Report Cards – Writing the Narrative of Student Achievement

Although it seems like the school year has just begun a few weeks ago, it’s actually coming to a close next month. Yes! You read that right. School’s almost out for the summer – despite the fact that summer seems to be taking its sweet time to arrive with the weather feeling more September-like rather than spring. With all this mix bag of weather and perhaps emotions concerning the close of one school  year and the horizon of another, there is still one thing on every teacher’s mind: report cards! Gasps for fear; leaps for joy; however you reconcile this extremely important process of formally reporting student achievement, the narratives we write have the potential to impact our learners in very significant ways.

Though the Report Card tends to be written with parents/guardians in mind, it really has a wider readership that includes the students themselves as well as a host of future teachers who have access to it through the Ontario Student Records (OSR). Knowing this, how might we be more intentional when writing the report card since the contents have far reaching implications?

Firstly, the report card is meant to be meaningful. As teachers with teaching degrees and constantly immersed in “edubabble” (terms that are usually commonplace for educators), it is important that the things we say in the report card are communicated in the most effective way so that our message comes through with intention. Keeping the use of educational terminology to a minimum will ensure that the audience can arrive to its intended message with ease. This might mean rewording the curricula using reader-friendly terms. Remember this revised versions of K.I.S.S. – Keep It Simple […and Significant]. Report comments should serve as a window to student achievement in ways that demonstrates both the scope of learning that took place as well as the degree of success students experienced within it. Teacher jargon can inhibit this very clear message which can be then deemed irrelevant to parents/guardians and students.

Next, embrace a positive tone. The rhyme, “Sticks and stone may break my bones but words may never harm me,” proves false as words have the power to either build one up or tear them down. When writing the narrative of student achievement with a focus on both their strength and next steps, it is important to frame students’ areas of need from an asset-based approach rather than solely iterating deficits. “Karly constantly talks during independent work time” tells a very different story than “Karly is beginning to regulate his behaviour during independent work time.” Mere semantics? Maybe. But the impact of one semantic can birth a positive outlook or reinforce a negative one.

Finally include feedback that will matter. This is particularly true for the final report card of the year as that the content that will be learned in the new grade will differ from the grade-specific content that the student is graduating from. In this case, next steps should serve as feedforward  as opposed to feedback. What might be the skills or habits of mind that will be salient in future learning opportunities? What concepts will form the foundation for future understanding? These are the next steps that will prove useful if articulated well. Including student voice in this aspect of report card writing is a great way to value the person who is set to internalize the feedback given. Imagine the partnership that can be developed when students remain accountable to themselves as well as previous teachers for their commitment to improving their outcomes.

So my few suggestions, though not revolutionary, can alter the ways in which the report card serves out its function. Families are notified of students progress and achievement, students are empowered with meaningful next steps and future teachers read the narrative of a student from an asset-based approach. Happy writing!

Time Management and Reporting

One of the greatest challenges teachers face is developing a healthy work-life balance, particularly when it comes time to write reports or meet with parents/guardians. While I am by no means an expert on this topic (as anyone who knows me will attest), I have learned a few strategies which have helped me immensely during the busiest times of year. I spent so much of my early career feeling overwhelmed during these times that if even one of these things helps someone out there, I’ll be happy.

1) Use jot notes to stay focused.

Before sitting down to write detailed comments on academic subjects or learning skills, I take a few minutes to go over my class list and write some point-form notes, particularly for learning skills. This gives me an overview to refer to while writing them in full later. It also helps me to keep my thoughts focused, as my “jot notes” are typically divided into categories: what the student does well, areas for improvement, and a specific next step or two.

Jot notes are also key for staying focused during parent/teacher interviews. I keep a notebook with a page for each student. I write my thoughts on the page in point form and refer to it during interviews. I can also use the space to write down anything important that comes up in the interviews.

2) Write comments as units are finished.

With subjects where you are expected to report on multiple strands, particularly Mathematics, you can easily find yourself needing to write comments about a unit you haven’t touched since the early part of the term. My teaching partner (who teaches English and Mathematics to my French Immersion students) introduced me to the idea of writing comments for a particular strand as he finishes the units. It had never occurred to me before, but it really does save time and it makes your comments more meaningful as the information is fresh in your mind.

3) Start early and do a little bit each day.

You know reporting deadlines well in advance, and we all have at least a few students whose comments could be written several weeks early (again, particularly for learning skills). Your student who came to you as an independent, respectful, hard working student on the first day of school and has continued to be exemplary in all the learning skills throughout the term? You can probably write that comment earlier than others. I don’t say this to take away from that student’s work or achievement – I just personally find that those comments can often be “safely” written a few weeks earlier than some others, and that doing so helps me free up time later on. You can always tweak comments as needed closer to the deadline.

I also try to break the work up into chunks – either by working on a few students a day or by working on a specific subject each day. 40 minutes of prep time isn’t much to work with, but when you’re doing a little bit at a time, it makes it feel like much less of a daunting task.

4) Write your comments in a word processor so that you can save them.

There are a lot of good reasons to want to work in a word processor (like Microsoft Word or Open Office) rather than your board’s reporting software. For one thing, word processors aren’t subject to system downtime, so you don’t have to worry about the board software being updated or worked on. I also find that my board’s software tends to suffer from some crashing problems from time to time, which can cause me to lose work even though the software is supposed to save your input regularly. There is nothing more frustrating than spending twenty minutes on a student’s learning skills comments only to have the browser crash and all of that work disappear. Word processors are often better at identifying and correcting spelling/grammar mistakes than your board software, so you save time proofreading.

I also like to save my comments from term to term (and year to year) because they can help me out when writing reports the next time. I will often refer back to my previous comments on a student’s learning skills when writing reports, and I would really rather not take out and re-file 30 earlier report cards to do so. Sometimes when I’m feeling lost or stuck on how to say something, I refer back to previous years when I know I’ve made a similar comment. It helps with inspiration!

You can also easily work on reports from school and home (not that I’m advocating taking work home… in a perfect world, that wouldn’t be necessary) when you’ve been working in a Word document. I save it on a flash drive that I keep on my keychain, so I’m not likely to forget it in one place or the other.

5) Use a timer for parent/teacher interviews.

We are given very little time in my board (and I suspect many others) for conducting interviews. It can be very hard to cut off an interview at the 15 minute mark, but it’s really vital to do so if you are going to keep your interviews rolling, keep waiting families happy, and keep you from being there way longer than you should be. I’m not suggesting that you use a loud buzzer to let parents/guardians know that time is up, but a simple timer with an inoffensive beep (or a phone set to vibrate) can be enough to keep things moving. Often they don’t realize how short 15 minutes really is and don’t know when they are going past their allotted time.

6) Communicate regularly with parents/guardians.

You really shouldn’t be meeting with every single student’s family during interview time. You shouldn’t need to. In some cases it’s unavoidable, I suppose, but I have found that by communicating regularly about students’ work in class, some interviews can be avoided. Many parents/guardians “just want to know how (their child) is doing” and would be satisfied by quick notes home in the agenda, quick e-mails or phone calls, etc. throughout the term.

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If anyone out there has other tips to stay on top of things during reporting periods, I’m all ears! I can always use more help developing a balance.

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Updating the IEP

With the end of Term 1, comes the IEP review and update process. While the intention is that the IEP is regularly reviewed and updated, many IEPs lay stagnant all term and are dusted off at reporting time to be updated. Teachers are excellent at setting goals, supporting goals, working with children to achieve goals, and even revising and modifying goals along the way. We often slip up in the record keeping portion of the process. How many times have we called the parent of a student on an IEP to talk about how they are doing, what they can be working on at home to support progress, etc., and not logged it in the IEP contact record? I often forgot to include that until it was IEP review time and then I would grab my communication binder and update. It is so important to keep the IEP up-to-date always. If you set a goal for a student to be able to count up to 50 and notice that they can count to 60, that goal needs to be changed on the IEP immediately! The whole point of the IEP is to have goals that are attainable, but not too easy. The hope is that we will push the student beyond their current ability level to extend their knowledge, hopefully closing the gap between where they are currently working, and the level their class is working at.

When recording communication, goals, assessments, accommodations, etc. on the IEP, I find it helpful to include as much detail as possible. Many IEP engines have drop-down menus, check boxes, etc. This might not always provide you with everything you need to paint an accurate picture of the student. Don’t be afraid to use the “other” box and explain. If you are doing something that is “outside of the box” for a student and it is working, document it!

We like to think that those students will be at our school forever and so will we, but that is not always the case. Unfortunately, families move, teachers move, people get ill, things happen. If you are suddenly not able to be at school, it is important that those records are up-to-date. Last year, I became ill and was quite abruptly sent home from work to await surgery. I was given next to no notice that I was not going to be at work, and the duration was undetermined. In the time that I was gone, two of my students moved. Had I not had their records up-to-date, I would have had to come in off of my sick leave (which might have jeopardized my leave) to collect up my data to update their records. Keeping things thorough and detailed also means your colleagues who have the student in the future know what things have been done for the student, what works, where the strengths are, etc., without having to track down previous teachers. With Lay-Offs, School Surplus, Transfers, etc., the staff in a school can change pretty rapidly. That document might be he only thing left in the school that really knows a student by the end of the staffing process in a given year.

There are lots of sites that will help with writing goals, scaffolding to ensure goals are progressing toward a larger goal, etc. It is often easy to get the IEP completed once you sit down and get to work. It is feeling the urgency and the importance that the document holds that really motivates a teacher to keep the IEP updated on paper, not just in their daily planning.

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Report Cards – Make it Personal

There is lots of talk about using comment banks to create report card comments. I remember when I started teaching, a retiring teacher handed me a USB drive and said, “I am giving you years of work, use it well!” Trying to complete my first set of report cards with that drive was a complete disaster! I didn’t teach the same things she did, nor did I teach them the same way she did, so how could her comments possibly convey what I wanted them to? And she didn’t teach the kids I was teaching, so how would her comments really and truly reflect the kids I was teaching?

After about 3 report cards, trying to find the right comments in her drive, I gave up and wiped the drive clean. Using a bank of comments that someone else has created is not terribly effective. From then on, I started writing my own comments. I am going to describe my process as I have used the same process ever since and it has always worked! We are all different, but this might help you get started!

I would start each report card writing session by taking the strands I was reporting on, and picking the overall expectations I wanted to address. I would write them down or highlight them, and then think about what we had done that term that would demonstrate that. I had done all of this previously in my planning of the unit, but it is nice to refresh and make sure that in the end, you accomplished what you set out to! Once you have established what it is you assessing, find a student you know did really well with it. Review their work and make sure they did as well as you thought, and then write their comment. Then go through and find some more students who are similar in their achievement/work style and give them the same comment, but modify it to truly make it reflect that student. These would be for  your Level 3ish kids. Their next steps should be all individualized. Then bundle up your Level 2 kids and do the same. Then do it again for your Level 1 kids. Level 2 and 1 will often just need an individual comment each anyway, without any copy/paste/modify.

I use that process for subjects like the Arts, Science, Social Studies, Health, Phys Ed., etc.

For Math I do each strand individually and I generally do each strand as described above with some variations.

Language and Learning Skills, I take an entirely different approach. I generally set a timer for 10 or 15 minutes, depending on how much time I am feeling like I need. If I have gone through portfolios and have lots of evidence and details to support where that child is working, 10 minutes should be lots. If I need to double check portfolios, etc., then 15-20 might be necessary. I give myself just that much time per student per strand. It seems like a lot of time, but I know I can give each child an individualized account of their abilities, strengths, needs, and next steps, and be sure in my mind that it is accurate and that I have seen the evidence as I was writing it. Learning Skills is usually more 10-15.

I generally do Language in the middle, after I have done a few of the smaller ones (Science, Social, Arts, etc.), and Learning Skills are generally at the very end for me, once I have had a thorough look at that student and all of my records, notes, anecdotals, etc.

Writing report card comments is a very personal, involved process. As a parent, I have read comments that were from a teacher that I could tell knew my child, and I have read comments that were obviously stock comments applied to the whole class or a bunch of kids, that did not reflect my child at all. Once you see a comment like that on a report, it is difficult to take anything else on the report seriously. Take the time and make it meaningful. You don’t have to fill the box, just put something meaningful in the box so parents see that you know their kid and you know what they are capable of.

 

**Note that I always wrote the IEP comments last as they were pretty quick and easy to write**

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No Report Card Surprises

No Report Card Surprises

Way back in October before the first reports were issued, I was busy inviting half of the parents into my class for heads-up interviews regarding their child’s progress. So many of my students were reading and writing below grade level, had serious behaviour issues, or were just plain struggling to meet the basic demands of the grade 3 French Immersion curriculum. Many students had the “progressing with difficulty” box checked off. In fairness and for reasons of professional integrity, parents need to know before the reports go home. Experience has told me that, although the conversation may be difficult, especially if it’s being heard for the first time, inviting parents in with the idea of forming a support team for their child is a smart way to start off the school year. Start the collaboration early and it can be so much easier if, later on down the road, there is some information you need to share that will be difficult for them to hear.

So, the highest needs were addressed, all parents were contacted and the pre-Parent Teacher Interviews went really well. By seeing many parents in the weeks before the official Parent-Teacher Interview period, I was able to have enough time to discuss in more detail how things were going in school and to have a more relaxed conversation than the 15 minutes provided on interview night allows. Some parents confirmed by examples from home what I was drawing to their attention, while others were positive about setting up supports for their child. However, when the proverbial dust had settled in the weeks following the Progress Reports, and I thought that I had touched base with the administration, learning support colleagues and parents regarding the progress of all the students with the highest needs, I suddenly realized that there was one student who had received `progressing well` on the report, but who was not progressing as well as I had originally believed.  In hindsight, I realize that I had been focussing on behaviour goals with this student more than academics, and this is what had overshadowed the challenges the student was experiencing in the first few reading and writing assignments completed in class.  What to do?

Firstly, I let the administration, learning support teachers and the parents know. Since lines of communication were already well established with the parents, I was able to be honest with them and explain that while progress was being made in the area of behaviour in class, their child was exhibiting difficulties with more demanding assignments. Showing samples of work done in class following the progress report period highlighted the need for help to meet the demands of the grade 3 curriculum.

Secondly, I was able to attend a Student of Concern meeting with the administration and the learning support teachers where we explored how we could determine areas of need for this student, the kinds of supports we could provide at school and what the parents could seek, if they chose to.

Thirdly, I scrutinized assessments, samples of work, and my note book, to make sure I had an accurate profile of the student, and to make sure that the parents had all the necessary information to pave the way for the first Report Card in February. Although the Fall Progress Report may have indicated a student who in general at the time did not appear to be progressing with difficulty, the first term Report Card will indicate what the child`s challenges are in detail, and thankfully, the parents are already aware.

The value of communicating regularly with parents cannot be underestimated. In this case, it was beneficial to avoid any confusion or defensive reaction and to convey the fact that I have the child`s best interest at heart. The positive effects of Parent-Teacher collaboration for the child are also significant and hold each of us accountable.

Starting Over

 

 

January can feel like September. It is an opportunity to initiate new routines and expectations or inject something new into your current program. For many teachers, the last weeks of school in December before the break is challenging. Students are excited about the anticipated break; programs are interrupted with practices for concerts and special assemblies; and teachers are hanging on as they maintain or try to maintain a normal environment.

With the much needed break, students and teachers return to school refreshed. Many will not admit it, but look forward to the return of a regular routine. Take this opportunity to get your students quickly involved in new learning that may have been hard to tackle in December. There are at least three weeks of school before the cut-off for term one reporting. Assigning projects the first week back will focus the students directly, and provide you with assessments needed at the end of January.

Over the holidays, I have prepared an outline for the Biodiversity Infographic that I will be assigning my Grade 6 students the first week back. It will provide assessment both in Science and Media Literacy. I have also been considering an autobiography or biography project for my class. I am still working on the outline but I am thinking about a booklet that will include entries in writing and art. To differentiate to all levels for both projects, I will provide graphic organizers, allow choice of topics, and encourage students to create their works in print or with technology.

Take something that has inspired you over the holidays, (travel, nature, art, movies) and find a way to bring that interest to the classroom. It is surprising the connections you will make to the curriculum and the enthusiasm that you will share with your students.

Reporting Time

 

It is that time again, or maybe the first time for you – writing reports. It seems to loom over us as the due date for reports approaches. Yet, it isn’t always as insurmountable as it seems. Here are some tips for assessing, organizing, and preparing reports:

  • Create at-a-glance observation pages. These can be created in a grid or a list. Organize students in boxes or lists alphabetically by first name only. Print the observation sheets in a different colour than white, and put about 10 copies on 3 to 4 clipboards. Now they are handy to pick up and record what you notice, hear, see, throughout the day. If you prefer, you can title them to focus your observations, such as Learning Skills or Math skills. When writing reports it is easy to flip through a pile, looking at the same location on each page for anecdotal notes or examples to include in your reports.
  • Self-assessment. Provide time and guidance for student’s to self-assess particular work or their learning skills. It also beneficial to work on goal-setting and reflect on their goals prior to the end of each reporting period. These self-assessments can be useful when writing about their learning skill development.
  • Take photos. Using a smart phone or iPad to take many photos throughout the day can be valuable when writing reports (there are also apps for documenting student work, such as ThreeRing or Sesame). Often, you see students collaborating or participating in photos that you may not have realized during the activity. This happened for me when we had a guest dance instructor in the classroom. I took video and photos throughout the workshop. When I reviewed the video before writing reports I was surprised to see that the students I considered reluctant in dance, were actually dancing!
  • Record marks and brief comments. When I record marks in my assessment binder, I also add a brief comment. For example, after recording the students’ marks for a math test, I add a brief comment such as “doesn’t understand concept (knowledge)” or “needs work on communicating ideas” or “learning to apply…”. Then, when it comes time to write a comment for math in the reports, I have a quick reference that I can use to personalize the comment and the next steps for learning.
  • Maintain student portfolios. Use a crate or plastic bin for files. Make one folder for student and file all tests and work samples. Refer to the file when writing reports to have specific pieces as examples. Then return work to students and start anew for the next assessment period.
  • Build comments. Build subject specific or learning skill comments using brackets or *** to be filled in with comments and examples that are unique to each student. Cutting and pasting the same comment using only modifiers forces students to fit into a high, medium, or low category that may not best represent them.
  • Prepare for interviews. Before parent interviews, review the reports and jot down a few strengths and needs in a notebook (I organize one page per student) to guide your discussion. Then, make notes regarding any comments or concerns the parent offers, as well as any follow-up accommodations or communications you need to do. Then, you have these notes to refer to in any meetings that follow or for your next reporting period.
Finding your own routine of organizing and preparing for report, will help to ease the stress that report writing often brings.

 

Setting Learning Goals

One thing I really try to teach my students is a sense of ownership with regards to their education. All too often, I find students are content to just sit back, be told what to do and where to improve, and never think too hard about their own strengths and needs as learners. It isn’t ever as simple as just asking them what they think they did well and how they could improve next time, though – you have to start small and work up from there. Overall, I’ve found it a really rewarding experience to work with them to create goals, monitor their progress, and reflect on their learning.

I start on the very first day of school, where I ask them (among other things) what some of their goals are for the year ahead. Often my students’ goals are related to learning French, as I teach Middle French Immersion and it’s their first year in the program. I’ll ask them for a bit of detail – so instead of just saying “I want to get better at math,” I ask them what specifically they think they could be doing better in Math. It’s a good starting point to see what they think about themselves as learners. Sometimes it even highlights anxiety right from the start, as I have had students in the past give me a very long paragraph about how “bad” they are at reading, writing, multiplication, etc. It’s also usually very good insight into which students are highly motivated to learn and/or improve their French skills.

In mid-October, after we have gotten a few larger tasks finished and I have had time to see their learning skills and work habits in action, we have a discussion about the six different learning skills on the report card and what those mean for them in practice. I have them complete a self-evaluation using criteria that we develop as a class, giving themselves N, S, G, or E for each learning skill and answering two questions: What do you think you are doing really well? and What do you think you could be doing better? I limit them to only one area to improve, in order to focus their attention; otherwise, some students would put “everything” down for what they could improve.

This first self-evaluation often has students being WAY too hard on themselves. It’s why I always give them my own evaluation of their progress immediately afterwards, so they can see the comparison. Sometimes our opinions line up, sometimes our opinions are wildly different, but it’s an opportunity to have a dialogue with each student individually about what they think of themselves as learners and what I see as their teacher. We discuss both evaluations – mine and theirs – and then decide on a course of action. What will he/she be working towards improving? (Responsibility – managing time effectively and getting work done on or before the deadline.) How will he/she get there? (Break tasks down into steps and check in with the teacher regularly to ensure that he/she is on track.) How will we know that he/she has been successful? (If most work has been handed in on time, it’s probably an improvement!)

I send the student’s self-evaluation and our plan of action home with them when I send the Progress Report in November. It helps students be accountable to their parents about how they are doing in school. If a student is going to give him/herself an S for Collaboration, and I agreed, then the parent knows that it isn’t just me that sees it this way – the student is admitting that they need to work on this area. It allows an opportunity for students to speak with their parents about their strengths and needs, too, and vastly reduces the amount of explaining parents need ME to do come interview time.

By the time first term report cards come up, students have generally had a lot of time to work towards their goals and we can sit down and assess where they are, whether they feel good about their progress or not, etc. We do another self-evaluation following the same format as the first, and I again show them my own evaluation afterwards. We repeat the process: sit down and chat, compare evaluations, decide on a course of action, send both evaluations home with the report card. Sometimes students keep the same goal, if they and I feel that they have more work to do, but others have made good progress by this point and want to tackle another area of need instead.

For the last report card, I still have students do a self-evaluation, but I don’t help them plan the course of action that time. They’re expected to be able to reflect, think critically, and come up with their own plan of attack for how they will work towards their goal over the summer and/or as they enter the next school year. Overall, my students have been very successful with this kind of self-reflection and I have seen a tremendous amount of benefit in having them be accountable for their learning skills and work habits. It sends the message that I feel that the first page of the report card is every bit as important as the academics on the subsequent two pages, and I find that my students take their work habits MUCH more seriously in class knowing that we talk about them so often.

Sometimes I have students who honestly deserve an Excellent in all six skills and don’t have much space for “improvement,” so to speak. For these students, we try to find ways to encourage them to take on more of a leadership role in the classroom so that other students can benefit from their skills and confidence. This, too, has been highly beneficial, especially in a second language classroom. It lets them know that their work isn’t finished when they get their E and that there is always somewhere to go from there.

I would strongly encourage all teachers to talk to their students about that first page of their report card, break the language down to criteria they will understand (because honestly, some of those criteria on the report card are HARD to understand!), and get them to think critically about their strengths and needs as learners.

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IEP Creation and Implementation

What Is an Individual Education Plan?

An IEP is a written plan describing the special education program and/or services required by a particular student. It identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations. For additional information on creating or understanding the IEP, use the following Ontario Ministry of Education link:

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html?view=print

The IEP can have a variety of focuses from academics, accommodations to behaviour and/or social skills. It is essential for students who have been identified as exceptional through the IPRC process. They are also used for students to whom the board feels require special education programs or support to meet curriculum expectations. The IEP is developed within the first 5 weeks of school. It is critical for teachers to seek out as much data about a student as possible (report cards, previous IEP, formal and informal assessments, OSR and any other diagnostic assessments that you are able to complete with a student).

The IEP is drafted by the classroom teacher (usually with support of a school’s Special Education Resource Teacher) and then shared with the parent/guardian for their feedback and finally signed and becomes the legal document by which a student is assessed. It is a detailed document that requires a lot of time to create. It is revisited after each assessment period and adjusted according the progress or lack of progress a student has made toward the target expectations.

This is a critical component to helping each and every child be successful as it epitomizes the need to teach to each child’s needs and not just to a curriculum standard. I highly advise that teachers take the time to familiarize themself with the IEP process.

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Assessment and Planning for Reports

Whenever I complete reports, I seem to reflect on the practice of evaluation and how to improve my assessment practices. Here is what I have  noticed:

  • assessment begins when you first meet your students. This provides a starting point, so you can recognize growth or progress. Initial observations may seem too obvious to record, but are often useful at time of the Progress report or the first interview with parents.
  • observation charts made like a grid with the students first names in alphabetical order are my preferred format. I have tried observation notebooks (one for each student) and index cards. The grid observation chart is simple as I can copy a stack and keep on clipboards around the room for quick accessibility. It is also easy to see if a block is empty – ensuring that I am making observations equitably. I also find these observation charts useful when marking. There is enough space to provide a grade for an assignment as well as a quote or excerpt of the student’s work. I then add the sheet to my assessment binder. When writing reports, I can refer to the grade of an assignment as well as an excerpt, which I include as an example for the report – showing how the student demonstrated their understanding.
  • photos are an excellent way to capture student work and refer to during report writing. I have used my smart phone to capture pictures of the students in tableaux, their writing in their notebooks, artwork, collaborative pieces, brainstorming discussions, math activities, and music (video of the students experimenting with instruments). Referring back to the photos and videos provided evidence of student engagement and understanding that I may have missed with anecdotal notes.
In addition to my preferred practices, there is a section in The Heart and Art of Teaching and Learning book (pp 84 -90) that provides practices more specific for Early Years, guidelines and considerations for report card comments, as well as information on IEPs and English Language Learners.