Presentation on theme: "Informational Parent Meeting Cedar Hill School October 22, 2013."— Presentation transcript:
Informational Parent Meeting Cedar Hill School October 22, 2013
The term report card" is used to describe any systematic listing and evaluation of something for information.
A typical report card communicates the quality of a students work.
Today's student report cards go way beyond the simple letter grades. In the past, our schools sent home accounts of each subject's content, student progress, social behavior, work habits, learning skills, and more.
And that means we need to rethink the amount and detail of information we provide to parents about the progress of their child in meeting the standards by the end of the grade.
A standards-based report card lists the most important skills students should learn in each subject at a particular grade level.
On many traditional report cards, students receive one grade for reading, one for math, one for science and so on. On a standards-based report card, each of these subject areas is divided into a list of skills and knowledge that students are responsible for learning. Students receive a separate mark for each standard.
Letter grades are calculated by combining how well the student met his/her particular teacher's expectations, how s/he performed on assignments and tests, and how much effort the teacher believes s/he put in. Letter grades do not tell parents which skills their children have mastered or whether they are working at grade level. Example: Because one fourth-grade teacher might be reviewing basic multiplication facts, while another is teaching multiplication of two- or three-digit numbers, getting an A in each of these classes would mean very different things. The parent of a child in these classes would not know if the child were learning what he should be to meet the state standards.
Standards-based report cards provide more consistency between teachers than traditional report cards, because all students are evaluated on the same grade-appropriate skills. Parents can see exactly which skills and knowledge their children have learned. The marks on a standards-based report card show only how well the child has mastered the grade-level standards, and do not include effort, attitude or work habits, which are usually marked separately.
Effort (Grade K-5) Standard (Grade K-5) Letter Grade (Grade 3-5)
Goals and Objectives as per IEPs Grades include modifications and accommodations Comments explain childs progress toward meeting the standard.
KEY: EFFORT Demonstrates perseverance in completing tasks and goals 1 = Outstanding2 = Satisfactory3 = Inconsistent4 = Minimal
KEY: STANDARDS An explanation of your childs progress toward grade level standards ES = Exceeds Standard The student independently and consistently exceeds grade level concepts and skills, with high quality work reflecting higher thinking skills. MS = Meets Standard The student demonstrates proficiency of grade level concepts and skills, with accuracy, quality and independence. PS = Progressing Toward Standard The student demonstrates progress toward grade level concepts and skills, given support and assistance. BS = Beginning Demonstration of Standard The student demonstrates a beginning understanding of grade level concepts and skills, given support and assistance. DS = Does Not Yet Meet Standard The student does not yet meet this grade level standard. N/A = Not Assessed at This Time
KEY: ACADEMIC SUBJECT AREAS A+ = 97 – 100 A = 94 – 96 A- = 90 – 93 D+ = 67 – 69 D = D- = B+ = B = 84 – 86 B- = 80 – 83 F = 59 and below C+ = C = C- = 70 – 73 An asterisk (*) next to any area indicates modifications.
English Language Arts Correlates with Common Core State Standards MP1MP2MP3MP4 EFFORT in English Language Arts 1 Reading Asks and answers questions about key details in fiction and informational texts BS Retells familiar stories, including key details, and demonstrates understanding of their central message BS Explains major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types BS Compares and contrasts the adventures and experiences of characters in stories BS Identifies the main topic and retells key details of an informational text BS Asks and answers questions about unknown words in an informational text BS Identifies basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures) BS Demonstrates understanding of the organization and basic features of print based on 1 st grade reading and content BS Demonstrates understanding of spoken words, syllables, and sounds based on 1 st grade expectations BS Knows and applies grade-level phonics and word analysis skills in decoding words BS Reads grade-level text with sufficient accuracy and fluency to support comprehension BS
English Language Arts Correlates with Common Core State Standards MP1MP2MP3MP4 EFFORT in English Language Arts 2 READING B Reading Literature Key Ideas and Details BS Craft and Structure BS Integration of Knowledge and Ideas BS Range of Reading and Level of Text Complexity BS Informational Text Key Ideas and Details BS Craft and Structure BS Integration of Knowledge and Ideas BS Range of Reading and Level of Text Complexity BS Speaking and Listening Comprehension and Collaboration BS Presentation of Knowledge and Ideas BS Foundational Skills Phonics and Word Recognition BS Fluency BS WRITING B- EFFORT in Writing 2 Writing Text Types and Purposes BS Production and Distribution of Writing BS Research to Build and Present Knowledge BS Range of Writing BS Language Convention of Standard English BS Knowledge of Language BS Vocabulary Acquisition and Use BS