Program Evaluation:

PYP Student Report Card System

Another International School
Somewhere, India
December 2014

Ronen Cohen
Boise State University
Educational Technology
Course 505: Evaluation for Educational Technologies

Fall 2014

Summary
Another International School has been in existence since 2008. The Student
Report system has changed several times since then (there is no documentation of the
changes), and with the arrival of a new curriculum coordinator (in August 2013) and a
new Primary Principal (in August 2014), further modifications have been introduced.
The Student Report system includes student evaluations from both homeroom and
single-subject teachers.
The goals of this evaluation were (1) to determine if the program successfully
achieved the goals and objectives as outlined in the schools Reporting Guidelines
(Appendix A), and (2) to identify the perceptions and experiences of stakeholders
(teachers, parents, and administrators) so that they inform future modifications to the
Student Report system.
Drawing on the programs goals and objectives, the evaluator met with various
stakeholders and sent out a survey to determine what different stakeholders would like
the evaluation to focus on. Once these were identified, the evaluator met with
stakeholders once more and collaboratively brainstormed evaluation questions, which
drove the evaluation. Questions were then collated and agreed upon by the evaluator
and the Primary Principal and Curriculum Coordinator. In order to solicit both
quantitative and qualitative data, the evaluator designed online surveys based on the
evaluation questions for the three distinct groups of stakeholders (administrators,
teaching staff, and parents). Once completed and collected, data was then analyzed.
As mentioned above, the Student Report program at Another International School has
gone through frequent changes in the past. However, it is worth noting that the new
leadership demonstrated a commitment to assessing current practices and designing
and implementing long-term procedures. Based on survey responses, the
administrators possess a clear idea about what a comprehensive assessment and
reporting policy includes, and already begun making amendments to past practices,
introducing new assessment and reporting documents to create clearer and more
standardized systems. This evaluation revealed that in general, parents view the
Student Report as a clear and comprehensive document. This being said, the Student
Report system only partially meets the program goals.
Some of the concerns raised by different stakeholders indicate that in order to
align the Student Report program with the programs goals and objectives, more work
needs to be done. More assessment and reporting documents need to be created,
published, shared with all stakeholders, and implemented. Curricular work must
continue in order for the school to provide stakeholders with measurable outcomes and
conceptual understandings, and to include them in the Student Reports. Streamlining
reporting practices would allow for more objective and consistent products. Due to
parent responses about ambiguity and lack of substantive information in single subject
teachers reports, it would be beneficial to further examine these reports and explore
how they can portray a more accurate and comprehensive picture of students
achievement and progress. Finally, a thought should be given to how the Student
Report can better complement conferences and goal setting as well as the procedures
and practices that are already in place.

Description of the program evaluated

The Student Report includes evaluations from two groups of teachers. The first
group is composed of homeroom teachers, who evaluate students in the areas of
Literacy, mathematics, units of inquiry, and personal/social development. These
teachers write three sets of Student Reports in the form of a 500-character narrative as
well as several content-specific indicators for each area. The second group includes
single subject teachers, who evaluate students in the areas of Language B or English
as Additional Language, music, art, physical education, host culture, and information
literacy. They report during the midterm (January) and end of year (June) sessions, and
their reports include 500-700 subject descriptions as well as 500 characters of
individualized comments per student.
The schools PYP Student Report Guidelines document (Appendix A) outlines
the purpose of reporting at Another International School. In order to standardize teacher
comments, the document also includes information about tone, type of text, structure,
language, punctuation, and spelling. Finally, the document explains the procedure of the
documents creation- from drafting comments to when the document is sent home with
students. Additionally, prior to each reporting session, a staff meeting is held to explain
and discuss the guidelines and timeline, and answer any teacher questions or concerns.
Program Objectives
Using the PYP Student Report Guidelines document, the evaluator, the Primary
Principal and the PYP coordinator extracted the following statements as objectives of
the Student Report program:
1. Report cards are a part of the schools comprehensive assessment and reporting
policy that is consistent with IBO guidelines and Board of Directors policies
2. The Student Report supports learning by providing information to students and
parents about achievement and progress, and to indicate areas for further
development
3. Teachers provide accurate and comprehensive information about the students
academic, social and personal development.
4. The Student Report is a measure of school accountability for student learning and
progress.
Program Components
The Student Report system is comprised of three annual reporting sessions. The
procedure for each session is outlined in the PYP Student Report Guidelines document.
The process consists of teachers composing their narrative comments, a peer-edit, and
revisions. Once completed, the Primary School Principal or the PYP coordinator make a
review, and if needed, the teacher revises again. The narratives and indicators are then
uploaded to ePortal (one of the schools Learning Management Systems), they get
printed and signed, and the Primary School Principal makes a final review before the
Student Reports are enveloped and sent home with respective students. The revision
process follows a published timeline, which lasts approximately 8 days from the time of
submitting the peer-edited reports until they are sent home with students (See
Reporting PowerPoint Presentation, 2014-2015).

The following table displays the reporting and conferencing schedule for the
academic year 2014-2015 as outlined in the Reporting and Conference Timeline
document:
Date
11/08/14
30/09/14
6/10/14
30/01/15
4/02/15
10/04/15
29/04/15
18/06/15

Event
Beginning of academic year
Mid-Semester One Report
(literacy, mathematics, personal/social development, and
first unit of inquiry)
Student/Parent/Teacher Conference
Semester One Report
(literacy, mathematics, personal/social development, and
second and third units of inquiry)
Student/Parent/Teacher Conference
Mid-Semester Two Report
(fourth unit of inquiry)
Student-led Conference
Semester Two Report and last day of academic year
(literacy, mathematics, personal/social development, and
fifth and sixth units of inquiry)

Following each reporting session is a three-way conference. Three-way

conferences are to be attended by the homeroom teacher, the student, and the
parent/s. Single subject teachers do not partake in report writing or the conferences
during these sessions. Single-subject teachers report and hold optional conferences
with students and their parents in February and April. The last conference (29/04/15) is
a portfolio conference led by the student.

Evaluation Method
Participants
In order to identify if the programs goals and objectives have been met, three
groups of stakeholders were selected to be included in the Student Report evaluationadministrators, teachers, and parents. The first group included the Primary School
Principal and the PYP coordinator. The role of these administrators is to design and
oversee the Student Report program. The second group consisted of 14 Primary School
homeroom teachers and 24 single subject teachers. The teachers role, aside from
teaching, is to report on each of their students progress. The third group was composed
of 119 sets of parents of Primary School students. The group was chosen because of
their role as clients, and their experiences and perceptions were of major importance to
understanding the effectiveness of the program.
Procedures
The Student Report evaluation idea was first introduced to the administrators,
who gave their consent for it to take place. The evaluator and administrators then met in
person and collaborated online to extract and finalize the programs goals and
objectives. Due to the short timeline for the evaluation, the evaluator and the Primary

School Principal arrived at a decision to narrow the scope of the evaluation to include
the three abovementioned stakeholder groups, and design one survey per group. Due
to the small number of stakeholders in each group, no population sample was selected.
All members of the three groups were asked to fill out a population-specific online
survey created on Google Forms.
The evaluator introduced the evaluation to teachers during a staff meeting and
conducted a short session with the goal of ensuring teachers are aware of the program
goals and to brainstorm evaluation questions to guide the evaluation. Teachers were
also asked to fill out a survey to indicate what they would like the evaluation to focus on.
The evaluator collated responses, and created evaluation questions. After the
administrators approval, the three surveys were sent out to administrators, teachers
and students parents. The evaluation took place between reporting sessions and had
no perceived impact on teaching and/or learning.
Data Sources
As mentioned in the Procedures section of this report, the evaluation included three
surveys, which were directed toward the three identified stakeholders at the schooladministrators, teachers and parents. Each of the surveys included three sections:
1. A general information section, which was composed of questions designed to
identify and sort through the population (number of years at the school, grade level
involvement, etc.);
2. A main section, with a number of questions in regards to the identified programs
goals and objectives; and,
3. A final section, which asked respondents to identify the programs strengths,
weaknesses, and asked for ideas for its improvement.
Surveys were created using Google Forms and included a combination of open-ended
questions (paragraph responses), rating questions (one answer responses), and ticking
questions (multiple option responses).

Results
Surveys
The primary data for the evaluation of Another International School comes from
the three online surveys taken by the schools administrators, teachers and parents.
Survey questions were related to the evaluation questions, which came from the
identified programs goals and objectives. Questions for each stakeholder intended to
identify practices and perceptions (as explained below), and questions across the three
surveys were designed to check and identify gaps between (1) administrators
perceptions and teachers understanding and practice, and between (2) teachers
practice and parents perceptions.
Administrator Survey
The survey was sent to the programs administrators electronically. Both
administrators (100%) completed the survey. Questions on the survey were quantitative
and qualitative, and related to the programs goals and objectives. They were designed
to solicit their opinion of the programs alignment with the Board of Directors policies

and the International Baccalaureate guidelines, to identify their vision of a

comprehensive Student Report system, and to identify their understanding of existing
reporting practices.
Figure 1 in Appendix B, Administrators level of agreement: Report card policies
vs. Board of Directors policies and IBO guidelines, relates to the programs first
objective. One administrator responded agree and the second neutral for both
questions. This hints that as a whole, the programs administrators have some doubt
that the schools assessment and reporting policy is consistent with the IBO guidelines
and the Board of Directors policies.
Figure 2 in Appendix B, Level of agreement to reporting about academic
achievement and progress, and areas for improvement, relates to the second objective
and compares results from the three stakeholders. Administrators responses were split
on the question about academic achievement and progress (one reporting sometimes
and the other most of the time in both cases). All surveyed teachers (100%) replied they
report on all three areas. Parent responses were more diverse, with responses to the
surveys as follows: never- 2,1,3 (respectively), sometimes- 9,11,15 (respectively), and
always- 20,19,13 (respectively).
Teacher Survey
The survey was sent to teachers electronically. After two reminder e-mails, 11
out of 14 (79%) homeroom teachers and nine out of 24 (38%) single subject and
learning support/English as Additional Language teachers filled out the survey. The
questions on the teacher survey were intended to identify their practices, confidence
with the Student Report, and general beliefs and understanding of the Student Report
system.
Figure 3 in Appendix B, Level of agreement: Teachers level of understanding of
the Student Report system, shows responses from teachers and administrators about
teachers levels of understanding of reporting tasks. The percentage scale used in the
chart indicates respondents level of agreement to the two statements. Both groups
were given a rating scale from strongly disagree to strongly agree. Both administrators
rated agree to both questions. Teachers responses were more diverse. When asked if
they know what to report about, two out of 20 teachers (10%) disagreed, two out of 20
(10%) reported neutral, eight out of 20 (40%) agreed, and eight out of 20 (40%) strongly
agreed. When asked if they know how to report, one out of 20 teachers (5%) disagreed,
four out of 20 (20%) reported neutral, eight out of 20 (40%) agreed, and seven out of 20
(35%) strongly agreed.
Figure 4 in Appendix B, How information on the report card is used, relates to the
programs first objective (report cards are part of the schools comprehensive
assessment and reporting policy). Administrators were asked how many teachers use
the information in their reports to follow up in four different ways. The scale used
included six percentage bands (0%-10%, 11%-30%, 31%-50%, 51%-70%, 71%-90%,
and 91%-100%). Responses to setting goals were similar (31%-51%), while responses
to meet with parents had the biggest difference (31%-50% and 71%-91%). Responses
to adjusting instruction and provide additional support were 31%-50% vs. 51%-70% and
11%-30% vs. 31%-50% respectively. Teachers were asked how they use the
information they report on, with the option of ticking multiple boxes. Respondents

indicated the following: 16 out of 20 (80%) set up goals with their students and indicate
a 40% difference from administrators responses, 11 out of 20 (55%) set up meeting
with parents (a negligible 5% difference), and 15 out of 20 (75%) adjust instruction and
provide additional support based on the information they included in their reports (25%
difference and a significant 45% difference respectively). In order to compare responses
from administrators and teachers, the average administrators percentage was used.
For example, the percentage rate for meet with parents (50%) was achieved at using
the mean of 31% (the lowest percentage) and 91% (the highest percentage).
Parent Survey
The survey was sent to parents electronically, with a note from the PYP
coordinator briefly explaining what the evaluation is about. 31 out of 119 families (27%)
filled out the survey. No reminders were sent after the initial e-mail. The questions on
the parent survey were intended to solicit information about how they use the Student
Report as well as to identify their level of satisfaction with it.
Figure 5 in Appendix B, Survey questions: Is the report accurate and
comprehensive?, relates to the programs third objective and synthesizes stakeholders
responses about the accuracy and comprehensiveness of reporting about students
academic, social and personal development. The percentage scale used in the chart
indicates respondents level of agreement to the statements. Respondents were given a
rating scale from strongly disagree to strongly agree as well as a not applicable (NA)
option. The NA option was provided for stakeholders who are new at the school and at
the time of taking the survey had not yet received a report. In the analysis of the
responses, NA responses were omitted and percentage was re-calculated to reflect the
new parts of wholes. In this chart, responses are grouped into either agree (composed
of agree and strongly agree responses) or disagree (disagree and strongly disagree),
whereas 100% in the chart represents the entire group responding with agree and
strongly agree.

Discussion
The purpose of this formative evaluation was to determine whether Another
International Schools Student Report system successfully achieves the programs
objectives and to identify the perceptions and experiences of stakeholders so that these
inform future modifications to the Student Report system. The evaluation utilized both
qualitative and quantitative data in the form of online surveys. This report presented and
discussed the evaluation process and the data found and analyzed through the surveys.
Responses from the three surveys suggest that teachers reporting practices are
mostly accurate and comprehensive and that existing procedures and expectations
need to be further developed and implemented in order to properly align the Student
Report system with the programs stated objectives. A discussion of specific results as
they relate to each program objective follows.
Objective #1: Report cards are a part of the schools comprehensive assessment
and reporting policy that is consistent with IBO guidelines and Board of Directors
policies

Administrators at the school reported a clear vision of what a comprehensive

assessment and reporting policy includes, and some supporting documents (such as
the PYP Student Report Guidelines and essential agreements about assessment,
feedback and marking, and teaching and learning) were created as means toward
achieving this goal.
Policies at Another International School align with the Board of Directors
reporting policies, which include the frequency of reporting and the inclusion of written
and oral communication (report cards and conferences) to ensure parents are well
informed. The schools reporting policy is mostly aligned with the IB guidelines. One
important aspect of reporting that is lacking in the schools policies is the emphasis on
the Learner Profile. In the Making the PYP Happen document (December 2009), it is
stated that, Schools are required to report on each students development according to
the attributes of the learner profile. (p.51).
In order to more successfully achieve this objective, the evaluators
recommendations include further development of assessment and reporting documents,
and collation of the various existing documents into a comprehensive Assessment and
Reporting Policy document. The document should be published and circulated among
all stakeholders. Furthermore, emphasis should be put on explanation and discussion of
the documents in order to ensure understanding and utilization by teachers. Secondly, it
is essential that emphasis on the IBs Learner Profile attributes be given in the Student
Report.
Objective #2: The Student Report supports learning by providing information to
students and parents about achievement and progress, and to indicate areas for
further development
The three surveys revealed some teacher uncertainties about what and how to
report, as well as gaps between teachers and administrators / parents views in
regards to reporting about achievement, progress and areas for further improvement.
Although 100% of teachers indicated they report about all three areas, administrators
and parents reported that this was not the case. 10% of parents reported that the lack
of reporting about areas for improvement is a weakness in the system.
Although it was difficult to differentiate between parent comments about
homeroom teachers and single subject teachers, the further feedback section revealed
that some parents see single subject teachers reports as too general and not
individualized, and therefore having little to no value toward work and progress in
these areas.
In order to better fulfill this objective and create a more balanced report, it is
important to ensure all teachers have a clear understanding of what and how to report.
It is recommended that the school provides teachers and parents with clear standards
and benchmarks for different areas of the curriculum, and to set mechanisms in place to
ensure they are being used in the Student Report. It is also recommended that further
examination of the reporting guidelines for single subject teachers takes place in order
to ensure comments include meaningful and personalized information about
achievement, progress, and areas for further development.

Objective #3: Teachers provide accurate and comprehensive information about

the students academic, social and personal development.
The most common parent feedback about the systems strengths was that it was
clear (11; 35%) and comprehensive (12; 39%). This being said, the gaps between
different stakeholders responses in regards to the reports accuracy and
comprehensiveness were significant enough that they cannot be ignored, as do the
comments about inconsistent and subjective reporting. It is the evaluators belief that
these stem from the absence of standards and benchmarks in some areas of the
schools curriculum, as well as the lack of use of specific outcomes, skills and
understandings in the reports, which forces teachers to rely on unstructured narratives
to substantiate their comments. Although the use of both narratives and indicators in the
Student Report was designed to provide structure for both personalized comments and
to benchmark certain academic and non-academic areas, some parents expressed their
concerns that the report was generic and vague (4; 13%), that the comments were too
long (3; 10%), and that they had difficulties understanding the grading system (3; 10%).
The significant gaps in reporting about how the information on the Student
Report document is being utilized indicate that it exists in isolation.
I order to better achieve this objective it is the evaluators recommendation that
the assessment data used to support and create the Student Report is displayed in
some capacity in the report. It is also recommended that the teacher/parent/student
conferences that follow the report allow participants more time to discuss achievement
and progress, review individual goals, and set new ones.
Objective #4: The Student Report is a measure of school accountability for
student learning and progress.
The lack of clear and stated standards and benchmarks in all areas of the
curriculum, together with stakeholders perceptions of inconsistencies and inaccuracies
in the content and style of reporting, and over a fifth of teachers reporting to be unsure
of what and how to report, point to the fact that this objective has not yet been achieved.
By meeting the above three objectives, the Student Report would become an
accurate measure of the schools accountability for learning and progress.

Project Cost
This evaluation project was conducted by a staff member of Another International
School as part of his graduate studies. No costs were incurred to the school as a result
of this evaluation; therefore the costs below represent the total savings the school would
have spent on an outside evaluator.
Evaluation activities in this section include meeting with different stakeholders at
Another International School, travel costs, time to prepare surveys and analyze the
data, and time for preparation of the final evaluation report.
Daily Rate:
Travel (City Center to the schools location):
Per Diem:
Miscellaneous Supplies:

15 days X INR 30,000 = INR 4,50,000

3 days x INR 600 = INR 1,800
= INR 1,500
= INR 6,000
Total = 4,59,300 INR

Appendix A: Excerpts from The Schools Reporting Documentation

1.

Board Policy on Reporting: Board Policy Manual: Policy 8.140:

The school will report student progress to parents and guardians on a timely basis after
each quarter of the school year. A comprehensive plan for school/home
communications is essential if clear understandings are to take place. Therefore, a plan
with combinations of written and oral communications has been devised in order to
insure that clear and concise information is transferred. Teachers will also use a variety
of methods to be sure parents know the progress of each student.

Parent/Teacher Conferences: At least one will be held each year.

Report Cards: They will be issued at the end of each grading period.

2.

PYP Student Report Guidelines (September 2014):

"The purpose of the Student Report is to support learning by providing information to

students and parents about achievement and progress, and to indicate areas for further
development. It serves as a formal record at a point in time of a students progress and
achievement. Teachers are responsible for providing accurate and comprehensive
information about the students academic, social and personal development.
Furthermore, reporting on student achievement provides a measure of school
accountability for student learning and progress."

Appendix B: Charts
Figure 1: Administrators level of agreement: Report card policies vs. Board of Directors
policies and IBO guidelines.
Administrators level of agreement: Consistency with
guiding documents
Board of Directors
policy

Strongly Disagree Neutral

Disagree

Agree

Strongly
Agree

International
Baccalearuate
guidelines

Figure 2: Level of agreement to reporting about academic achievement and progress,

and areas for improvement.
Teachers' reporting about different areas
100%
80%
60%

Administrators

40%

Teacher

20%
0%

Parents
Academic
achievement

Academic
progress

Areas for
improvement

Figure 3: Level of agreement: Teachers level of understanding of the Student Report

system
Level of agreement: Teachers' understanding of the Student Report system

100%
80%

Administrator
perceptions

60%

Teacher responses

40%
20%
0%

Teachers know what to report about Teachers know how to report

Figure 4: How information on the report cards is used

How do teachers use the information they report on?
100%
80%
Administrators'
responses

60%
40%

Teachers'
responses

20%
0%

set up goals

meet with
parents

adjust
instruction

provide
additional
support

Figure 5: Survey questions: Is the report accurate and comprehensive?

Reporting about student development:
Level of accuracy and comprehensiveness
100%
80%
60%

Administrators

40%

Teacher

20%

Parents

0%

Academic:
Comprehensive

Academic:
Accurate

Social:
Social: Accurate Personal:
Comprehensive
Comprehensive

Personal:
Accurate

Appendix C: Administrator Survey and Narrative Responses

https://docs.google.com/forms/d/1xSBFb7hK56_RWk4kV59mFdDvTD9DK_2JLQFVYubfPpw/viewform

(Please note: Narrative responses such as NS, none, not so far, or left blank were omitted)

1. How many years have you been at Stonehill?
year (This is my first year) 2-3 years 4-5 years
More than 5 years

2. What do you believe a comprehensive assessment and reporting policy includes?

3. Do you believe the current PYP reporting policy is consistent with the IBO guidelines?
Strongly Disagree
Disagree Neutral
Agree
Strongly Agree

4. Do you believe the current PYP reporting policy is consistent with GC policy on reporting?
Strongly Disagree
Disagree Neutral
Agree

5. How should report cards support learning?

6. Please rate the following statements according to your experiences.

Teachers' reports provide information about each students

academic achievement.
Teachers' reports provide information about each students
progress.
Teachers' reports provide information about each students
areas for improvement.
Teachers' reports support student learning

Strongly Agree

Never

Rarely

Sometimes

Most of
the time

Always

7. Based on your experience, how many teachers use the information they include in their reports to do the
following

set goals with individual students

meet with parents
adjust instruction/ differentiate
provide additional support to students

0% -
10%

11% -
30%

31% -
50%

51% -
70%

71% -
90%

91% -
100%

8. Please indicate your level of agreement towards the following statements:

Teachers know WHAT to report about during

each reporting session.
Teachers know HOW to report during each
reporting session.
Teachers reports about students ACADEMIC
development is ACCURATE.
Teachers reports about students ACADEMIC
development is COMPREHENSIVE.
Teachers reports about students SOCIAL
development is ACCURATE.
Teachers reports about students SOCIAL
development is COMPREHENSIVE.
Teachers reports about students PERSONAL
development is ACCURATE.
Teachers reports about students PERSONAL

Strongly
Disagree

Disagree

Neutral

Agree

Strongly
Agree

N/A

Strongly
Disagree

Disagree

Neutral

Agree

Strongly
Agree

N/A

development is COMPREHENSIVE.

9. How is academic development being measured in the PYP?

10. How is social development being measured in the PYP?

11. How is personal development being measured in the PYP?

12. Do you believe reporting is consistent across the PYP? Please explain your answer

13. What mechanisms are in place to ensure reporting is clear and consistent across the PYP?

14. Are there clear standards and benchmarks for reporting at each grade level? How do you think this affects
reporting?

15. Does the school keep adequate records of student learning and progress?

Never Rarely
Sometimes
Most of the time
Always

16. How would you define adequate record keeping?

17. What do you think Stonehill's PYP report card system's strengths are?

18. What do you think Stonehill's PYP report card system's weaknesses are?

19. What changes/additions would you like to see in Stonehill's PYP report cards?

------------------------------------------

I don't know

What do you believe a comprehensive assessment and reporting policy includes?

Why we report. How we report and when we report.
Purpose of reporting Importance of reporting Aims for reporting at Stonehill The forms of reporting Outline of the
reporting procedures and expectations at each school level - Primary and Secondary.
How should report cards support learning?
Listing the outcomes and conceptual understandings covered Identifying student achievement with regards to
the outcomes and conceptual understandings Allowing another means for monitoring student progress over
time Highlight student strengths and weaknesses Used as another means for data collection to tailor student
support according to specific areas of need - consolidation or extension.
They should also provide effective feedback for the learner. They should provide an indication of where a
learner is on a continuum with practical advice on what the learner needs to do next to take the next step in
their learning.
How is academic development being measured in the PYP?
With a rang of assessment tools and strategies as outlined in the Assessment Agreement.
Standardized testing - PIE, PIM, NGRT, Writing Samples, PM/PROBE, Early Years Assessment, Literacy
Profile Subject specific formative and summative assessments based on PYP scope and sequence documents,
inclusive of conceptual understandings and outcomes.

How is social development being measured in the PYP?

Social development is referred to explicitly in the PSPE Scope and Sequence which is tracked and assessed in
the Early Years. It is measured throughout the PYP in the report card, but not using PSPE outcomes.
Early Years Assessment Teacher observation and anecdotal records
How is personal development being measured in the PYP?
Early Years Assessment Teacher observation and anecdotal records

 Personal development is referred to explicitly in the PSPE Scope and Sequence which is tracked and assessed
in the Early Years. It is measured throughout the PYP in the report card, but not using PSPE outcomes.
Do you believe reporting is consistent across the PYP? Please explain your answer
Reporting is not consistent. With an absence of articulated, specific curriculum, teacher's and grade level's
expectations are not aligned. The report format lack specific outcomes, skills, understandings and therefore
relies on narratives, which individual teachers approach differently across the school.
No. Different teachers provide varying quality of reports. Some teachers write detailed individual reports that
demonstrate an in-depth knowledge of the child's progress and development, while other teachers write
impersonal generic reports with an over-reliance on 'cut and pate'.
What mechanisms are in place to ensure reporting is clear and consistent across the PYP?
There are guidelines issued at the beginning of the reporting process.
Report guidelines were revised in September 2014 to offer a higher level of consistency with regards to the
writing of comments. Staff meetings have been dedicated to reporting so as to better inform teachers of the
process, timelines and expectations. Peer-editing and revision processes encourage consistency and quality of
comments. The size of the text boxes have been decreased to encourage quality rather than quantity for all
teachers and subjects
Are there clear standards and benchmarks for reporting at each grade level? How do you think this affects
reporting?
There are not clear standards and benchmarks for reporting as these have not been articulated through the
curriculums as yet. This has a significant effect on reporting, again as the majority of the reports are based on
narrative comments from teachers as opposed to clear and specific outcomes.
No. This is in development. Clear standards and benchmarks will improve the quality of reporting.

How would you define adequate record keeping?

Quarterly written reports that record progress ant attainment over time.
Adequate would be a form of recording that measures and tracks student achievement of the written curriculum
for each subject area over the course of their PYP experience at Stonehill.
What do you think Stonehill's PYP report card system's strengths are?
That it is in the process of review. That the school is willing and wanting to make changes so that the
documents are useful to parents, students and teachers. Changes already made have provided a more
aesthetically pleasing format. The current information offered is succinct and seemingly user friendly. Reports
are consistent in the information offered throughout the year
The narrative gives teachers freedom to personalize their reports. It covers the 5 essential elements of the PYP.
What do you think Stonehill's PYP report card system's weaknesses are?
Lack of benchmarking against specific outcomes.
The weaknesses stem from the lack of curriculum and therefore articulated expectations/outcomes for students
to show achievement and for teachers to report on. The format is unattractive.
What changes/additions would you like to see in Stonehill's PYP report cards?
Include a student self-reflection and traget setting section. Include an online gradebook linked to specific,
measurable outcomes.
I would like the changes to directly align with and convey the curriculm - which is in process.

Appendix D: Teacher Survey and Narrative Responses

https://docs.google.com/forms/d/1Y0SAt9HvRqrTNGbZXnuJ6oaZindoY-3GALv_0_-_s7g/viewform?usp=send_form

(Please note: Narrative responses such as NS, none, not so far, or left blank were omitted)
1. How many years have you been teaching at Stonehill?
1 year (This is our first year)

2-3 years

4-5 years

More than 5 years

2. Please indicate your role at Stonehill

Homeroom teacher

Single Subject teacher

Learning Support / EAL

3. Please indicate the age group/s you teach

Early Childhood (P1-P3)

Lower PYP (P4-P6)

Upper PYP (P7-P8)

4. What kind of information do you include in your report cards?

Academic achievement

Student progress

Areas needing improvement

Personal growth

Emotional growth

Social growth

Other

4. How do you use the information you report on?

Set up goals

Set up a meeting with parents

Adjust instruction/ differentiate

Provide additional support to students

Other

5. Please rate each question below

Strongly
Disagree
I know WHAT to report about during each
reporting session
I know HOW to report during each reporting
session
I report ACCURATE information about each
childs ACADEMIC development
I report COMPREHENSIVE information about
each childs ACADEMIC development
I report ACCURATE information about each
childs SOCIAL development
I report COMPREHENSIVE information about
each childs SOCIAL development
I report ACCURATE information about each
childs PERSONAL development
I report COMPREHENSIVE information about
each childs PERSONAL development

Disagree

Neutral

Agree

Strongly
agree

N/A

6. What do you see as the PYP report card system's strengths?

7. What do you see as the PYP report card system's weaknesses?
8. What changes/additions would you like to see in the PYP report card system?
-----------------------------------------What do you see as the PYP report card system's strengths?
the change to lesser "characters"
It can get as detailed as the teacher wants to be. Specific situations can be brought up to highlight development
and growth and achievement.
I do a separate report so cannot accurately comment on this
Comment lengths are limited, but
NOW it allows for precise information to be communicated given the word limit.
Its not limited to standardized grades and assessment.
It provides a platform for documenting the progress of every child in a holistic way covering all areas - academic
and non-academic.
comments give it a human touch
I haven't seen one yet
I'll use it for the first time. I will experience this now.
While I only have only taken part in mid-term reports, and have only written the narrative reports that my
department is responsible for - I can say that the Learning Support/EAL reports, along with the HR reports give
a good overview of how students receiving support are doing. I think the midterm reports
We report about important aspects of children's learning and development We are getting more procedures in
place to support new teachers and to make sure reporting is consistent among all teachers
What do you see as the PYP report card system's weaknesses?
The system sometimes fails and information/comments have to be re submitted.
I don't think they have specific benchmarks on them? I know the school is developing those...I find this difficult
to answer at this stage.
There is no continuous information and report about students' progress for parents or teachers to check and
reflect upon.
The word limit - especially when you do two units together.
e-portal is not user friendly and frustrates the user.
There is not a clearly defined set of academic objectives and a corresponding evaluation of the student.
Labour intensive and time consuming and too frequent
As a parent myself, I tend to glance at the report card. When there are long narratives, I figure it is just canned
comments with the adjectives adjusted. I would feel I would get more from a brief report card followed by a
student led conference where I can meet with the teacher at the end of that.
Lack of outcomes and blank 'box' does not pinpoint the areas on what the grade levels should be reporting.
Unless the grade levels sit and decide together...two different teachers in the same grade level could be
reporting on different concepts, skills, etc...
I do a separate report so cannot accurately comment on this
It can be vague depending on the student and the teacher.
It takes just as long to write a 500 character comment if it means lots of editing to say what needs to be said.
Reporting times are not driven by achievement or by completion of units, but are fairly arbitrary.
I haven't seen one yet
It has the potential to be vague and formulaic.
It keeps changing Teachers are not always sure what to do and how There is little consistency between
different teachers' reporting style We begin writing reports much too early, which makes reporting not always
complete It takes teachers many many hours to complete reports
unsure
Tedious... So many strands to comment on!! Double-edged sword... I think the U of I reports are too timeconsuming for what they are. The parents are not going to keep them, the schools the children transfer to won't
read them in all their detail. I think they should be mentioned in the mid-year or end-of-year report cards, but not
be reports done in isolation.
It would be beneficial to have access to everyone's reports to help cross-reference particular students.

What changes/additions would you like to see in the PYP report card system?
Does not directly reflect learning outcomes in scope and sequence documents - same language would be
useful for teachers and parents
Specifics outcomes that are taken directly from the unit planners.
Have more student involvement leading to more ownership of the report. Easier the older the kids get.
Have space/numbers dedicated not just to skills and knowledge, but also attitudes
I would like to see the report card include measurable learning outcomes and the narrative, not just the
narrative.
Reduce the number of times the reports are due? I don't really work with reports so I am guessing at this.
While the report is being prepared it would help if I can view it as it would be visible when it is printed out to
parents. This would give me a clear picture of all the information that goes onto the document.
Make it simpler for teachers to complete Make it more objective (Less teacher personality)
Access to all so that we can read the EAL and subject teachers reports. It can also be useful to read previous
homeroom teachers reports to see if recurring issues are arising.
Fewer report cards per year. With two (or is it three?) scheduled conferences each year, and regular
communication with the parents (with other conferences as needed), I think that two report cards/ year is
adequate. We should drop the interim reports, as we are still in the process of organizing the routines of the
class and assessing the students then.
More outcomes oriented so that it cuts the guess work out of what teachers mean. It would also lessen the
inconsistencies between teachers reporting styles and streamline our reporting process.
I am sure I could say more after seeing a full year of student reports.
Specialist reports are very generic and should have more focused information about the student they are writing
about and not just state what the learning objectives for the lessons have been or make general statements for
the whole grade level. ELL / LS and Homeroom reports should be combined into one report so that the SAME
information is shared with the parent. Two different viewpoints for the same child is not professional for the
school or useful for the parent.
Integration of S&S, standards, or continuum of learning, so that we can mark where kids are and speak to the
specific areas of strength or weakness.

Appendix E: Parent Survey and Narrative Responses

https://docs.google.com/forms/d/1G17SAHRXlnxpJdWE_zdbt8gssJKf7o91K9kL7c-6Jkk/viewform?usp=send_form

(Please note: Narrative responses such as NS, none, not so far, or left blank were omitted)
1. How many years has your child/children attended Stonehill?
1 year (This is our first year)

2-3 years

4-5 years

More than 5 years

2. Please indicate your child's age group If you have more than one child in the PYP, please tick all applicable
options
Early Childhood (P1-P3)

Lower PYP (P4-P6)

Upper PYP (P7-P8)

3. Please rate the following statements

The report cards provide information about your childs ACADEMIC
achievement.
The report cards provide information about your childs PROGRESS.
The report cards provide information about areas of IMPROVEMENT for your
child.

Never

Sometimes

Always

4. How do you use the information in your childs report card?

I read the report card by myself or with my spouse

My child and I read and talk about the report card

I reflect on my child's school work by myself

My child and I reflect on his/her school work together

To set goals with my child

To set up a meeting with my child's teacher

To provide more support to my child

Other

5. Please rate the following statements with regards to the report card.

I receive information about my child's ACADEMIC

development.
The information about my child's ACADEMIC
development is ACCURATE.
The information about my child's ACADEMIC
development is COMPREHENSIVE.
I receive information about my child's SOCIAL
development.
The information about my child's SOCIAL development
is ACCURATE.
The information about my child's SOCIAL development
is COMPREHENSIVE.
I receive information about my child's PERSONAL
development.
The information about my child's PERSONAL
development is ACCURATE.
The information about my child's PERSONAL
development is COMPREHENSIVE.

Strongly
Disagree

Disagree

Neutral

Agree

Strongly
Agree

N/A

6. Is there anything else you would like to tell us about the report card, your interaction with it, etc.?

7. What do you think Stonehill's PYP report card system's strengths are?
8. What do you think Stonehill's PYP report card system's weaknesses are?
9. What changes/additions would you like to see in Stonehill's PYP report cards?
-----------------------------------------Is there anything else you would like to tell us about the report card, your interaction with it, etc.?
I think they are far too long...they could be simplified a lot.
The report cards uptill this year have been of no real use to track my child's progress at school. Comments have
been very generic and vague with no real indicators of how my child has been doing. There is more 'fluff' than
stuff in the reports. Comments from special classes ( ICT, Info Litt, Art, Music, Lang B) have all be absolutely
useless with the comments having little to no value towards my child's work and progress at school in these
areas. There needs to be more effort made from these teachers to be more specific and report accurately about
each individual child and not have the parent feel the report is a generic statement that can be found in any
other report for that grade. There are no references made to specific goals or achievements my child makes in
these classrooms.
General observations are fine and on the mark but it can be too fluffy. While I think some of the personal
observations can be insightful there is generally far less depth around academics I like how IIB (and thus report
cards) encourage curiosity and ways of thinking I still don't believe the balance is yet right with fundamentals
(reading, writing, spelling, maths)
Report card together with a parent-teacher converstation is the best in my opiion.
While I found the report card useful for some ares I found personal meeting with Home Teacher and Learning
support teacher more useful.
I love the deatiled report cards and the effort put into them. It is a great feedback for our child and us...
I felt the evaluation of my child in the report card was too general. Individual strengths and weakness did not
become clear enough to me which would have in turn helped more for supporting the child at home.
No, I find it appropriate.
I would like the ratings to be more differentiated to better judge how my kid is doing.
No it's pretty comprehensive
I read it a couple of times and underline the important information.
Occasionally it seems to me that teachers may have cut and pasted between reports because he/she or
his/hers are sometimes wrong.
I think it's good to have one, I always like to receive it and to ask my child to explain what I don't understand.
I would like to know what is the scale of the report is it according the end of the year or to present time of the
child level
This is our first year at stonehill and so far I only got the first intermediate report before the end of the year
report.
Very positive but sometimes a little bit too superficial
What do you think Stonehill's PYP report card system's strengths are?
Looks at the whole child.
Gives information on the UOI, Ib Profiles is clearly seperated in different areas like language, maths,... Clean
and simple overview
I can only talk about the report card from our previous IB school. It has information about how the child is doing
in each area/subject and also social and emotional development. Information well organise by subject.
They cover various specialists which I like
It gives us a link between home and school and it helps to see our children development from every teachers
point of view.
I can't comment much as this is my child's first year at Stonehill and we haven't seen any report card but as far
as I know I have heard mixed reviews.
Very clear and to the point
Very detailed and comprehensive.
To put the achievements of the child first is a good motivator.
Addresses all levels of kids ability
Very structured. Not judgmental for the child, focused on areas of improvements.
NONE but we hope it will change soon. The report card THIS YEAR from the homeroom has been somewhat
better and the credit for that goes to the homeroom teacher.
Each teacher gets to share progress

 It's comprehensive information from most teachers, only a few are sparsely written.
It's very personal and the teacher's always provide insightful feedback. Some schools reporting systems are
very generic with very little "Comments" or "Feedback" regarding your specific child.
PYP report card is pretty straight forward. It gives a comprehensive a glance report of my child's performance.
I can't think of one. Except that you ate focusing on it. Good. They need work.
I am very impressed about the report card because most of the teacher look and see each of the child's details
about their strengths and weakness, and reported very accurately.
I like the details that are provided, rather than letter grades
Short and simple
Quite easy to understand
Teacher comments are the piece I pay attention to most.
It is child focused and detailed
The full written statements from the teachers.
Give good feedback about the kid's behavior and development during the year, specially on the social side.
The biggest strengths is it is very comprehensive and explains in details on how the progress is taking place.
What do you think Stonehill's PYP report card system's weaknesses are?
As a parent, I would like to see a breakdown of subjects and areas of improvement clearly specified. I
understand that the children need positive feedback from parents and teachers, but a reality check for parents
would be great!
It does not focus with accuracy the areas or subjects that need to be improved (goals) and what are the guide
lines for parents to help.
I can't comment much as this is my child's first year at Stonehill and we haven't seen any report card.
Lack of reporting regarding second languages, PE, Arts, Science. It's too general
I don't see any
Homeroom teachers reporting sections are enormous, and way to time consuming for the teachers to fill out. A
concise written portion on each subject would be enough
We had a report card with the wrong name in it....personal error? Attendence is always incorrect
Don't Know haven't had one yet.
Could have more examples?
The annotation system is not clear for the parents as well as for the teacher who couldn't answer our questions.
Too much jargon
Too much written. I'd rather systematically have examples of the activities my child does to support the report
cards different parts, and I'd like to have at least half an hour with teachers to talk about it (especially achieved
parts and areas of improvement). In Stonehill, when we have teachers/parents conferences, it is no school and
it's a long coday of conferences for teachers. In other schools, it take place after school during a whole week,
we don't have to rush and teachers take time to really deepen the situation and to share with parents, not just to
talk about what they already wrote in the report card. It is interesting for both parents AND teachers, it's a
chance to know more about the child. Parents would write their availability and it would not be more than 2
interviews per evening for instance. It's important for parents ! It has been frustrating to just have a small slot,
while children are spending so much time at school. I know it's a concession from teachers to their private life
but I think it's part of the job and it's the only opportunity to work together. Good luck !
There are none.
The grading system is sometimes difficult to understand.
It would be good if it could be more extensive on the Academic development.
See above. There are no frameworks or measures or data with which to assess child's results. Neither is there
an indication of progression.
I would like to see some quantitative information. The report cards are fairly generic - and seem like they could
apply to any child.
Behind a lot of sentences sometimes the content gets too complicated.
At times, the sheer size of the report is daunting. (So long!) But I would much rather have this then a reporting
system with little to no information regarding your child's strengths, weakness, feedback etc.
Language is sometimes difficult to understand for second language parents. There is a lot of writing to interpret.
It should explain the weakness in more details and suggest more corrective steps to be taken by the parents.
I don't think the ratings allow me to fully understand how my kid is progressing.
There has been no real indication of how my child is actually doing in class. The comments are all blanket
statements which seem applicable to any child in the classroom. This is especially with rregard to the reports
from the other lessons ( Music, Art, ICT, Info Literacy, Lang B, Host Culture) These must be more specific to
each child. We are not interested in a write up on what the whole grade level has worked on during these
lessons. That is what the blog is for. Instead we want to see more specific information about what MY CHILD is

achieving or not in the class. Parent teacher conferences MUST also include a meeting time with these
specialist teachers. If my child is spending at least an hour a week in these classrooms, it should be a
requirement for the specialist teachers to also meet with parents and conference with them. These lessons are
not optional like an ECA activity and so a report card must have a follow up conference with specialists too.
What changes/additions would you like to see in Stonehill's PYP report cards?
A chance for the child to comment on what they thought of there report
Shortened!
I think they are doing a good job.
More to the point
More differentiation.
Organisation of the parents teachers conferences to talk about the report card.
I would like to see how my child performed in comparison to the other kids. It can be in the form of percentile,
grade or anything better.
More focus for next coming months, areas to develop or to be proud of
I would like to grade each subject with digits not letter.
Set of action (goals) that the child needs improve in each area or subject.
Would like picture of grade to be attached, would like to see kids goals and achievments listed, comparison to ib
learning expectations would also be nice
A completely new on that is SMART
Comprehensive anotation
Specialist Comments MUST be more individualized and not sound like they are the same for all the children.
More detail, less "fluff"