Standards-Based Report Cards Community Forum November 14, 2012 The “work” behind the scenes • The Curriculum, Instruction and Assessment (CIA) committee researched the concept last year. • A committee representing all grade levels K - 5 worked collaboratively during the summer. • Draft copies of report cards were crafted using the CCS and shared with colleagues. • Teacher input relative to the drafts was requested. Suggestions/edits helped shape the new report card. Cause for a revision - Coherence • The existing report card required revision • A timely release of the Common Core Standards • Our district’s on-going curriculum initiatives Grades circa ? Revision needed? Curriculum initiatives Language Arts Literacy Mathematics LANGUAGE ARTS LITERACY Reading Applies phonics and word analysis skills to decode words Reads with fluency (e.g., accuracy, rate and expression) Applies reading strategies (e.g., rereads, makes connections, defines vocabulary using context clues, visualizes and uses text features) Reads with literal comprehension (e.g., recounts key details, identifies main idea, sequences events & summarizes) Reads with inferential comprehension (e.g., predicts, draws conclusions, identifies cause-and-effect , makes inferences, compares and contrasts & identifies point of view) Reads independently at the benchmark level (with fluency, accuracy, comprehension and retelling/summary) WRITING Recognizes & applies spelling patterns Generates, develops and supports ideas Applies conventions in writing (e.g., capitalization, punctuation, usage and grammar) Uses a variety of descriptive words and writes complete sentences of varying lengths (e.g., vocabulary and sentence structures) Takes compositional risks (e.g., uses figurative language, dialogue that drives action, precise vocabulary) Writes for a variety of purposes and audiences (e.g., narrative and expository writing) D D M M J J LISTENING/SPEAKING Exhibits active listening and engages in meaningful conversation (e.g., one-on-one, in groups and teacher- led) Expresses ideas, thoughts and feelings clearly and effectively D M J MATHEMATICS Multiplies and divides within 100 Uses place value understanding and properties of operations to perform multi-digit arithmetic Solves problems involving the four operations; identifies and explains patterns in arithmetic Represents and solves problems involving multiplication and division Demonstrates understanding of the relationships that exist within the four operations Solves problems involving measurement and estimation of intervals of time, liquid volumes and masses of objects. Represents and interprets data Develops understanding of fractions as numbers Expresses and applies mathematical thinking (e.g. reasoning, persevering, interpreting, and using appropriate tools) SCIENCE Demonstrates knowledge of facts and understanding of concepts Applies knowledge to solve scientific investigations SOCIAL STUDIES Demonstrates understanding of vocabulary and concepts Applies knowledge to classroom discussions and activities D M J D M J D M J Grading vs. Assessment Grading Assessment The goal of grading is to evaluate individual student’s performance. Grades are sometimes treated as substitute for student learning. Grades can incorporate participation and effort into a “grade”– these are not direct measures of learning. The goal of assessment is to improve student learning. Grading does plays a role in assessment. Assessment goes beyond grading by examining patterns of student learning ,using this information to improve teaching and learning, and is developmentally responsive Historical perspectives… • Grading ‘systems’ can be deeply rooted in long standing beliefs of teachers, parents, and students. (Unfortunately, as students, we were all subjected to some of these beliefs during our education. “Turn and talk” to a neighbor about a negative grading “memory”.) • There can also be very personalized practices embedded in grading. ( Neatness counts! Spelling counts! Speed counts! Etc. counts! ) Why change systems and past practices? Why shift to a standards-based report card? • Provide clarity – Standards-Based grading embraces clearly defined proficiency levels with regard to specific skills at each grade level and in each trimester. • Rethink the status quo – Consider the inclusion of homework and / or extra credit assignments being factored into “grades”. Do such practices really reflect conceptual understanding or meeting a standard? • Adjust instruction – differentiate - Standards-based grades help teachers adjust instruction. Additional reasons for the change • Connect to reforms - Standards-based grading is directly linked to other current reforms. (e.g., the Common Core Standards) • Maximize assessments - Increased use of formative and summative assessment measures will better inform teachers, students, and parents of proficiency levels …and impact instructional decision making. • Make quality matter – Create an expectation in which the standards that are set…must be met! Learning and teaching are focused on achieving standards. Think mastery! What is a standards based report card? • Standards-based report card focuses on the identified skills students should learn in each subject area during each trimester at each grade level. • Standards-based grades are not about what the students earn; grades are more about what students learn. • Standards-based report cards inform parents what exactly is being taught, what students are expected to learn, and how well students are progressing aligned to set standards. Assessment success… • Earning a “4” means a student has advanced mastery and extends key concepts, processes and skills. • A student receiving “4” clearly and consistently demonstrates superior skills and exceeds the standard. • Earning a “3” means the student has proficient understanding and grasps and applies key concepts, processes, and skills. • A student receiving a “3” is meeting the standard. This is the proficiency level where students exhibit mastery. Working towards academic success • Earning a “2” means the student has a basic understanding and is beginning to grasp and apply key concepts, processes, and skills. • A student receiving a “2” understands the concept or skill, but has not yet reached the proficient level. A “2” indicates to parents extra time /practice is needed. • Earning a “1” grade means the student has minimal understanding and is not grasping key concepts, processes, and skills. • A student receiving a “1” may be experiencing academic delays according to the standards . Progress on subsequent report cards may require interventions to learn and progress as expected. Skill and trimester specific standards 14 12 10 8 6 4 2 0 • Assessments within a standards-based system are aligned with delineated skills in a given trimester at specific grade levels. • A “2” in an early trimester does not automatically change to a “3”. Conversely a “3” could change to a “2” dependent on the rigor of a particular skill. • Assessments are reflective of the trimester’s targeted skills not a linear performance over the course of the year. FAQs • Why change from traditional grading practices? Objectivity, an accurate picture, and mastery are key reasons for the need to change from traditional practices. • Why use the standards? By comparing a child’s performance to a clear standard – parents, students, and teachers all know precisely what is expected. Students performance is compared to the standard, not other students’ performances. • Will teachers still record grades? Teachers will use a variety of measures to assess students. Grades are a part of assessment. RVSD is “connecting the dots” Curricular initiatives Common Core Assessment reform Standards-based report cards Help us in assessing your children. Your support is essential to our initiatives. Thanks for attending- spread the word.