Elementary Report Card Revisions Franklin Public Schools Parent Information Meetings November 2014

Agenda Context Common Core State Standards MA Frameworks Why Revise? Participants Changes Content General and Structural Changes Student Responsibilities Ratings Term progress and effort Questions

Common Core State Standards (CCSS) The Common Core State Standards (CCSS) are shared expectations for knowledge and skills in English/Language Arts (ELA) and Math. They emphasize both content and skills.

Massachusetts Frameworks (MA Frameworks) The MA Frameworks are based on the Common Core. Approximately 85-90% of MA Frameworks are based on CCSS – meaning MA added 10-15% additional standards. Massachusetts teachers are mandated to teach to the MA Frameworks.

Why Revise Report Cards? Need to align teaching and learning Based on 2011 ELA and Math Massachusetts Frameworks Based on the Common Core State Standards Will be more straightforward and more accurate to grade with alignment Better for children and families

Participants Committee members – a team of teachers and administrators across school and grade levels All teachers and administrators across the district School Committee Parents

Changes: Literacy Elementary report cards now align with the 2011 Frameworks Standards that are currently taught Language and sequence from the Frameworks Not all standards represented on report card All standards are taught but not all standards are graded Most important standards at each grade level are reflected on the report card Grade level expectations for mastery of the standards

Changes: Math Elementary report cards now align with the 2011 Frameworks Standards that are currently taught Language from the standards Arranged by domain (math topics)

Science and Social Studies No changes were made to these content areas at this time, except for moving states and capitals from grade 3 to grade 4. Topics continue as in prior years Will look at future changes to Science & Social Studies Will need to align with new Science Frameworks

Changes: General and Structural Revisions were made to: Students Responsibilities Ratings Term effort and progress Standards Specialists Comment Bank

Changes: Student Responsibilities More positive language and approach Based on the Responsive Classroom Approach that develops students’ social competency and the ability to monitor their own behavior. Consistency K-5

Expectations for Student Responsibilities grow as students progress through the grades. Kindergarten Grade 2 Grade 5

Changes: Ratings

Changes: Ratings Mastery (M) is the expected end-of-the year mastery of the standard. However, student may achieve mastery earlier than the final report card, even as early as the first term. If a student displays mastery based on multiple data points earlier in the year, then displays regression at a later point, a grade can change from an M to a P or a B.

Standard Ratings “I” and “N” The “I” rating means that the concepts and skills are newly introduced and have not been assessed at the time of the report card. The “N” rating means that the concepts and skills have not yet been taught at this point in the school year.

Standard Ratings “I” and “N” Many ratings of “N” and “I” should be expected on the first term report card. This is a reflection of the trajectory of the curriculum. Curriculum trajectories may vary from building to building.

Standards Rating “B” B is used to designate that the student is still at the beginning stages of understanding of a standard. The student requires additional re-teaching, reinforcement, or use of supports in the learning of the concepts and skills represented in the standard. This re-teaching is above and beyond what the typical learner needs for success. On the previous report card the B may have been used to indicate the standard was newly introduced. This is no longer the case with the newly developed report card.

Standards Rating “P” The P represents grade level progress towards mastery of the standard. A rating of P for two consecutive terms does not mean that no growth has occurred, rather, it often represents progression of academic expectations (i.e. Increased complexity of content and skills). A P is used in the first and second term when a student is on track for the M at the end of the year, showing the typical grade level progress at the time that grading occurs.

Term Progress

Term Progress The term progress represents progress towards the year end mastery as identified by benchmarks and other assessments. The term progress for each subject is included with the report card to denote progress towards the holistic mastery of all standards taught that term.

Term Progress Holistic mastery means that more than one assessment is used to determine student progress. A multitude of data points are used to ensure a holistic approach to grading. Holistic grading may include data obtained from assessments, conferencing notes, observational notes, exit ticket etc.

Comment Page The standards on the new report card offer far more details than what was used on the previous report cards. The comment page on the new report card will, therefore, only be used to note a specific, significant change in student performance, either a regression or significant growth. This page will likely be blank.

Changes: Specialists Report Card Assess concept knowledge and skill development Physical Education and Health are now graded separately

Committee Members Chair: Joyce Edwards, Director of Instructional Services Teachers: Janet Bessette, Jolene Cronin, Anna Grinley, Meaghan O’Neil, Jennifer Zeilor, Tricia Tobin, Ann Bliss, Katie Patten, Kristine Richards and Cheryl Bartholomew With help from: Franklin Math and Literacy Specialists Administrators: Sarah Klim and all elementary principals and assistant principals

Questions