Lewiston Porter PEC Standards- Based Report Card Grades K-3 Report Card Committee Members: Heidi Kazulak, Suzanne Hedemann, Lisa Winslow, Kelly Millville, Rebecca Orsi, Alice Destino, Darcy Allender, Tina Rodriguez, Josh Suita, Michelle Riehler

History of the Committee’s Work A 10 member committee made up of grade levels K-3 teachers and a special area teacher convened in 2013 approximately 80 hours to: Study the research Collect & review documents from other districts Identify the PRIORITY standards in each academic area Prepare for implementation year scheduled for

WHY THE CHANGE? To respond to the Common Core State Standards and instructional shifts To more accurately and effectively communicate student progress to parents, students and to staff in other grades To be clear and specific about the academic and pro-social standards of public education: what all students need to know, shared responsibility of education, student driven learning To reduce paperwork and move to three reporting cycles during the school year so young children have time to master each standard To implement meaningful formative assessments and probes to align with student outcomes and learning expectations

What is a Standards-Based Report Card? Assesses student performance against a specific and observable set of skills; Measures each student against the identified grade level; “end of year” standard Does not measure how the student performs compared to the other students. Allows teachers to identify standards “not yet attempted” based on instructional pace.

How were the Academic Standards Selected? Essential Standards representing what ALL students should know and be able to do were identified using the Common Core State Standards and Developmental Continuums:  In each academic area  At a specific grade level

Comparison: English Language Arts & Literacy - Reading OLD NEW Uses comprehension strategies Spells correctly in daily work Listens for information and understands Stays on topic during class discussions Asks and answers questions using evidence from text Knows and applies grade level phonics and word analysis skills in decoding words Effectively participates in discussions within a group Presents information with appropriate facts and relevant descriptive details Student sustains attention and perseveres throughout tasks

Literacy - Writing OLD NEW Organizes ideas with beginning, middle, end Writes in complete sentences using details Stays on topic Produces writing in which the development and organization are appropriate for the task. Writes to communicate ideas and information effectively. Uses note taking when gathering information from print/digital resources. Student sustains attention and perseveres throughout tasks

Mathematical Content OLD New Recognizes place value Uses problem solving strategies Understands and uses math vocabulary and symbols Uses place value understanding to solve operations Applies strategies to solve problems Uses and communicates mathematical thinking clearly Student sustains attention and perseveres throughout tasks

Key for Performance Levels 4Exemplary Student consistently and independently demonstrates an advanced understanding and ability to apply grade level concepts, skills and processes. 3Proficient Student consistently and independently demonstrates an understanding and ability to apply concepts, skills and processes. 2Developing Student is not yet consistent in demonstrating an understanding and ability to apply concepts, skills, and processes. Review, reinforcement and support may be needed. 1Emerging Student demonstrates a limited understanding and ability to apply grade level concepts, skills and processes. Student is performing significantly below grade level expectations. NANot assessed Not assessed to date. New Grading Key: A Numeric System

What Other Changes Will I See? We recommended three reporting periods with report card distribution following a timeline of: Early December (with conference) Mid March (conference optional or by request) End of School

Q: Why a Standards-Based Report Card? A: Standards-based report cards provide: 1. In-depth student assessments 2. Consistent evaluations throughout the year 3. Individualized instruction information 4. Consistent evaluations between students

Q: How does this help parents? A: Standards-based report cards 1. Enable parents to receive accurate information based on cumulative student progress throughout the marking period. 2. They promote more detailed and meaningful conversations at parent/teacher conferences. 3. Allow for careful and precise monitoring of student achievement. 4. Reflect grade-level standards and expectations so parents gain a complete idea of student progress.

Q: Why are all standards not listed on the report card? A: A standards-based report card is not the same as a standard/learning outcome listing. Teams of teachers and administrators reviewed the New York State Common Core and District standards for each grade level and chose descriptors which were considered most significant for student learning at each grade level.

Q: Why are there no letter grades? A: A standards-based report card’s rubric approach (4, 3, 2, 1) provides information about student achievement without the need for letter grades. Letter grades: 1. Follow a teacher's individual assessments and expectations. 2. Do not show a student’s performance toward state and district expectations.

Q: Can a student perform at a level 3 and then move to a lower level in the next marking period? A: The expectations change from one marking period to the next as students move toward the end of grade-level expectations. This means: A student may meet the grade-level expectation during the first marking period, but as the expectations increase, the student may not demonstrate the same level of proficiency during the next marking period. 2. A student might receive a 3 in the first marking period and then receive a 2 in the second marking period.