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Live Learn Lead.  What are the major reasons we use report cards and assign grades to students’ work?  Ideally, what purposes should report cards or.

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Presentation on theme: "Live Learn Lead.  What are the major reasons we use report cards and assign grades to students’ work?  Ideally, what purposes should report cards or."— Presentation transcript:

1 Live Learn Lead

2  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?

3  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

4  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.

5  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.

6  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.

7  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.

8  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

9  Still Working  Demonstrates a lack of understanding; inability to accomplish grade level tasks; re-teaching consistently required

10  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

11  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

12  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 quarters  An “AP” is not initially an indicator of poor performance. However, a child who continues to perform at this level is at-risk

13  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

14  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”

15  Gaps in understanding  Intensive intervention required  Impossible to remediate  Strong possibility to be retained

16  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.

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

18  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

19  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

20 For additional information please visit these sites.  t08/vol66/num02/Seven_Reasons_for_Standards- Based_Grading.aspx t08/vol66/num02/Seven_Reasons_for_Standards- Based_Grading.aspx  _archive _archive  d_grading/sbgfaq d_grading/sbgfaq  grading.html grading.html

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