Lewiston Porter PEC Standards-Based

Report Card Grades K-3

Report Card Committee Members: Heidi Kazulak, Suzanne Hedemann, Lisa Winslow, Kelly Millville, Rebecca Orsi, Alice Destino, Darcy Allender, Tina Rodriguez, Josh Suita,

Michelle Riehler

History of the Committee’s WorkA 10 member committee made up of grade levels K-3 teachers and a special area teacher convened in 2013 approximately 80 hours to:

• Study the research

• Collect & review documents from other districts • Identify the PRIORITY standards in each academic area

• Prepare for implementation year scheduled for 2013-2014

WHY THE CHANGE?To respond to the Common Core State Standards

and instructional shiftsTo more accurately and effectively communicate

student progress to parents, students and to staff in other grades

To be clear and specific about the academic and pro-social standards of public education: what all students need to know, shared responsibility of education, student driven learning

To reduce paperwork and move to three reporting cycles during the school year so young children have time to master each standard

To implement meaningful formative assessments and probes to align with student outcomes and learning expectations

What is a Standards-Based Report Card?

Assesses student performance against a specific and observable set of skills;

Measures each student against the identified grade level; “end of year” standard

Does not measure how the student performs compared to the other students.

Allows teachers to identify standards “not yet attempted” based on instructional pace.

Essential Standards representing what ALL students should know and be able to do were identified using the Common Core State Standards and Developmental Continuums:

In each academic areaAt a specific grade level

Comparison: English Language Arts & Literacy - Reading

OLD NEW

Uses comprehension strategiesSpells correctly in daily workListens for information and

understandsStays on topic during class

discussions

Asks and answers questions using evidence from text

Knows and applies grade level phonics and word analysis skills in decoding words

Effectively participates in discussions within a group

Presents information with appropriate facts and relevant descriptive details

Student sustains attention and perseveres throughout tasks

Literacy - WritingOLD NEWOrganizes ideas with

beginning, middle, endWrites in complete sentences

using detailsStays on topic

Produces writing in which the development and organization are appropriate for the task.

Writes to communicate ideas and information effectively.

Uses note taking when gathering information from print/digital resources.

Student sustains attention and perseveres throughout tasks

Mathematical Content

OLD NewRecognizes place valueUses problem solving strategiesUnderstands and uses math

vocabulary and symbols

Uses place value understanding to solve operations

Applies strategies to solve problems

Uses and communicates mathematical thinking clearly

Student sustains attention and perseveres throughout tasks

Key for Performance Levels

4 Exemplary Student consistently and independently demonstrates an advanced understanding and ability to apply grade level concepts, skills and processes.

3 Proficient Student consistently and independently demonstrates an understanding and ability to apply concepts, skills and processes.

2 Developing Student is not yet consistent in demonstrating an understanding and ability to apply concepts, skills, and processes. Review, reinforcement and support may be needed.

1 Emerging Student demonstrates a limited understanding and ability to apply grade level concepts, skills and processes. Student is performing significantly below grade level expectations.

NA Not assessed Not assessed to date.

New Grading Key: A Numeric System

What Other Changes Will I See?

We recommended three reporting periods with report card distribution following a timeline of:

•Early December (with conference)•Mid March (conference optional or by request)•End of School

 

Q: Why a Standards-Based Report Card? A: Standards-based report cards provide: 1. In-depth student assessments 2. Consistent evaluations throughout the year 3. Individualized instruction information 4. Consistent evaluations between

students

Q: How does this help parents? A: Standards-based report cards1. Enable parents to receive accurate information based on cumulative student progress throughout the marking period. 2. They promote more detailed and meaningful conversations at parent/teacher conferences.3. Allow for careful and precise monitoring of student achievement.4. Reflect grade-level standards and expectations so parents gain a complete idea of student progress.

Q: Why are all standards not listed on the report card?A: A standards-based report card is not the same as a standard/learning outcome listing.

Teams of teachers and administratorsreviewed the New York State Common Core and District standards for each grade level and chose descriptors which were considered most significant for student learning at each grade level.

Q: Why are there no letter grades?A: A standards-based report card’s rubric approach (4, 3, 2, 1) provides information about student achievement without the need for letter grades. Letter grades: 1. Follow a teacher's individual assessments and

expectations. 2. Do not show a student’s performance toward state and district expectations.

Q: Can a student perform at a level 3 and then move to a lower level in the next marking period?A: The expectations change from one marking period to the next as students move toward the end of grade-level expectations. This means: A student may meet the grade-level expectation during the first marking period, but as the expectations increase, the student may not demonstrate the same level of proficiency during the next marking period .

2. A student might receive a 3 in the first marking period and then receive a 2 in the second marking period.