Presentation on theme: "Greensburg Salem School District Standards Based Report Card"— Presentation transcript:
1Greensburg Salem School District Standards Based Report Card
2Who has been a part of the report card process and what work have they accomplished to date? Report Card CommitteeJan Heinnickel, Sherry Menz, Lisa Thomas, Jean Spirko, Lisa Young, Deanne Teacher- Thompson , Vicki Sheffler, Lisa Porter, Erica Butler, Jennifer Tucci, Jackie Gillespie, Kathy Cirrani, and Donna UhrinekMet monthly, examined traditional and standards based report cards, developed a purpose statement, examined grading case studies, and discussed qualifiersKindergarten Report Card Focus GroupMarian Arndt, Jackie Hoone, Carol Bishop, and Cindy MondiGrade 1 Report Card Focus GroupSherry Menz, Donna Uhrinek, Stephanie King, Vicki Sheffler, and Jan HeinnickelGrade 2 Report Card Focus GroupLisa Young, Jonelle Oliverio, Lindsay Beresford, Deanne Teacher Thompson, and Kathy Cirrani
3Who has been a part of the report card process and what have they accomplished to date? (cont.) Grade 3 Report Card Focus GroupErica Butler, Mindy Martinelli, Megan Mickey, Dee-Dee Huczko, and Jill GrayGrade 4 Report Card Focus GroupKristy Forrai, Willa Tekavec, Lisa Thomas, and Jean SpirkoGrade 5 Report Card Focus GroupJaime Derbish, Tricia Parker, Lisa Porter, Amy McNair, and Jessica ZahorchakMet 3-4 times, developed sample grade books using grade level curriculum materials, drafted grading guidelines, and created grading scenariosCharacteristics of Successful Learners Focus GroupMarian Arndt, Donna Uhrinek, Deanna Teacher-Thompson, Jill Gray, Lisa Thomas, and Lisa Porter
4Who has been a part of the report card process and what have they accomplished to date? (cont.) ELI Team Meeting Grading DiscussionsAll K-5 ELI TeachersMet in February and March, discussed formative and summative assessments, examined case studies, and met in break-out groups to provide guidance to the Report Card CommitteeReport Card Common Planning MeetingsAll teachers Grades K-5Met with grade level groups of teachers in May, shared work of Report Card Committee and got feedback from teachers on their preference of qualifiersParent Focus GroupMrs. Parise, Mrs. O’Brien, Mr. Crites, Mrs. McMichael, Mrs. Malie, Mrs. Conway, Mrs. Lukacs, Mrs. Jobe, Mrs. Andrasko, and Mrs. ArmentroutFirst meeting on August 12th, secured feedback from parents regarding report card and dissemination of report card information
5Who has been a part of the report card process and what have they accomplished to date? (cont.) Math CommitteeJan Heinnickel, Carol Durco, Lisa Malloy, Jonelle Oliverio, Nancy Tamborino, Jennifer Cameron, Jennifer Tucci, Patti Neil, Megan Mickey, Zana Aebi, Willa Tekavec, Keli Pennesi, Trisha Goodge, Jessica Zahorchak, Camille Nemanic, Karin Stamford, Judi Constantine, Joyce Liptak, and Jake ShafferLanguage Arts CommitteeSherry Menz, Vicki Sheffler, Debbie Paouncic, Sarah Beltram, Kathy Cirrani, Lisa Young, Teresa Noel, Mindy Martinelli, Dee Dee Huczko, Carol Watkins, Jill Gray, Lisa Thomas, Kristy Forrai, Raime Hickey, Robin Moyer, Amy McNair, Tricia Parker, Jaime Derbish, Laura Baker, Paulette Glover, Lori Mertz, Sarah Gazze, and Lindsay BeresfordMet on a monthly basis, drafted grade specific learning targets for each quarterAdministrative ParticipationTom Yarabinetz, Eileen Amato, Tammy Wolicki, Ashley Nestor, Kathryn Hricenak, Tina Federico, Lisa Hauswirth, Chris Thomas , and Kevin BringeAttended various meetings to collaborate with teachers throughout the process
6Purpose Statement“The purpose of this report card is to describe students’ learning progress to their parents and others, based on our school’s learning expectations. It is intended to share information about successes and to guide improvements when needed.”
7What are the key differences between traditional and standards based report cards? Number 1: The specific learning targets would be listed rather than the subjects.
8Example Number 1: Traditional report card: Math ReadingStandards based report card:Reads and records time to the half-hour.Reads 3-digit numbers.Identifies the setting of an independently read selection.Reads with understanding, correct phrasing, and expression at a rate of at least 71 words per minute.
9What are the key differences between traditional and standards based report cards? (cont.) Number 2: Averaging is not used to find total score. The teacher examines a pattern of responses over time and determines the level of mastery. Past performance is not held against students if they exhibit evidence at the end of the learning period.
10Example Number 2: Identifies Characters and Setting: Weekly Test 1: 2/4Teacher made checkup: 2/3Weekly Test 2: 3/4Weekly Test 3: 1/3Teacher made checkup: 2/3Theme Three: 7/8Reading Performance Task: 3/4If we were to average these grades, this student would earn a 69%.
11What are the key differences between traditional and standards based report cards? (cont.) Number 3: On a traditional report card, progress is reported with letters or percentages while on a standards- based report card the progress is reported on level of mastery towards benchmarks.
12Example Number 3: Traditional report card: A or 96% B or 85% Standards based report card:1,2,3, 4Advanced, proficient, basic, below basicBeginning, developing, secureExceeds expectations, meets expectations, approaches expectations
13What are the key differences between traditional and standards based report cards? (cont.) Number 4: On a traditional report card, points for effort, attitude, attendance, work habits, behavior, and homework are averaged into the grade. On a standards based report card, effort, attitude, attendance, work habits, behavior, and homework are reported separately.
14Example Number 4: Participates in class. S Puts forth best effort. N Traditional report card:C or 77%Standards based report card:Participates in class. SPuts forth best effort. NReads and records time to the half-hour.MEReads 3-digit numbers.
15What are our qualifiers and how were they adopted? Meeting Expectations- student demonstrates grade level skill without significant errors.Exceeding Expectations - student demonstrates understanding beyond grade level skills.Approaching Expectations- student is beginning to demonstrate grade level skill. Work may contain repeated errors and/or required teacher assistance.
16How will we grade? LANGUAGE ARTS FOCUS SKILLS Identifies character and setting within a story (EE)Applies knowledge of alphabetical order (EE)Uses parts of a book to locate information (ME)Uses a dictionary (ME)Differentiates between the fact and opinion (AE)Recognizes and uses synonyms and antonyms (AE)L1:Character/Setting(4 points)L2:Character/Setting(4 point s)L1: ABC OrderL2: ABC OrderL3: Locate InformationL4: Locate InformationL3: Use a DictionaryL4: Use a DictionaryL6: Fact and OpinionL6: Synonyms/ Antonyms(5 points)
18What are our qualifiers for characteristics of successful learners and how were they adopted? Meeting Expectations- student is demonstrating grade level behavior on most occasions.Exceeding Expectations –student is demonstrating grade level behavior independently and without teacher prompting.Approaching Expectations-student is beginning to demonstrate grade level behavior. Significant teacher intervention is required on a daily basis.
19What are our characteristics of successful learners? PastPresentFollows directionsListens to and shows respect for peers and adultsInteracts well with othersMakes appropriate choices to complete tasks and achieve goalsFollows school rulesPuts forth best effort, continues trying, and does not give upStays on taskWorks cooperatively and productively with a variety of peersWorks well independentlyCommunicates thoughts and ideas clearly and effectivelyCompletes assignmentsUses relevant classroom conversationsWrites neatlyTakes responsibility for actions and follows rules
20What support and documents will I receive? Grade Level Binder and GuidelinesDocuments on T: DriveFollow-Up Common Planning MeetingElectronic Report Card TrainingGrade Level Contacts