ASD K-6 Report Cards Standards & Numerical Based Grading

Essential Questions What information do we want to communicate? Who is the targeted audience? How will the information be used?

The Concern Creates confusion for teachers about which subjects get numerical grades and which subjects get standards based ratings. Creates confusion for parents about the grading system. Numerical grades continued to be included. ASD K-6 report cards updated in 2008 to include standards based reporting (E, M, P, N).

The Law Maine Revised Statutes Title 20-A: Education Part 3: Elementary and Secondary Education Chapter 207-A: Instruction Subchapter 3: Secondary Schools §4722-A: Proficiency-Based Diploma Standards

Does This Make Sense Student in 4 th grade meets the standards in math fraction skills, but receives a grade of 70. The 70 includes missing work, homework, practice work, and class participation grades While student demonstrates a thorough understanding of the skills and concepts (fractions), the grade reflects possible poor organizational skills, attendance issues, instability in personal life, communication difficulties, etc. Continuation of two systems on the same report card

A student could be great at “playing” school -- has support at home to get homework completed (by whom?), turns in completed work, gets good grades on projects, and attends school consistently, yet..... Does not demonstrate the understanding of the skills and concepts taught..... cannot tell you that two halves is the same as having a whole. The opposite can also be true

SBG reports if the student thoroughly understands a standard (concepts & skills) and can apply the knowledge independently, currently known as “Meets”. SBG reports if the student meets a standard beyond what is taught (Exceeds) and whether the student is moving towards understanding the skills and concepts (Partially Meets and Needs More Time) Standards Based Grading (SBG)

Exceeds, Meets, Partially Meets, Needs More Time These ratings are based on the student’s knowledge on skills of specific standards. Late work, missing homework, lost papers are not considered. The ratings target a skill and tell how the student is progressing on that skill. Aligns with proficiency base learning and common core state standards adoption.

Rating Descriptors Exceeds - creates confusion…  exceeds at what? (F&P benchmark, a standard, grade level work)  varies from teacher to teacher  not clear Partially meets - has a negative tone E, M, P, N versus 4, 3, 2, 1

Applies knowledge independently while demonstrating a thorough understanding of skills and concepts beyond what is explicitly taught. Applies knowledge independently while demonstrating a thorough understanding of skills and concepts explicitly taught. Approaching knowledge of concepts and application of skills explicitly taught. Additional teacher support is needed. Not yet able to demonstrate understanding of skills and concepts explicitly taught without extensive teacher support.

The Other Problem For the past 5 years the ASD teachers have mapped their curriculums based on the Maine Learning Results Standards and the CCSS. The K-6 report cards do not reflect the standards teachers are working on with students. Difficult to complete report cards when data collected is based on standards and not on descriptors from the report card.

Next Steps Draft an updated K-6 report card with ELA and Math sections that reflect standards and domains, including Maine Learning Results Guiding Principles. Review proposal with the ASD Board of Education. Develop guiding resources for teachers and parents. Provide professional development time where teachers are briefed on how to use the new report cards. Hold parent informational meetings and send home guiding resources about the new report cards. Implement in School Year by 1 st trimester