Guest Comment Card Templates by fhc97632

VIEWS: 830 PAGES: 10

More Info
									                    School District 23- Central Okanagan
                    Joint Educational Change Committee
                    1940 Haynes Rd.
                    Kelowna, B.C. V1X 5X7

                                 Meeting Minutes
                                27.03.06 ~ 3:45 pm
                                  HRES—Room 4
Present:      Terry Beaudry- School Board Office
              Hugh Gloster- School Board Office
              Cathie Mutter- Springvalley Elementary
              Doreen Stevenson- Ellison Elementary
              Clara Sulz- School Board Office
              Brenda Bell- Springvalley Elementary School
              Karen Bernath- Bankhead Elementary/C.O.T.A. Pro-D Chair
              Marg Boyd- Anne McClymont Elementary
              Barb Marchinko- Anne McClymont Elementary

Regrets:      Randy Horne- Okanagan Mission Secondary
              Jack Holly- The Learning Centre @ HRES
              Jim Strachan- Kelowna Secondary School

   1. Welcome:
   Guest: Jon Rever

   2. Sub-Committee Reports

   -Presentation:      Report Cards & BCeSiS (Jon)

   -information provided regarding the Ministerial Order (a copy of the Student Progress
   Report Order- first circulated in April 2005 follows the minutes)
   -it will be necessary to change existing report card formats to comply with ‘Schedule
   2’ of the new Ministerial Order
   -the province established a working committee in Fall 2004 to develop provincial
   report card templates (our District was represented on that committee by Terry-Lee)
   -meetings were held across the province to review the templates and give input to
   the Ministry (one review session was held in Kelowna and was attended by a number
   of interested teachers, principals/vps and District staff)

   -the use of BSeSIS (a province-wide student information database) is currently being
   implemented in our School District
   -all school districts in the province have signed on to use BCeSIS to manage data
   -BCeSIS will replace CIMS to manage student information (CIMS will continued to be
   used for school finance management, including purchase orders)
   -clerical and administrative staff will be trained in the use of BCeSIS before the end of
   June 2006
                 School District 23- Central Okanagan
                 Joint Educational Change Committee
                 1940 Haynes Rd.
                 Kelowna, B.C. V1X 5X7


-Presentation:      Report Cards & BCeSiS--continued

-an additional component of BCeSIS is “Teacher Assistant”
-Teacher Assistant can:
    -be used to record/report student attendance (where the teacher has classroom
    access to a networked computer workstation)
    -generate demographic reports and mail labels (eg. field trips list, birthday list,
    mail labels, etc.)

 -Report Card Templates (see additional attachments):
   -Jon also shared the sample report card templates linked to BCeSIS (copies
   attached to minutes) and gave a quick demonstration of how progress
   information is entered in BCeSIS to create an individual student’s report card
   -template features:
           -Kindergarten template- demographic info is added automatically (no
           labels to print or attach), performance scale used to record
           “Approaching”, “Meeting” or “Exceeding” expectations
           -comments can be added to each curriculum area from various
           comment banks, from another document (eg. teacher’s overview) or
           added by typing directly into the comment box
           -Primary template- as above, except that performance scale includes
           “Not Yet Meeting” in addition to “Approaching”, “Meeting” or
           “Exceeding” expectations.
           -Intermediate (Middle Years) Template (‘one teacher’ template)- letter
           grades and work habits marks and comments can be added to boxes for
           each curriculum area
           -Middle School (Middle Years) Template (‘multiple teacher’ template-
           letter grades, work habits, %age, attendance by course and comments
           can be entered by different teachers)
           -Secondary Template—looks very similar to the current format being used.
           Teachers can use their own “mark book” or enter assignment/test
           performance data directly into BCeSIS

-the first phase of Teacher Assistant training will take place before the end of the
current school year using a “train-the-trainer” model
-Jon needs to determine what this training will look like (if the provincial templates are
to be used, additional training will be needed—this could be a separate training
session)
    -two lead teachers will be trained at every school (release time provided)
    -the first phase of training with lead teachers will take place before year-end
    -schools will determine their own training schedules individually (could take place
    before year end, could be in the summer or could take place in the fall)
    -there is also a plan to have voluntary opportunities for Teacher Assistant training
    available to individual teachers on the August Pro-D Days
    -the District will support implementation by providing release time for lead
    teachers and refreshments/lunch/dinner for school-based training sessions
               School District 23- Central Okanagan
               Joint Educational Change Committee
               1940 Haynes Rd.
               Kelowna, B.C. V1X 5X7

3. New Business/Sharing:
Report Card Working Committee
-a decision to use the BCeSIS report card templates has yet to be made
-training in the use of the new templates, could be scheduled for the early fall
-a “working” committee of teachers/principals/vps will be needed to:
     -review the Ministerial Order to determine what changes would be needed if
     using locally-developed District report card templates
     -review the provincial report card templates and discuss District support and
     training needs if provincial templates/revised templates are to be used
     -suggest/develop support materials, as needed
     -give input regarding report card training sessions
-Karen will talk to the COTA executive about expanded teacher representation on
the working committee
-Hugh, Clara & Terry will approach individual principals/vps in their zones regarding
participation
-Barb, Doreen & Marg confirmed their interest in sub-committee participation
-the first meeting of the new working committee will be scheduled in April

JECC Questions:
-will the report card cover also need to be updated for Primary and Intermediate
report cards?
-if existing report card processes meet the Ministerial Order requirements, could the
implementation of the use of new report card templates be staggered?


Next Meeting:
                      June 5th @ 12:30 pm (lunch provided, location-
                                           to be confirmed)
         STUDENT PROGRESS REPORT ORDER

Authority: School Act, sections 79 (3), 85 (2) (j) and 168 (2)

Amended by M397/94............................................................................... Effective November 28, 1994
Amended by M207/95................................................................................. Effective September 1, 1995
Amended by M639/95................................................................................. Effective December 19, 1995
Amended by M318/96..................................................................................Effective August 21, 1996
Amended by M19/00................................................................................... Effective January 26, 2000
Amended by M32/04.................................................................................. Effective February 18, 2004
Amended by M149/04................................................................................. Effective April 26, 2004
Amended by M321/04................................................................................. Effective September 1, 2004
Amended by M101/05................................................................................ Effective April 14, 2005
Amended by M152/05................................................................................. Effective July 21, 2005

Orders of the Minister of Education
       Interpretation
       1. In this order
              “board” includes a francophone education authority;
              “curriculum” means
                (a) the applicable educational program guide set out in Ministerial Order 333/99,
                    the Educational Program Guide Order, and the subjects set out in Ministerial
                    Order 295/95, the Required Areas of Study in an Educational Program Order,
                    or
                (b) the local program developed and offered by a school board under section
                    85(2)(i) of the School Act, or a francophone education authority under section
                    166.4 of the School Act, or
                (c) a Board Authorized Course authorized under Ministerial Order 285/04, the
                    Board Authorized Course Order;
              “performance scale” means a performance scale, represented either as a graph or
         described in words, that shows progress in relation to the expected learning outcomes,
                (a) for students in Kindergarten, as one of the following:
                     (i) Approaching Expectations,
                     (ii) Meeting Expectations, or
                     (iii) Exceeding Expectations;
                (b) for students in grade 1 through 3, as one of the following:
                     (i) Not Yet Meeting Expectations,
                     (ii) Approaching Expectations,
                     (iii) Meeting Expectations, or
                     (iv) Exceeding Expectations;
              “reporting comments” means comments describing
                (a) what the student is able to do,
                (b) the areas in which the student requires further attention or development, and
                (c) ways of supporting the student in his or her learning;
              “student progress report” includes documents approved by the board
         accompanying a student progress report.
BC Ministry of Education Governance and Legislation Unit E-117 January 3, 2006
                  STUDENT PROGRESS REPORT ORDER
Application
2 This order applies to the 3 formal written student progress reports required under
sections 4(2)(a) and 5(9)(a) of B.C. Reg. 265/89, the School Regulation.
Enabling Section
3 For the purposes of preparing the student progress reports, a teacher must prepare the
student progress reports in accordance with
    (a) for the period of July 1, 2005 to June 30, 2006, Schedule 1 or Schedule 2; and
    (b) for the period commencing July 1, 2006, Schedule 2.

Repeal
4 Effective June 30, 2006 section 3(a) and Schedule 1 of this Order are repealed.
                                        Schedule 1
Kindergarten to grade 3 reports
1 (1) Student progress reports for students in kindergarten through grade 3 must be in
writing and must, in relation to expected learning outcomes set out in the curriculum,
contain written reporting comments.
        (2) In conjunction with the student progress reports required under subsection (1),
parents of a student in kindergarten through grade 3 must be provided with oral or written
comments on the student's school progress with reference to the expected development
for students in a similar age range.
Grades 4 to 7 reports
2 Student progress reports for students in grades 4 through 7 must, in relation to expected
learning outcomes set out in the curriculum, contain
    (a) letter grades, unless the board provides the letter grades to parents in a different
    manner, and
    (b) written reporting comments.
Grades 8 to 12 reports
3 (1) Student progress reports for students in grades 8 through 12 must, in relation to
expected learning outcomes set out in the curriculum, contain
    (a) letter grades, and
    (b) where appropriate, written reporting comments.
         (2) Student progress reports for students to whom Ministerial Order 205/95, the
Graduation Requirements Order, or Ministerial Order 302/04, the Graduation Program
Order, applies must, in addition to the information required under subsection (1), contain
the credits assigned toward meeting the general requirements for graduation as set out in
these orders.
         (3) In addition to providing the student progress reports under subsection (1), the
board must ensure that, for students in grades 9 through 12, each student's most recent
Student Learning Plan, as required under the curriculum, if any, is made available to the
student's parent.
 BC Ministry of Education Governance and Legislation Unit E-117 January 3, 2006
                   STUDENT PROGRESS REPORT ORDER
Letter grades
4 For the purposes of sections 2 and 3, the letter grades to be used and the requirements
to be followed in assigning letter grades are those set out in Ministerial Order 192/94, the
Provincial Letter Grades Order.
Application of sections 1 to 3
5 (1) In this section,
    "IEP" means an IEP as defined in Ministerial Order 638/95, the Individual Education
        Plan Order,

    "ESL student" means a student who is receiving English as a second language
        services,
    "Student with special needs" means a student with special needs as defined in
        Ministerial Order 150/89, the Special Needs Students Order.
    (2) Sections 1 to 3 do not apply to student progress reports described in subsections
(3) or (4).
    (3) Unless a student with special needs is able to demonstrate his or her learning in
relation to the expected learning outcomes set out in the curriculum for the course or
subject and grade, a student progress report for that student must contain written
reporting comments in relation to the expected learning outcomes set out in that student's
IEP.
    (4) Until an ESL student is able to demonstrate his or her learning in relation to
expected learning outcomes set out in the curriculum for the course or subject and grade,
a student progress report for that student must contain written reporting comments.
    (5) Student progress reports referred to in sub-section (3) must contain
        (a) a statement that the progress of the student is in relation to the expected
            learning outcomes for that student in his or her IEP and is not in relation to the
            expected learning outcomes set out in the curriculum for the course or subject
            and grade, and
        (b) where appropriate, written comments describing
                   (i) ways to enable the student to demonstrate his or her learning in
                   relation to expected learning outcomes set out in the curriculum for the
                   course or subject and grade, and
                   (ii) the time period required to enable the student to demonstrate his or
                   her learning under subparagraph (i).

    (6) A letter grade may only be assigned for a student with special needs or for an ESL
student where that student is able to demonstrate his or her learning in relation to the
expected learning outcomes set out in the curriculum for the course or subject and grade.
Requirements for all written student progress reports
6 Written student progress reports for students in kindergarten through grade 12 must
contain
        (a) the school's name, address and telephone number,
BC Ministry of Education Governance and Legislation Unit E-119 January 3, 2006
                  STUDENT PROGRESS REPORT ORDER

       (b) the student's name,
       (c) a definition of all letter grades used in the report,
       (d) the number of days that the student was absent during the reporting period,
       (e) the number of days that the student was late during the reporting period,
       (f) a description of the student's progress as required by sections 1,2, 3, and 5, as
       the case may be,
       (g) a description of the student's behaviour, including information on attitudes,
            work habits and effort,
       (h) the name of the teacher involved in preparing the report, and the signature of
            the principal, vice principal or director of instruction,
       (i) a place for the signature of the parent acknowledging receipt of the report,
       (j) a statement that the report is on a form ordered by the minister or on a form
            approved by the board, and
       (k) any other information that the teacher or principal, vice principal or director of
            instruction consider relevant.

                                      Schedule 2
General requirements for student progress reports
1 Written student progress reports for students in kindergarten through grade 12 must
contain
        (a) the school’s name, address and telephone number,
        (b) the student’s name,
        (c) a definition of all letter grades used in the student progress report,
        (d) the number of days that the student was absent during the reporting period,
        (e) the number of days that the student was late during the reporting period,
        (f) a description of the student’s progress as required by sections 4, 5, 6, 7 and 9
             as the case may be,
        (g) a description of the student’s behaviour, including information on attitudes,
             work habits, effort and social responsibility,
        (h) the name of the teacher involved in preparing the report, and the signature of
             the principal, vice principal or director of instruction,
        (i) a statement that the report is on a form ordered by the minister or on a form
             approved by the board, and
        (j) any other information that the teacher or principal, vice principal or director of
             instruction consider relevant.

2 Written student progress reports for students in kindergarten through grade 7 must
contain a place for the signature of the parent acknowledging the receipt of the student
progress report.
3 Written student progress reports for students in kindergarten through grade 9 must
contain reporting on each of the subjects listed in sections 2, 3, 4, 5 and 6 of Ministerial
Order 295/95, the Required Areas of Study in an Educational Program Order, for the
corresponding grades.
BC Ministry of Education Governance and Legislation Unit E-119 January 3, 2006
                  STUDENT PROGRESS REPORT ORDER

Kindergarten to grade 3 reports
4 (1) Student progress reports for students in kindergarten through grade 3 must be in
writing and, in relation to expected learning outcomes set out in the curriculum (a) must
contain written reporting comments and a performance scale to report on each of the
following subjects,
             (i) subject to subsection (2), English Language Arts, or in the case of a
                  student enrolled in a francophone educational program or a French
                  immersion student, French Language Arts,
             (ii) Mathematics,

             (iii) subject to subsection (3), Science, and
             (iv) subject to subsection (3), Social Studies;

       (b) must contain written reporting comments and, in addition, may contain a
           performance scale to report on each of the following subjects,
             (i) subject to subsection (4), Fine Arts,
             (ii) Personal Planning, and
             (iii) Physical Education; and

        (c) must include a separate description of the student’s social responsibility.
    (2) With respect to reporting in English Language Arts, or in the case of a student
enrolled in a francophone educational program or a French immersion student, French
Language Arts, the student progress report must, in relation to expected learning
outcomes set out in the curriculum, include reporting using a performance scale in each
of the following specific areas of the curriculum:
        (a) reading,
        (b) writing, and
        (c) speaking and listening.

    (3) With respect to reporting in Social Studies and Science, at least 2 student progress
reports in each school year must include separate reporting for these two subjects.
    (4) With respect to reporting in Fine Arts, the student progress report must, in relation
to the expected learning outcomes set out in the curriculum, include reporting, at least
once during the school year, in each of the following specific areas of the curriculum:
        (a) dance,
        (b) drama,
        (c) music, and
        (d) visual arts.
    (5) In conjunction with the student progress reports required under subsection (1),
parents of a student in kindergarten through grade 3 must be provided with oral or written
comments on the student’s school progress with reference to the expected developments
for students in a similar age range.
BC Ministry of Education Governance and Legislation Unit E-119 January 3, 2006
                  STUDENT PROGRESS REPORT ORDER

Grades 4 to 5 reports
5 Student progress reports for students in grade 4 through 5 must, in relation to expected
learning outcomes set out in the curriculum, contain
       (a) letter grades, unless the board provides the letter grades to parents in a
           different document, and
       (b) written reporting comments.

Grades 6 to 7 reports
6 Student progress reports for students in grades 6 through 7 must, in relation to expected
learning outcomes set out in the curriculum, contain
       (a) letter grades, and
       (b) written reporting comments.

Grade 8 to 12 reports
7 (1) Student progress reports for students in grades 8 through 12 must, in relation to
expected learning outcomes set out in the curriculum, contain
        (a) letter grades, and
        (b) where deemed to be appropriate by the teacher, principal, vice principal or
             director of instruction, written reporting comments.
    (2) Student progress reports for students to whom Ministerial Order 205/95, the
Graduation Requirements Order, or Ministerial Order 302/04, the Graduation Program
Order, applies must, in addition to the information required under subsection (1) contain
the credits assigned toward meeting the general requirements for graduation as set out in
these orders.
    (3) In addition to providing the student progress reports under subsection (1), the
board must ensure that, for students in grades 9 through 12, each student’s most recent
Student Learning Plan, as required under the curriculum, if any, is made available to the
student’s parent.
Letter grades
8 For the purposes of sections 5, 6 and 7, the letter grades to be used and the requirements
to be followed in assigning letter grades are those set out in Ministerial Order 192/94, the
Provincial Letter Grades Order.
Application of sections 4 to 7
9 (1) In this section
    “IEP” means an IEP as defined in Ministerial Order 638/95, the Individual Education
        Plan Order,
    “ESL student” means a student who is receiving English as a second language
        service,
    “Students with special needs” means a student with special needs as defined in
        Ministerial Order 150/98, the Special Needs Order.
BC Ministry of Education Governance and Legislation Unit E-119 January 3, 2006
                  STUDENT PROGRESS REPORT ORDER

    (2) Sections 4 to 7 do not apply to student progress reports described in subsections
(3) and (4).
    (3) Unless a student with special needs is able to demonstrate his or her learning in
relation to the expected learning outcomes set out in the curriculum for the course or
subject and grade, a student progress report for that student must contain written
reporting comments in relation to the expected learning outcomes set out in that student’s
IEP.

      (4) Until an ESL student is able to demonstrate his or her learning in relation to
expected learning outcomes set out in the curriculum for the course or subject and grade,
a student progress report order for that student must contain written reporting comments.
     (5) Student progress reports referred to in subsection (3) must contain
         (a) a statement that the progress of the student is in relation to the expected
             learning outcomes for that student in his or her IEP and is not in relation to the
             expected learning outcomes set out in the curriculum for the course or subject
             and grade, and
         (b) where deemed to be appropriate by the teacher or principal, vice principal or
             director of instruction, written comments describing
 (i) ways to enable the student to demonstrate his or her learning in relation to expected
learning outcomes set out in the curriculum for the course or subject and grade, and
                  (ii) the time period required to enable the student to demonstrate his or
                       her learning under subparagraph (i).
      (6) A letter grade may only be assigned for a student with special needs or an ESL
           student where that student is able to demonstrate his or her learning in relation
           to the expected learning outcomes in the curriculum for the course or subject
           and grade.

								
To top