Middle School Classroom Teachers Middle School Standards Based Recording and Reporting in Infinite Campus August 29, 2008 Produced by Middle School Classroom Teachers Teaching & Learning Information Services

Presentation Goals Educators will… Become familiar with terms used in a Standards Based Curriculum, Instruction and Assessment Recording and Reporting System (SBCIAR²) Learn how to use the Infinite Campus Lesson Planner and Grade Book to record evidence and report progress/quarter summary letter grade and student academic and learning skills proficiencies Discuss how to maintain an on-going standards based assessment system to monitor student proficiency levels over time (collecting trend data and submitting trend scores)

Workshop Participant Set Up Use this power point along with each participant’s Infinite Campus web site For login information contact the MMSD Help Desk at 3-5853 Additional Information can be found at the www Infinite Campus Information and the dww Teaching &Learning web sites

Rationale for MS Standards Based Report Card Curriculum and Instruction are Standards-Based Teachers align instructional programs to the state and district standards to provide all students with an opportunity to learn Performance on standards has a direct impact what students need to know to be successful at the next grade level and on standardized assessment Assessment Informs Instruction A standards based system is grounded in on-going monitoring and feed back for student learning Student learning determines instruction and further assessments Standards Based System Promotes Equity Learning goals are clearly and explicitly communicated to students and families High expectations are consistently implemented throughout the education system Instruction that includes regular assessment as a core practice is an essential component to improving student achievement

Grading Scale for Summary Letter Grade Only Courses Academic Performance Level for Middle School (on report card) Middle School Letter Grading Scale (in IC grading scale options) Courses without academic standards. Note: This scale is the same as previous years. A 89.5% and above B 79.5% to 89.49% C 69.5% to 79.49% D 59.5% to 69.49% U 59.49% and below P (Pass) Fail (Fail) – only available for courses that are marked pass/fail, grade does not factor into GPA I (Incomplete) - student has specified time to complete or receives an U MD (Medical) - medical reason must be on file with the school nurse NA (Not Applicable) - student has been in school two weeks or less and has insufficient records from previous school ME (Modified Expectations) – used when IEP appropriate or for ELL, levels 1 and 2 CP (Continuous Progress) – used only on the progress reports to allow comments to be sent home to parents. Without a grade, comments are not transferred to the progress reports in Infinite Campus

Grading Scale for Academic Standard to Letter Grade Course Academic Performance Level for Middle School Standards to Letter Grading Scale (on report card) Middle School Standards to Letter Grading Scale (in IC) Courses that report academcic standards and a summary letter grade. A 3.01 and above B 2.5 to 3.0 C 2.0 to 2.49 D 1.50 to 1.99 U 1.49 and below P (Pass) Fail (Fail) – only available for courses that are marked pass/fail, grade does not factor into GPA I (Incomplete) - student has specified time to complete or receives an U MD (Medical) - medical reason must be on file with the school nurse NA (Not Applicable) - student has been in school two weeks or less and has insufficient records from previous school ME (Modified Expectations) – used when IEP appropriate or for ELL, levels 1 and 2 CP (Continuous Progress) – used only on the progress reports to allow comments to be sent home to parents. Without a grade, comments are not transferred to the progress reports in Infinite Campus

Academic Standards (Power Standards) Rubric Academic Performance Level for Middle School Standards Rubric (on report card) Middle School Academic Standards Rubric (in IC) 4 Demonstrates in-depth understanding and application 3 Demonstrates full understanding and application 2 Demonstrates partial understanding and application 1 Demonstrates little or no understanding and application NA Not applicable ME Modified Expectations CP Continuing Progress

Learning Skills Rubric Academic Performance Level for Middle School Learning Skills Rubric (on report card) Middle School Learning Skills Rubric (in IC) M Most of the time S Some of the time R Rarely NA Not applicable ME Modified Expectations CP Continuing Progress

Vocabulary / Terms – click on vocabulary word to review definition Power Standard Standard Group Learning Skill Composite Criterion-referenced Norm-referenced Formative assessment Grading scale Learning Skills Rubric Summative assessment Task Evidence Trend Data and Score Continue presentation

Power Standard Each power standard is a combination of essential state and/or districts standards. Power standards, for MMSD purposes, are the articulation of a manageable number of standards, leading to teaching for deep, meaningful understanding. Each content area has selected between 2 to 5 power standards used for reporting standards-based student achievement on the report card. Return to vocabulary list

Standard Group Folder name for a group of assignments for a specific Power Standard. Will appear as a yellow folder below a Power Standard. Return to vocabulary list

Learning Skill Learning skills are standards reported separately from the academic standards on a MMSD report card. Learning skills are behaviors and life-long skills that can contribute to or hinder the learning process. Learning skills include class participation, work completion, behavior and teamwork. Different skill sets are attached to specific courses based on behaviors that are critical to the particular course. Return to vocabulary list

Composite Grading Located in Instruction> Admin> Composite. Establishing the composite for the quarter or semester report card will determine the weight given to each power standard (tasks that show up in black in the Lesson Planner). Return to vocabulary list

Criterion Referenced Criterion-referenced standards and assessments compare individual student performance to specific, stated objectives, learning goals or expectations. Criterion-referenced assessment systems do not compare student performance to other students. Return to vocabulary list

Normative Referenced Norm-referenced standards and assessment data compares achievement of a particular student to the achievement of other students. Norms are used appropriately in competitions when ranking is necessary. Return to vocabulary list

Formative Assessment Formative assessment refers to assessment for learning. It occurs when teachers observe, listen and record personal needs and growth. Students self-evaluate, receive teacher feedback, and have the opportunity to revise and resubmit their work. Formative assessment informs teacher instruction. Return to vocabulary list

Grading Scale A set of guidelines to determine a letter grade as a summery of power standard scores. Return to vocabulary list

Rubric A set of guidelines for assessment that includes clear performance standards and a rating scale. Performance standards define how well the students are expected to demonstrate learning and rubrics align the performance standards to a specific performance level. Return to vocabulary list

Summative Assessment Summative assessment is the assessment of learning at the end of a learning sequence. These assessments are usually not revised by students but are evidence for teachers to judge students’ overall level of understanding at that point in time. Students are aware of the criteria by which they will be evaluated (throughout the course) and they can work towards meeting specific goals. Return to vocabulary list

Task This term refers to a grading period (Q1 Quarter Grade, etc.), to a power standard (Content Knowledge, Applications, etc.) or a Learning Skill (Uses time productively, etc.) in IC. Return to vocabulary list

Evidence Evidence is student data teachers collect to measure student proficiency. Assignments are one form of assessment used to collect the evidence. All forms of assessment are labeled assignments in Infinite Campus. Return to vocabulary list

Trend Data and Score Trend data is evidence of a student’s level of understanding and performance. The trend score is the symbol used to report student achievement. Trend data that is evenly rising or even across the board is easier to evaluate and determine a trend score. When trend data is inconsistent, teachers use the following guidelines: One, give priority to the most recent evidence. Two, give priority to the most comprehensive evidence. Three, give priority to evidence related to the most important learning goals or standards.

Sample Middle School Report Card

Sample Course Tasks Note: 2-D Art has power standards and Geometry Honors does not have power standards. MS 2-D Art Summary Letter Grades: Progress Grade, Quarter Grade Power Standards: Skills and Techniques, Knowledge, Application Learning Skills: Uses class time productively, Completes projects, Cooperates with others MS Geometry Honors Power Standards: Learning Skills: Uses class time productively, Completes homework, Cooperates with others

Which type of course are you teaching? Course with power standards - set up the standards based grade book. (i.e. 2-D Art, Language Arts, Science) continue Course with no power standards but has progress/quarter grades and learning skills - set up the grade book same as last year with minor changes. (i.e. Geometry Honors, Foods, Wellness/Health) directions here

Infinite Campus Key Features for Using Standards Based Reporting Preferences Composite Grading Lesson Planner Grade Book Grading By Task or Student

IC>Instruction>Administration Tools Preferences Composite Grading Grading Scales

Standards Based Grade Book Set Up Setting up Preferences Instruction > Admin > Preferences Select the ‘Remove percentages and calculations’ option Note: Power Standards assignments will not be averaged Note: The Power Standards and Learning Skills will appear black in the Lesson Planner if you turn off the calculation in preferences Select other preference options you desire SAVE AFTER you have saved, use the Mass Assign to multiple classes to change the setting for all of your sections in all quarters

Standards Based Grade Book Set Up Setting Up Composite Grading Instructions> Admin> Composite Grading For each section and each quarter you will… Under the Composite Grading section, select the ‘Q’ term/Quarter Grade. Never align standards to the Progress Grade. In the Composite Grading Detail, assign the weight to each Power Standard (not Learning Skills). Scores should total as close to 100% as possible.

Standards Based Grade Book Set Up Review Grading Scales Instruction > Admin > Grading Scales To see the grading scales, select Grading Scales in Administration and the scale you want to view.

Lesson Planner

Standards Based Grade Book Set Up Lesson Planner – Quarter Grade Grading Scale Instruction > Lesson Planner Select the task – Term Q1 Quarter Grade In the box, Lesson Plan Preference, do not use the first two boxes. You will need to assign a grading scale. Use the pull down arrow and select Middle School Standards to Letter Grading Scale The Power Standards and Learning Skills now appear with black text in the Lesson Planner because you have turned off the calculation in preferences.

Standards Based Grade Book Set Up Lesson Planner – Standard Groups In Lesson Planner, you will see the Power Standards listed. Use the +/- buttons to navigate. The power standards are in black because you removed calculations and percentages. This example shows Standards Groups (yellow folders) that have been added. Each Power Standard needs at least one Standard Group, which will appear as a yellow folder for the grade book to function. Click on New Standards Group. Give the standards group a name and assign it to a Power Standards SAVE

Standards Based Grade Book Set Up Lesson Planner – Assignments A new assignment(s) can be added to a Standard Group. Click on New Assignment and complete the boxes. Anything in red is a required field. If you used Grade book last year, this is the same. To find the *Group, just click in the empty box and the list will appear. One specific assignment that is recommended is Trend Score. This is where you can evaluate a student’s progress towards proficiency of a power standard. It will help you when you need to post progress/quarter grades. Another option is to update your score in the green column of the grade book often.

Standards Based Grade Book Set Up Lesson Planner – Lesson Plan Copier After you have set up your Lesson Planner for one section, you can copy that set up to other sections. To use Lesson Plan Copier, the receiving section must be empty. Check the other section(s), scroll down and click Copy Lesson Plan. You can also copy specific assignments into another section(s). After clicking on a Standards Group (yellow folder) click on Copy Assignments. Select the assignment you want to copy and then the section and folder where it should go. Be careful – get the right school year and standards group.

Gradebook

Standards Based Grade Book Set Up Grade Book – Enter Scores To add scores for an assignment within a particular power standard. Use the pull down menu to select the task. Use the down arrow to show your options. This example shows the power standard - Use of Computer Technology. Enter the grades in the gray column. Press enter key to move down the column. Scores will be 4,3,2,1. Check the scoring rubric for an explanation. To enter a score in the green column for posting, click and you will see a drop down menu. Select the score. Remember to Save.

Posting Scores and Summary Letter Grade Once the grading window is open, submit all academic standards and learning skills scores. Because you used the Composite Grading feature, academic standard scores will be automatically moved to the quarter grade book. During the night, percentages will be added to the scores. The next day you can right click and post the summary letter grade for the progress /quarter grade. You can add comments in Grading by Task or Grading By Student. There are now over 350 comments that include middle school standards statements.

Resources MS Teacher Guide IC Information> Teacher Help web site DWW - T&L web site Optional school based workshops (after school) On-going discussions to review student work, curriculum and instruction during staff and team meetings continue with presentation

Infinite Campus Key Features for Recording and Reporting Student Academic Achievement Preferences Composite Grading Lesson Planner Grade Book Grading By Task or Student

Letter Grade Set Up Preferences Select the options you desire. Many teachers select hide dropped student, show student numbers and use canned comments. You can choose to select remove percentages and calculations if you would like to measure student work using a trend score. The Power Standards and Learning Skills will appear black in the Lesson Planner if you turn off the calculation in preferences.

Letter Grade Set Up Composite Grading Do not create a composite grade for the quarter grade. Learning Skills are reported separate to the letter grade.

Letter Grade Set Up Lesson Planner In the lesson planner, select the Middle School Letter Grading Scale for the quarter grade task. The Learning Skills are already assigned to the Learning Skills Rubric. Set up New Task Groups in the Quarter Grade and New Standards Group in the Learning Skills.

Letter Grade Set Up Grade Book and Posting Grades Once the grading window is open, submit the summary letter grade and academic standards and learning skills scores. You can also submit grades using the Grading By Task or Student features. You can add comments in Grading by Task or Grading By Student. There are now over 350 comments that include middle school standards statements. Go back to presentation