LYTLE ELEMENTARY REPORT CARD 2014-2015

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Guiding Questions

What are the major reasons we use report cards and assign grades to students’ work?

Ideally, what purposes should report cards or grades serve?

What is Standards-Based Grading?What elements should teachers use

in determining students’ grades?

Purpose of Standards Based Report Cards (SBRC)

Communicate the achievement status of students to the parents and others.

To base grades on standards rather than attendance, behavior, or extra credit.

Reduce meaningless paperwork

Content Expectations

The Student Expectations from the TEKS are the guides used for assessing and monitoring student progress.

Each line of a section on the report card correlates with a specific student expectation.

Standards-Based Grading

It is a system of reporting student proficiency in a number of specific learning goals or standards.

It gives students a number of scores that represent their proficiency in each of the skills assessed.

The idea is that at the end of the year a student has mastered the essential content necessary for the next grade level.

Teacher Expectations

Each TEKS area must be taught and assessed.

Progress Monitoring should be both informal (observation etc.) and formal (performance task, test or a rubric)

Teachers decide collectively how to assess mastery of the TEKS. This is the standard of measurement.

Assessing Progress

Reporting student progress does not equate to averaging grades.

The assessed progress will indicate if a child has met the expectation by the end of the quarter.

Lack of understanding at the beginning of the quarter will not be averaged with the end results.

Performance Levels

Met Standard: Demonstrates proficient understanding

and applies skills independently by the conclusion of the grading period.

Approaching standard: Demonstrates initial stages of

understanding: applies skills but requires teacher intervention and reinforcement due to lack of proficiency or sufficient development

Performance Levels

Still Working Demonstrates a lack of understanding;

inability to accomplish grade level tasks; re-teaching consistently required

A 100% on a formal test at the end of the grading period is a good indicator of a “MS” if the child has participated in classroom learning experiences and completed practice exercises

Students should be given opportunities throughout the school year to show a deeper understanding

Monitoring a Met Standard

What’s Met Standard?Is Is NOT

Meeting the standards - with evidence of growth throughout 9 weeks

On grade level Attainable An indicator of

success

Just average Subjective Given without

evidence A reward for good

effort

The child has an initial understanding of the TEKS but falters due to developmental readiness

-This may be especially true of TEKS that are

taught in multiple quartersAn “AP” is not initially an indicator of

poor performance. However, a child who continues to perform at this level is at-risk

Monitoring an Approaching Standard

What’s Approaching Standard?Is Is NOT

Developmentally not there YET

Small groups, re-teaching, and tutoring are provided

Time intensive/constant monitoring

Watching for growth Possibly at-risk if

improvement is not made

A good place to be An independent

worker About behavior or

work habits, however, this may contribute

Monitoring a Still Working

The child may participate with the day-to-day instruction of the class or may be working on differentiated, below grade level curriculum as indicated by pre-assessment

The child receives daily intervention or re-teaching but consistently demonstrates a lack of understanding

The teacher will formulate the best plan to meet the needs of students receiving a “SW”

What’s Still working?Is Is NOT

Gaps in understanding

Intensive intervention required

Impossible to remediate

Strong possibility to be retained

Frequently Asked Questions

Why are schools moving to SBRC? It helps teachers and students focus on

the standards from the very beginning of the school year, giving students the opportunity to get help earlier if not making adequate progress.

You will know exactly how your child is doing based on the standards. You will learn which big ideas and concepts your child has learned and also what work still needs to be done to make sure your child is ready for the next grade level.

Frequently Asked Questions

What other school in Texas are doing this? McKinney ISD-12 years Round Rock ISD- 10 + years Denton ISD-10 years

Frequently Asked Questions

How is the Learning Objectives sheet aligned with the report card? The report card has the state objectives,

such as place value. The learning objectives sheet give the state standards for each objective.

For example:  Place Value

Use place value to read, write, and describe the value of whole numbers to 999

Use place value to compare and order whole numbers to 999

Progression of SBRC

2011-2012-Teachers began research and collaborated on rationale for a Standards Based Report Card.

April and May, 2012-A sample SBRC was presented to Campus Site Based Committee-More information was requested

2012-2013-Leadership researched, found examples, and talked with school districts that have years of implementation of SBRC.

Spring, 2013-Information taken to District DEIC March-April, 2013-Teachers designed report cards May, 2013-Contacted Region 20 to confirm online

Gradebook capabilities May, 2013-Presented information to school board and was

approved Summer, 2013-Facilitators created a plan for progress

monitoring August, 2013-Brochure mailed to parents with Meet the

Teacher Cards August, 2013-First week of school letters and flyers sent

home to parents September, 2013-Gradebook Training

Additional SBRC Information

For additional information please visit these sites. http://www.ascd.org/publications/educational_lea

dership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx

http://www.marzanoresearch.com/resources/tips/fasbg_tips_archive

https://www.adams12.org/student_learning/standards_based_grading/sbgfaq

http://www.relnei.org/news/bridge-event-standards-based-grading.html