Presentation on theme: "Revised Elementary Report Card 2014-2015. Purpose The report card communicates a child’s growth and achievement in reaching academic expectations as well."— Presentation transcript:
Purpose The report card communicates a child’s growth and achievement in reaching academic expectations as well as their growth in demonstrating proficiency in the area of a successful learner. The report card conveys whether students meet, exceed or are approaching proficiency in skill and conceptual development of grade level standards. It ensures all students are exposed to the curriculum and learning appropriate for their grade level
Why update the report card? Current Report Card is 10 years old Pennsylvania has adopted new standards for English Language Arts and Mathematics Our curriculum programs are aligned to and support the new standards The Pennsylvania State System of Assessment or PSSA is to be aligned to new standards Public School students begin taking the PSSA in third grade
The new report card more accurately reflects more of what is taught in our classrooms The new report card helps parents understand the standards that frame our curriculum The report card allows parents and students to understand more clearly what is expected at each grade level It measure how well a student is doing in relation to grade level standards, not the work of other students
Report Card Committee The report card committee sought representation from every school. Teachers began discussing how to revise the current standards based report card in the 2012-2013 school year Beginning this school year and with PA’s adoption of new standards, the committee began meeting in ½ day increments in the 2013-2014 school year Sample Standards Based Report Cards from local districts and other states were analyzed Working as grade level groups, draft report cards were developed
Teachers discussed, reviewed and recreated several report card drafts Sample drafts were shared with other teachers by committee members and administrators A primary and intermediate report card format emerged Our Instructional Technology Programmers formatted the final report card We will use it for a year and revisit for changes next spring
A Special Thank you to our Report Card Committee Members Cheryl Hills Christine Hughes Lauren Hughes Sarah Huntington Lauren Karczewski Megan Kurek JoAnn Lawall Patty Lipton Laura McGurney Mariann McKee Pat Millen Amy Moore Debbie Murphy Tracy Ortman Courtney Pollack Jeannine Weed Lisa Bachman Cindy Beck Jane Bonargo Charlene Borah Laurie Campagna Dolores Chominsky Pamela D’Arcy Eileen Delfini Sandy Durkin Julie Eastburn Pat Erickson Stephanie Fitzgerald Shannon Gainsley Carolyn Gavaghn Kristin Gudusky Laura Harrington
How will progress be reported? E – Exceeds the Standard Indicates the student has advanced understanding and exceeds grade level expectations. This student demonstrates academically superior skills consistently in that specific area. This student shows initiative, challenges himself/herself, and demonstrates this knowledge at school. An “E” is difficult to obtain and indicates unusually high achievement. M – Meets the Standard Indicates the student has proficient understanding and meets grade level expectations. The goal in Council Rock is to have all students achieve this level. A student receiving an “M”, is right on track with our high academic expectations. Some students will be strongly proficient, yet still receive an “M”. An “M” is something to be celebrated.
A – Approaching the Standard Indicates the student has basic understanding and is partially proficient at meeting grade level expectations. A student receiving an “A” understands the basic concept or skill, but has not yet reached the proficient level. An “A” should indicate that the student’s performance varies in consistency with regards to accuracy, quality, and level of support I – Improvement Needed Indicates the student has minimal understanding and does not meet grade level expectations. An “I” indicates that the student performance demonstrates inconsistent understanding and application of knowledge. NA – Not assessed These standards have not been addressed at this time or for this quarter. Certain skills and concepts are taught in specific marking periods.
Cover Page Includes introduction and child’s picture Briefly explains Standards Based Report Card Includes Descriptors Includes Student Attendance
Characteristics of a Successful Learner Will appear first on the report card Each characteristic is assessed with an “M” meets expectation or an “I” Improvement Needed Assessed each marking period
Characteristics of a Successful Learner (example) SELF-DIRECTED LEARNER Stays on task Is prepared for class with appropriate materials Keeps materials organized Follows directions Seeks appropriate help Demonstrates initiative and effort RESPONSIBLE WORKER Completes classwork Completes homework Writes legibly; produces quality work COLLABORATIVE WORKER Works cooperatively on class assignments Gets along with others RESPECTFUL CITIZEN Respects property, self and others Follows classroom rules Demonstrates self-control
Section 2 – Support Services Received (example) Check all services student receives o Specially Designed Instruction per IEP or GIEP o Instructional Support o Reading Support o Math Support o Math Enrichment o Speech/Language Support o Occupational/Physical Therapy o English Language Learning o Accommodation Checklist
English Language Arts Section Divided into Standard Domains with assessed competencies listed: o Foundational Skills o Reading Informational Text o Reading Literature o Writing o Speaking and Listening o Research
Mathematics Divided into these Standard Domains which become more complex in the upper grades o Operations and Algebraic Thinking o Number and Operations o Measurement and Data o Geometry
Science and Social Studies Student progress with understanding of concepts and skills is measured Student application of knowledge through active learning is also measured
Special Subjects Student progress in each special subject area is assessed in the marking periods indicated o Art o Music o Physical Education o Library
Teacher Comments The final section of the report card is reserved for teacher comments. Teacher are encouraged to share succinct comments. When lengthier comments are warranted, a parent teacher conference is suggested.
Students with IEP’s For students with IEPs, all areas on the report card will be completed based on the student’s instructional level. The following statement will be included on their report card: (Student) is currently receiving supplementary aids and services through an IEP. Therefore, indicators on this report card represent progress towards standards based on (student’s) instructional level. Please refer to (student’s) progress report for more detailed information regarding progress towards IEP goals. The indicators on the report card will be used to indicate their progress towards their instructional level standards.
What else is new with this report card? Parents will be able to view the report card in the Home Access Center on the day that report cards are distributed. They may print copies of report cards for their record or view them electronically. Parents may still request a paper copy be sent home. Report cards will be issued quarterly beginning in grade 3 and the first marking period will include a parent conference for all students.