Parent Forum – Elementary Report Card Revisions Nauset Public Schools April 2015

What is a Standards-Based Report Card? Provides a clear message to parents about which skills and concepts students know and are able to demonstrate in relation to established state standards Helps teachers and students focus on identified expectations, giving students a direction for their learning Aligns instruction, assessment, and grading with standards and expectations Creates a higher level of consistency and continuity in assessing among teachers and across grade levels

How does a SBRC compare to a traditional report card? Letter grades combine: How well student met teacher’s expectations How student performed on assignments and tests How much effort the teacher believes the student put in Weighting of assignments/missed assignments varies by teacher Traditional letter grades do not identify the specific standards/skills that have been mastered Gives better picture of strengths & areas for improvement in relation to the grade level standards Allows separate reporting on Habits of Learning including ‘Prosocial Skills’ and ‘Approaches to Learning’ behaviors

Why Revise? Current report card outdated Alignment of instruction, assessment, and standards Need to align with teaching and learning Alignment to MA Curriculum Frameworks More accuracy and consistency in the assessment of student progress Better communication to students and families regarding student performance

Why Eliminate Letter Grades? Most often, letter grades are based upon percentages Quiz/Test scores Homework and/or classroom assignments May account for effort and participation Reflects an average and a missed assignment may have huge impact Two points to consider: Percentages can be deceiving – if a student’s scores go from 60 to 72, then to 83, then to 95 over the course of a term, is if fair to average these scores when the last assessment measures all of the course content? Should a percentage equate to a letter grade? Is 90% a good score to measure success of a child crossing a street unharmed…or a percent of time that your alarm works? Is 50% a bad score if you are measuring a batting average in baseball/softball or successful attempts at scoring a basket from half court? What grade should a doctor get who correctly diagnoses your medical problem 75% of the time?

Changes: Ratings Ratings for Academic Performance Skills Indicators and (at the kindergarten level) for Social/Emotional Development Rating Descriptor M Student consistently and independently demonstrates mastery [of the grade level standards] P Student is progressing toward consistent and independent achievement [of the grade level standards] S Student is starting to progress [toward the grade level standards] with additional time and support N Student is not yet demonstrating progress [toward the grade level standards] * or / * Indicates an accommodation or modification and ‘/’ indicates the standard was not substantially addressed that trimester

Changes: Ratings Ratings for Prosocial Skills and Approaches to Learning Examples of these behaviors: Organizational skills; Follows directions; Shows sustained focus and effort; Shows a willingness to try new things and take learning risks; Completes homework assignments; Interacts appropriately with adults and peers; Demonstrates responsibility for materials and belongings; Exercises self-control in structured and unstructured settings Rating Descriptor 3 Student consistently demonstrates this skill 2 Student demonstrates this skill some of the time 1 Student requires ongoing intervention to develop this skill

Changes: English Language Arts Align with the 2011 Frameworks Foundational Skills Reading Literature and Informational Text Language Speaking and Listening Writing Grade level expectations for mastery of the standards Mastery requirement may change by term as material becomes more complex Student performance can vary each term as expectations change Not all standards are on the report card

Changes: Math Align with the 2011 Frameworks Arranged by domain (Math topic) Grade level expectations for mastery of the standards Mastery requirement may change by term as material becomes more complex Student performance can vary each term as expectations change

Art, Music, P.E., Library, and Technology Social skills Effort, behavior Academic performance skills Specific to area (creativity, sings/plays music, movement, fitness, informational literacy, etc.)

Timeline and Process Steps taken to date: Next Steps: Report Card Committee began work in the Summer of 2014 Draft shared with School Committee and parents in December and January with feedback opportunity for parents, staff, and the community Copies shared with FAQ at Parent-Teacher Conferences Comments developed and are currently being reviewed with an opportunity for feedback (see handout) Parent Forum held for parents/community members Next Steps: Finalize comments for each content area Aspen [X2] development – Part of our online student information system Fall 2015 implementation w/Teacher training & Parent education Revisions as necessary including possibility of Social studies and Science changes as Curriculum Frameworks are adopted

Questions