Elementary Report Card Revisions Franklin Public Schools Parent
Information Meetings November 2014
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Agenda Context Common Core State Standards MA Frameworks Why
Revise? Participants Changes Content General and Structural Changes
Student Responsibilities Ratings Term progress and effort
Questions
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Common Core State Standards (CCSS) The Common Core State
Standards (CCSS) are shared expectations for knowledge and skills
in English/Language Arts (ELA) and Math. They emphasize both
content and skills.
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Massachusetts Frameworks (MA Frameworks) The MA Frameworks are
based on the Common Core. Approximately 85-90% of MA Frameworks are
based on CCSS meaning MA added 10-15% additional standards.
Massachusetts teachers are mandated to teach to the MA
Frameworks.
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Why Revise Report Cards? Need to align teaching and learning
Based on 2011 ELA and Math Massachusetts Frameworks Based on the
Common Core State Standards Will be more straightforward and more
accurate to grade with alignment Better for children and
families
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Participants Committee members a team of teachers and
administrators across school and grade levels All teachers and
administrators across the district School Committee Parents
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Changes: Literacy Elementary report cards now align with the
2011 Frameworks Standards that are currently taught Language and
sequence from the Frameworks Not all standards represented on
report card All standards are taught but not all standards are
graded Most important standards at each grade level are reflected
on the report card Grade level expectations for mastery of the
standards
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Changes: Math O Elementary report cards now align with the 2011
Frameworks Standards that are currently taught Language from the
standards Arranged by domain (math topics)
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Science and Social Studies No changes were made to these
content areas at this time, except for moving states and capitals
from grade 3 to grade 4. Topics continue as in prior years Will
look at future changes to Science & Social Studies Will need to
align with new Science Frameworks
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Changes: General and Structural Revisions were made to:
Students Responsibilities Ratings Term effort and progress
Standards Specialists Comment Bank
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Changes: Student Responsibilities More positive language and
approach Based on the Responsive Classroom Approach that develops
students social competency and the ability to monitor their own
behavior. Consistency K-5
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Expectations for Student Responsibilities grow as students
progress through the grades. Kindergarten Grade 2 Grade 5
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Changes: Ratings
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Mastery (M) is the expected end-of-the year mastery of the
standard. However, student may achieve mastery earlier than the
final report card, even as early as the first term. If a student
displays mastery based on multiple data points earlier in the year,
then displays regression at a later point, a grade can change from
an M to a P or a B.
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Standard Ratings I and N The I rating means that the concepts
and skills are newly introduced and have not been assessed at the
time of the report card. The N rating means that the concepts and
skills have not yet been taught at this point in the school
year.
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Standard Ratings I and N Many ratings of N and I should be
expected on the first term report card. This is a reflection of the
trajectory of the curriculum. Curriculum trajectories may vary from
building to building.
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Standards Rating B B is used to designate that the student is
still at the beginning stages of understanding of a standard. The
student requires additional re-teaching, reinforcement, or use of
supports in the learning of the concepts and skills represented in
the standard. This re-teaching is above and beyond what the typical
learner needs for success. On the previous report card the B may
have been used to indicate the standard was newly introduced. This
is no longer the case with the newly developed report card.
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Standards Rating P The P represents grade level progress
towards mastery of the standard. A rating of P for two consecutive
terms does not mean that no growth has occurred, rather, it often
represents progression of academic expectations (i.e. Increased
complexity of content and skills). A P is used in the first and
second term when a student is on track for the M at the end of the
year, showing the typical grade level progress at the time that
grading occurs.
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Term Progress
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The term progress represents progress towards the year end
mastery as identified by benchmarks and other assessments. The term
progress for each subject is included with the report card to
denote progress towards the holistic mastery of all standards
taught that term.
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Term Progress Holistic mastery means that more than one
assessment is used to determine student progress. A multitude of
data points are used to ensure a holistic approach to grading.
Holistic grading may include data obtained from assessments,
conferencing notes, observational notes, exit ticket etc.
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Comment Page O The standards on the new report card offer far
more details than what was used on the previous report cards. O The
comment page on the new report card will, therefore, only be used
to note a specific, significant change in student performance,
either a regression or significant growth. O This page will likely
be blank.
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Changes: Specialists Report Card Assess concept knowledge and
skill development Physical Education and Health are now graded
separately
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Committee Members Chair: Joyce Edwards, Director of
Instructional Services Teachers: Janet Bessette, Jolene Cronin,
Anna Grinley, Meaghan ONeil, Jennifer Zeilor, Tricia Tobin, Ann
Bliss, Katie Patten, Kristine Richards and Cheryl Bartholomew With
help from: Franklin Math and Literacy Specialists Administrators:
Sarah Klim and all elementary principals and assistant
principals