Transcript Why Grade?

Standards Based Report Card
Parents' Evening
Seekonk Public Schools
October, 2010
SPS Elementary Report Card
Committee
• Began meeting during the 2008-2009 school
year.
• After researching the issue, a presentation
was made to the School Committee in June,
2009 on implementing a standards-based
report card
- Gr. K-2 during the 2009-2010 school year
- Gr. 3-5 during the 2010-2011 school year
2009-2010 Committee Members
Sharon Ahern, Gr. 1 Teacher
Fran Creamer, School Committee
Denise DeCaporale, Gr. 4 Teacher
Nancy Gagliardi, Principal
Linda McCaffrey, Gr. 1 Teacher
Mary Meli, Kindergarten Teacher
Mari-Ann Oliveira, Parent
Lynn Owens, Gr. 1 Teacher
Shanna Vachon, Gr. 5 Teacher
Karen Capello, Gr. 2 Teacher
Jane Daly, Dir. of Curr. & Inst.
Sheila Field, Parent
Kevin Madden, Principal
Jennifer McCaughey, Parent
Jessica Mortali, Gr. 1 Teacher
Denise O'Rourke, Gr. 3 Teacher
Candace Sarasin, Reading Spec.
Why Grade?
What do grades mean to you?
What does a 95, 85, or 75 mean?
What grade indicates a student has met
proficiency?
Final Grade 4 Grades Compared to MCAS Performance - ELA
Advanced
Proficient
Needs Improvement
Warning
22
21
20
19
18
17
Number of Students
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
A
A-
B+
B
B-
Final ELA Average
C+
C
C-
D
Final Grade 4 Grades Compared to MCAS Performance - Math
Advanced
Proficient
Needs Improvement
Warning
22
21
20
19
18
17
Number of Students
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
A
A-
B+
B
B-
Final Math Average
C+
C
C-
D
Why do we give grades?
“Traditional grading promotes a culture of
gathering points, not indicating learning.”
Ken O’Connor
“The primary goal of grading and reporting is
communication. ..When used well, they
provide vital information to students, parents,
and teachers that can be used to enhance
both teaching and learning.”
Thomas Guskey
Will all students read at grade level by
the end of the school year?
If not, who will not?
How do we know this today?
What can we do differently now
to help them meet this goal?
Thinking Beyond an A…
Demonstrate fluency in adding and subtracting
whole numbers and in multiplying and dividing
whole numbers by 1- and 2-digit numbers and
multiples of ten.
Students might be asked to evaluate a sample
problem or the strategy used to solve the
problem in order to get a 3 (not just get 90%
of the problems correct).
As a result of these variances and current
research, we have made the decision to move
to Standards-Based Grading.
Purposes of Standards Based
Reporting
•
Provides feedback on student progress towards what
students should know or be able to do by the end of the
year
•
Helps parents understand what is expected of students
at each grade level
•
Provides students, teachers, and parents a context for
discussing learning progress in the classroom
(Seekonk Public Schools Elementary Report Card Committee, 2009)
Which Student Would You Choose To Pack Your Parachute?
rd Edition 2009)
Adapted from
How to from
Grade
for to
Learning,
3rdLearning,3
Edition (O'Connor,
Adapted
How
Grade for
(O'Connor, 2009)
Discussion Questions For The Parachute Packing Case
1.Which student will you choose to pack your
parachute? Why?
2.If these were scores in a typical teacher's grade
book, which students would pass? Which students
would fail?
Which Student Would You Choose To Pack Your Parachute?
Adapted from How to Grade for Learning, 3rd Edition (O'Connor, 2009)
Academic Standards
Kindergarten – Grade 1
3: Meeting or exceeding the grade level standard
2: Approaching the grade level standard
1: Beginning to develop the grade level standard,
but not yet able to produce grade level work
N/A: Standard not assessed this trimester
Grades 2 - 5
4: Exceeding the grade level standard
3: Meeting the grade level standard
2: Approaching the grade level standard
1: Beginning to develop the grade level standard, but
not yet able to produce grade level work
N/A: Standard not assessed this trimester
Standard Scoring Rubric
3: Meeting the grade
level standard
(The “3” is meeting the
target and should be
celebrated)
4: Exceeding the grade
level standard
(Consistently producing
beyond grade-level
expectations. Very few
students perform at this level)
1: Beginning to develop
the standard, but not yet able 2: Approaching the
to produce required grade
grade level standard
level work
(A “2” indicates ongoing
(Help and support is needed
growth)
from teachers and parents)
Sample of Report Card- Gr. 5 Math
Math
I
II
III
Demonstrates an understanding of place
value from thousandths through billions,
exponents, and expanded notation.
2
2
3
Demonstrates relationships between fractions,
decimals, and percents, and indicates their
location on the number line.
3
2
n/a
Computes using fractions and mixed numbers
with like and unlike denominators.
2
2
3
n/a
4
n/a
Analyzes and represents data using range,
median, mode, mean, and graphs.
Subjects on Report Card
Gr. K: Reading and Language Arts, and Math
Gr. 1: Reading, Language and Composition,
Math, Physical Education, Art, Music
Gr. 2: Reading, Language and Composition,
Math, Science, Social Studies, Physical
Education, Art, Music
Gr. 3-5: Reading, Language and Composition,
Math, Science, Social Studies, Physical
Education, Art, Music, Health
Student Responsibilities
The report card will continue to grade students on progress
towards meeting Student Responsibilities,
i.e. work habits, study skills, behavior.
P
Performs
Consistently:
The student
consistently
demonstrates that
work or study habit.
N
Needs
Improvement:
The student needs to
make improvement in this
work or study habit.
Sample of Student Responsibilities
I
II
III
Observes class rules.
P
P
P
Respects others.
P
P
P
Listens and is attentive.
P
N
P
Completes assigned homework.
N
P
P
Demonstrates organizational skills.
N
P
P
4 Questions that Guide Our Work
• What is it we want our students to know or
be able to do?
• How will we know if they know it?
• How will we respond when they don’t know
it?
• How do we enrich and extend the learning for
those who already know it?
How will this affect your child?
Students are able to take ownership of their
own learning.
From: Instead
of wondering
how they are
doing in math....
To: I need to
work on my
addition and
subtraction
facts.
Features of the New Reporting
System
• K-5 report cards will be issued three times a year.
• Interim progress reports will also be distributed in Gr.
1 – Gr. 5.
• Parent teacher conferences in November, 2010.
• Includes comment section.
• Uses numbers instead of letter grades to reflect
students’ progress toward meeting academic
standards.
• Progress indicated relating to the knowledge and
skills a student should attain by the end of the year.
Parent Communication
• Link on the district website where information on
standards based reporting will be posted. (Check for
updates!)
• Parent workshops to explain new progress reports
and report card format. (October, 2009 and 2010)
• Increased opportunities for more frequent
information on student growth:
– Parent-Teacher conferences in November
– Three report cards
– Interim progress reports
• Parent survey on new report cards to get parent
feedback. (Spring, 2010)
Dates to Remember!
11/3 & 11/4 Gr. PreK-5 Parent Conferences
• 12/20/10 – 1st Trimester Report Card Issued
 1/26/11 Gr. 1-5 Progress Reports Issued
• 3/30/11 – 2nd Trimester Report Card Issued
 5/05/11 Gr. 1 -5 Progress Reports Issued
• Last Day of School – 3rd Trimester Rep. Card
Questions???
Jane L. Daly, Director of Curriculum and Instruction,
508-399-5106 [email protected]
Nancy Gagliardi, Aitken Elementary School Principal,
508-336-5230 [email protected]
Kevin Madden, Martin Elementary School Principal,
508-336-7558 [email protected]
Sources
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work:
New insights for improving schools. Bloomington, IN: Solution Tree.
Guskey, T. R. & Bailey, J.M. (2001). Developing grading and reporting systems for student
learning. Thousand Oaks, CA: Corwin Press.
O’Connor, K. (2009). How to Grade for Learning. Thousand Oaks, CA: Corwin Press.
Countless local district’s websites and Standards-Based Report Cards
Thank You!