct, how do we assess?  Is it across the K-12 experience or within the grade at the time?

Are the comments for Graduate Profile going to stay the same or are they going to change with this initiative?

The example from DEMS is what ISG was doing Jubail was doing 10 years ago regarding comments.  Neal has examples.

A discussion we have had in the past is that regardless of the numbers or letters - the interpretation at the time of grading is different among teachers.  For example when I grade if a student is reading at grade level in my understanding I am saying they are reading a 40  DRA as of now and mark a 3 if they are in fact reading at this level.
For other teachers, they would say a student is reading at grade level when the student is a 38 DRA because we are only in the middle of the year.  
I don't think it matters to which one you decide on, but it should be made clear in the descriptors (Emerging, Developing, etc.)

]]> 2019-01-29 04:59:31 UTC https://padlet.com/shanahmed/4kzn2stla45m/wish/325243535 Grade 1 https://padlet.com/shanahmed/4kzn2stla45m/wish/325243601 Questions:
- We are aiming for more integrated learning - should the report card reflect this? Does this current report promote the idea of segmented curriculum areas.
- DEMS writing based on Lucy Caulkins (not CCSS)
- Graduate profile not referred to in DEMS
- Graduate Profile in our is just assessed by one of the three categories - no comment?
- Are the achievement statements not the same as the 1-3 scale? Do we need these?
- Where does the ELL code go?
- Where is the space for student self reflection?
- Are we still writing these at the same time periods (one per semester?) Are there other possibilities?
- Separate comment box for ELL students?
- Separate comment box for learning support teacher?
- Where does phonics fit?
- Are we looking at other schools outside ISG for examples?
- PRO - Comments only allows for focus on learning rather than a grade.

]]> 2019-01-29 05:00:03 UTC https://padlet.com/shanahmed/4kzn2stla45m/wish/325243601 KG2 Team https://padlet.com/shanahmed/4kzn2stla45m/wish/325243770 Questions:
1. Phonics is not specifically measured and we feel it should be included?
2. Instead of Learning Behaviors could we consider using the 8 graduate profile descriptors (integrity, collaboration, etc.) for consistency across the grade levels and within the district?

PRO:
Comments only allow for in depth and specific feedback for each child in a variety of learning areas

CONS:
Could be challenging for the specialist teachers with so many students

]]> 2019-01-29 05:01:57 UTC https://padlet.com/shanahmed/4kzn2stla45m/wish/325243770 Early Years https://padlet.com/shanahmed/4kzn2stla45m/wish/325243784 Wondering about the language to use in  a continued curriculum

Question:
Can we have the continuum on the report card bridging through early years (Preschool - Grade 1) and we highlight what stage they are in the progression?
Where is space for student's self-reflection (ie. drawing or writing)? 

We like that there is an option for comments of each section of the report cards? 
]]> 2019-01-29 05:02:05 UTC https://padlet.com/shanahmed/4kzn2stla45m/wish/325243784 Grade 2/3 luppe_k_05 https://padlet.com/shanahmed/4kzn2stla45m/wish/325244619 Alteration:
Consider re-wording the Science 'targets' -- move away from Life, Earth, Physical in the reporting columns and toward more over-arching concepts (like in math*). This should also be likewise with social studies and the over-arching concepts of C3. Groom them like the math portion. 

Questions:
What/who/where is the origin of this type of reporting? Based on current research?

Does this style of reporting align with the long-term vision of our school?

Will this style of reporting allow for learner agency, inquiry-based learning, compassion initiative, etc.?


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