ASSESSMENT AND EVALUATION Regina Public Schools

At the request of high school principals, a committee was struck to review Grade 9 evaluation and reporting. Due to the implementation of the advisory groups, it was decided that implementation of the recommendations would be considered for the 2008-2009 school year.

What follows below is a summary memo sent to principals and staffs in the spring of 2007.

RE: Grade 9 Report Card Committee Recommendations

The following recommendations come from the Grade 9 Report Card Committee, which has finished its work. The Committee members were diligent and knowledgeable, and we thank you for your nominations of excellent teachers to undertake this work.

In order to move forward and prepare any changes for fall 2007, we need to have a full discussion with all high school teachers about these recommendations, and develop a consensus on changes needed.

At this time, we are seeking input from high school principals about the best process for informing staff about the recommendations and gathering their feedback to make decisions for this coming fall. Is it possible to have a discussion at a staff meeting? What support would you require for this to occur? Are there other possibilities?

Recommendations of the Committee:

• Achievement Scale would be percentage marks, in keeping with Grades 10-12. Within the Achievement mark, 90% would represent achievement of curriculum objectives, specifically knowledge and skill objectives for the course.
• The remaining 10% of the Achievement mark will be for effort and participation, for which a rubric has been developed. The Effort and Participation Rubric created by the sub-committee is supported as written. Suggestions for edits should go to Greg Smith or Mike Walter by email as soon as possible. Because 10% of the mark is designated for effort and participation, there would not be a separate effort mark for each subject.
• A Guideline is suggested with respect to late submission of student work: Teachers are encouraged to adapt their policy on accepting late assignments to students’ situations. The goal is to ensure that students learn the objectives intended by assigning the work. A mark on any assignment may not be reduced by more than 40% if handed in up to a month before the end of the term (that is, by the end of December or the end of May).
• The Personal and Social Growth Rubric and Goal Setting Form will be filled out by students in the student advisory groups each term. A copy of each will go home with the achievement reports (which include comprehensive or SIRS printout, Gradebook detailed sheets and attendance summary).
• An insert with the Curriculum Focus and Assessment Focus will be included with the first available report card sent home. That could be either the interim report or the midterm report, depending on the school. An insert has been created for Grade 9 Mathematics Problem Solving , similar to those of previous grades, to assist parents to understand standards for mathematics in high school.
• Reduced and Enriched designations will be available to use for modifications that reduce or enrich the curriculum objectives only after a process has been followed which will include discussion among administration, teacher(s), LRT and school student achievement committee, and conversation with parent(s)/guardian(s) and student which will include reasons for proposing a reduced or enriched program, programming changes which have and might occur, and implications for high school and post-high school opportunities.
• Portfolio Development is a topic best left for the Student Advisory Group to develop. It is suggested that in-service for the new Grade 9 reporting occur if at all possible prior to the end of the 2006-2007 school year. In-service should be provided to Core Leaders and Grade 9 teachers specifically, and it may be possible to use some Professional Learning Days to accomplish this task.