Presentation on theme: "Report Cards 101. ELD Progress Report Cards Complete ELD portfolios. Only score the standards you have taught. Score individual standards on assessments/work."— Presentation transcript:
ELD Progress Report Cards Complete ELD portfolios. Only score the standards you have taught. Score individual standards on assessments/work samples. Analyze the pattern of scores recorded on the portfolio for individual ELD standards within Listening/Speaking, Reading and Writing. Determine a report card score for each language domain using the ELD Progress Report Card Scoring Guide.
ELD Progress Report Card Scoring Guide ELD Portfolio Rubric Score ELD Report Card Rubric Advanced Progress: Consistently exceeds the individual standard. 4 Has met all standards in a domain for the identified ELD level and is working on meeting that standards for the next level. Student: Scores mostly 4’s and a few 3’s in a domain on the portfolio Works well independently and requires minimal teacher support Performs consistently and effectively on assessment tasks/assignments Average Progress: Meets the individual standard. 3 Meets the standards that were taught in a domain for that reporting period. May be ready to move to the next ELD level in a specified domain, if all standards have been met. Student: Scores mostly 3’s and a few 4’s and perhaps one 2 in a domain on the portfolio Works well independently and occasionally requires teacher support Performs appropriately on assessment tasks/assignments Partial Progress: Demonstrates some progress in the individual standard. 2 Student is making progress towards meeting the standards that were taught in a domain for that reporting period. Student: Scores mostly 2’s, a few 3’s and perhaps one 1 in a domain on the portfolio Occasionally works independently and requires teacher support Performs inconsistently on assessment tasks/assignments May need in-class or Saturday school intervention Limited Progress: Demonstrates little or no progress in a standard. 1 Student is making little or no progress towards meeting the standards that were taught in a domain for that reporting period. May be working below their identified ELD level. Student: Scores mostly 1’s and a few 2’s in a domain on the portfolio Unable to work independently and is dependent on teacher support Consistently performs with little or no ability on assessment tasks/assignments Must receive intensive in-class and Saturday school intervention.
Here’s what you need to know! All elements of PCS– the curricula, daily instructional activities, materials, textbooks, and assessments – should be aligned to support progress of all students toward achievement of grade level standards.
What you need to know continued. At the beginning of each school year, all classroom teachers will inform students and parents about Pacoima Charter School’s policy on Standards-Based Promotion (SBP), including the standards to be met for each grade level and the appeal process. TPS-When does this occur?
What you need to know continued. Teachers are to evaluate a student on the degree to which he or she is progressing toward the achievement of grade-level standards and English language proficiency standards for English Learners (ELs).
What you need to know continued. Program participation will be automatically indicated on the Elementary Progress Report for English Learners, gifted, special education and intervention students.
What you need to know continued. Although attendance, work habits, and cooperation may influence student progress, these are not to be used as part of any rigid formula for assigning subject marks (Education Code Section 49067). TPS-What does this mean?
What do you need to know continued. Achievement and Effort scores must be assigned to all students who have been enrolled at a school for 15 or more days during regular reporting periods. If attendance during the initial marking period for a student has not been sufficient to warrant the assignment of scores, a teacher will note, in the Teacher Comments section, “Insufficient attendance to determine performance.”
What do you need to know continued. Teachers should inform parents regarding exceptional student performance and student improvement.
What do you need to know continued. The score of 1 or 2 can only be issued to a student whose parent or guardian has been given adequate prior notice (midpoint of a reporting period).
What do you need to know continued. Specific intervention should be offered and implemented before issuing a score of 1 or 2 and/or before issuing a recommendation for retention.
What do you need to know continued. All schools will issue the Elementary School Progress Report to parents three times during the school year for grades K-5 schools.
What do you need to know continued. PCS has a four-level scoring scale using the numbers four, three, two, and one to indicate student achievement with the score of four being the highest. Aligned to the state standards, these criteria describe the expected performance levels for students at each grade. Achievement in the academic subjects is indicated as noted below. The following excerpts are from the Progress Report :
What do you need to know continued. EXPLANATION OF SCORES ACHIEVEMENT SCORE -Indicates student progress towards achievement of grade-level, state and District learning standards. 4 Advanced -Exceeds the standard 3 Proficient -Meets the standard 2 Partial Proficient -Partially meets the standard 1 Not Proficient -Unable to meet the standard
What you need to know continued. Scores for effort indicate how the student is striving toward achievement of standards. The following excerpts are from the Progress Report: EFFORT SCORE -Indicates student effort towards achievement of grade-level, state and District learning standards. 4 Strong - Always 3 Consistent -Usually 2 Inconsistent – Sometimes 1 Poor -Rarely
What you need to know continued. The curriculum, instruction and assessment in the Mainstream English Program are designed for English Learners who are at ELD level 5 and are considered “reasonably fluent”. Students are expected to have enough English Proficiency to compete successfully with their grade-level peers; English Only (EO), Initially Fluent English Proficient (IFEP), and Reclassified Fluent English Proficient (RFEP) in Language Arts. All ELs at ELD levels 1- 5 must receive ELD and subject area report card scores.
What you need to know continued. Teachers are responsible for maintaining accurate record of attendance and inputting attendance on ALL report cards for all reporting periods.
WFTB When using the scoring guide for Write From the Beginning, a score of 16-20 indicates minimum proficiency in writing which equals to an achievement grade of 3.
Students with Special Needs The IEP Report of Progress and Achievement (page 5 of the IEP) requires teachers who are providing instruction and or services to a student to evaluate student progress toward attainment of IEP goals in alignment with regular school reporting periods. Accommodations or modifications identified on the IEP must be considered when grading students with disabilities. Accommodations identified on the Section 504 Plan must be considered when grading students with disabilities.
Paul 2 nd graderRFEP Reading placement: Wings 2.1 at the beginning of the year. Completes read and respond daily. Participates in class and is cooperative. Reads 34 WCPM Struggles on comprehension and vocabulary tests. What is his ELA reading grade in achievement and effort? Why?
Jacob3 rd GraderLEP Reading Placement- W3-2 at the beginning of the year Doesn’t complete read and response daily. Has a Section 504 Plan for health reasons. Doesn’t struggle in class with comprehension tests or vocabulary. Doesn’t finish any assignments. What is his ELA achievement grade? What is his effort grade?Why?
Michael4 th graderIFEP Michael has scored in the high 90% on all his math assessments including his quarterly exams. In class, he doesn’t complete any assignments. At rarely does his homework. What is his math achievement grade? What is his effort grade? Why?