Transcript We`re Making Progress

We’re Making Progress:
An Update of Elementary
Standards-Based Report Cards
Committee
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Karen Callan, Principal
Richard Davidson, Principal
Patricia Beckman, Grade 1
Michelle Callan, Grade 4
Katie Cole, Sped
Colleen DeRosa, Grade 2
Nicole Firmani, Grade 3
Meaghan Hart, Grade 3
Sarah Lentz, Kindergarten
Anne Manna, Kindergarten
Sally Mucica, Grade 1
Marian Nihan, Grade 2
Jolene Tewksbury, Grade 4
Barrows
Wood End
Birch Meadow
J. Eaton
J.W. Killam
Barrows
J. Eaton
Barrows
Barrows
J. Eaton
Wood End
Wood End
Birch Meadow
Meetings
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Introductory meeting
– October, 2009
 Monthly – 2 hour
meetings- Oct. – April
 Conference – March
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May-June meetings
 Summer work
Beginning stages….
 Review
of present report card
 Goal for the Committee:
“Create a new, standards-based online
report card by the end of the year.”
 Obtain report cards from surrounding
communities: No. Andover, Waltham, Westford, Lynnfield,
Revere, Community Schools, Winthrop, Coventry, R.I., Wakefield,
Franklin, Arlington, Stoneham, Danvers, Foxborough, Lincoln
Readings
 Developing
Standards-Based Report
Cards by Thomas R. Guskey & Jane M.
Bailey
 Guskey Conference – March 20
Seven Crucial Questions to Address in
Developing Standards-Based Report Cards
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What is the purpose of the report card?
How often will report cards be completed
and sent home?
Will a specific report card be developed
for each grade level, or will a more
general report card be used across
several grade levels?
How many reporting standards will be
included for each subject area or course.
5. What specific reporting standards will be
included at each grade level or in each
course?
6. Will standards be set for the grade level
or for each marking period?
7. What specific process and progress
standards will be reported?
Tools That Might Be Included in a
Standards-Based Reporting* System
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Report Card
Notes
Standardized assessment
repots
Phone calls to parents
Weekly/monthly progress
reports
School open houses
Newsletters to parents
Personal letters to parents
E-mail messages
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Evaluated projects or
assignments
Portfolios or exhibits of
students’ work
Homework assignments
Homework hotlines
School and teacher Web
pages
Parent-teacher conferences
Student-teacher conferences
Student-led conferences
Electronic progress notes
*Thomas Guskey
Conference & Book points
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A stated purpose of grading and reporting is
essential
 Framework standards and reporting standards
need to be different
 Seven crucial questions to answer
 Follow established steps
~Identify the major learning goals or standards
~Establish performance indicators
~Determine graduated levels of performance
~Develop reporting forms
Reading’s Statement of Purpose
The purpose of this report card is to
describe students’ learning progress to
their parents and others, based on our
district’s learning expectations for each
grade level. It is intended to inform
parents and guardians about learning
successes and to guide improvements and
promote learning.
Report Card review
 Reviewed
report cards
 Reported on Strengths, Weaknesses, Size
of card, Other Comments
 Great variations from community to
community
 Some Standards-based, others not
 Grading varying from community to
community
Strengths
 Three
term report cards
 Separate report cards for each grade
 8 x 11 format
 Town emblem on front of cards
 Work & Study habits separate section
Weaknesses
 Size
of some
 Variation in grading vocabulary
 Layout
 Non computerized report cards
 Unclear terminology
Decisions
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Two year process
Remain with three terms
 Computerized report card
 Link report card to data base
 Allow all participants (PE, Music etc.) to access report
cards
 Keep to smaller format
 Touch base with grade 5 teachers for input
 Personal and Social Development –separate section,
non-standards based
 Homework included in each content area
 Effort will be included in each content area
Social/ Personal Development
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Follows school rules
Respects school property and the property of
others
Respects the rights, opinions and abilities of
others
Makes responsible choices and takes
responsibility
Displays self-control in unstructured situations
Uses appropriate problem-solving in social
situations
Demonstrates physical control
Social/Personal Development
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Demonstrates verbal control
Listens and follows directions
Organizes, takes responsibility for belongings and materials
Begins work promptly
Completes tasks in a timely manner
Takes pride in work products
Seeks help when appropriate
Works independently
Transitions well from one activity to another
Collaborates effectively with others
Takes risks with new ideas and experiences
Uses time constructively
Marking System
Social/Personal Development
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Consistently observed
 3. Generally observed
 2. Occasionally observed
 1. Rarely observed
 * See comments
Next Steps
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Develop reporting standards for content areas
Reporting standards for art, music, physical ed.
Establish grading indicators
Rubrics
Computerization
Input, input, input
Education, education, education
Piloting, review, assessment
Implementation
Questions & Input