1. From the Diocese of Allentown Mission Statement
“The Diocese is committed to schools of academic excellence in faith filled environments that foster Communities of faith.”
From the Diocese of Allentown Mission Statement

2. Revised Diocesan Elementary Report Cards Assisting Communication: between Teachers and Parents; between Teachers and Students
Report cards and Progress Reports are a way to assist communication between teachers and parents and between teachers and students

3. Why New Report Cards 1. Why did we change the report cards?
Change in PA Standards and the Diocesan Curriculum
2. Why did that change?
Because of what our students will need in order to be successful learners in secondary school, college and in the workplace
This would have an effect on:
IOWA, PSAT, SAT ACT testing, along with local assessments
on high school expectations

4. Instructional Shifts for English Language Arts within the Diocesan School Curriculum
Six Shifts in ELA/Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-Based Answers
Writing From Sources
Academic Vocabulary
Also, changes in learning shifts in ELA and Math

5. Instructional Shifts in Math
Six Shifts in Math
Focus
Coherence (Connect the learning throughout the grades)
Fluency-Automaticity
Deep Understanding
Applications
Dual Intensity (Practicing and Understanding)

6. Diocesan Elementary Curriculum Updates
Technology
Religion/Theology
English Language Arts
Math
Science

7. 21st Century Skills 4 “Cs” Learning Skills 4 C’s Critical Thinking
Creative Thinking
Collaborating
Communicating
Report cards and assessment reflect the 21st Century Learning Skills

8. Process Timeline and process
Formed a committee of K-8 teachers and administrators in October of 2014
Researched a variety of report cards
Spoke with professionals at the diocesan, university, and school districts levels
Process
The committee worked together as a team.
Split into grade groups: K; 1,2; 3-5; 6-8
Came back together on all the topics

9. Process
Began looking at topics and subtopics on the report card and aligned them with the curriculum.
Reached out to schools and curriculum committees for input on subtopics for Religion, Math, ELA, Science, and Social Studies.
Surveyed schools concerning Comments and proceeded to update them.
Began looking at topics and subtopics on the report card that align with the curriculum
Reached out to schools and curriculum committees for input on Religion, Science, Social Studies sub topics
When the topics and subtopics were finished, we shared what we had with the schools and asked for comments to be sent back to us.
Even though many of the suggestions that were sent in, we had already changed during our meetings, we did made some additional adjustments based on the input from the schools.

10. Survey
When the topics and subtopics were finished, we shared what we had with the schools and asked for comments.
Many of the suggestions we had already changed in our meetings and made other changes based on the input from the schools.
Updated the content on the report cards.
4. Updated the grading.

11. Grading - Grades 3-8 Each content area subject will have a percentage grade

12. Grades 3 – 8 Each major subject will have a percentage grade
Sub Codes under the Academic Content Areas
and Christian Values
 Exceeds Expectations
 Meets Expectations
- Does Not Meet Expectations
 Skill Has Not Been Assessed

13. Grades 3 - 8 For Specialties, Conduct and Effort: O Outstanding 97-99
VG Very Good
G Good
S Satisfactory
N Needs Improvement
U Unsatisfactory
below 70

14. TRIMESTERS

15. Process for Deciding on Trimesters
Contacted Dioceses and School Districts
Reviewed the possibility with Dr. Fromuth
August Principals meeting –presentation of Trimesters and discussion on strengths and concerns
a. High Schools- there will be a presentation at the Studies Directors meeting
November Principals Extended Meeting continued the discussion on concerns and came up with some solutions.

16. Trimesters Three semesters instead of the four semesters we have now.
Each trimester is 12 weeks in length
Extending the marking period from 45 to 60 days
Trimesters begin August, November, March
Reports are given November, March and June
K-8

17. Trimesters
1. Longer periods of time to develop meaningful information about student progress 2. More opportunities to build relationships and rapport with students before formal reporting 3. More opportunities to understand student needs and to properly intervene.

18. Trimesters Second and third semesters are notoriously too
short due to days off and weather concerns
2. Teachers will have more time for direct instructions and this will help with pacing of lessons for mastery.
3. Research shows trimester grading periods are more developmentally appropriate for elementary and middle school students
4. Trimesters give teachers more time to assess and gather the data. 

19. First Trimester First Trimester August 29 First Trimester Begins
Week of October Progress Reports Issued
Week of October Parent Conferences
November Marks End
December 5 First Tri. Reports Issued
Some schools might need to use the first week in November

20. Second Trimester November 29 Second Trimester Begins
Week of Jan Progress Reports Issued
Prepare 8th grade placement card
Parent Conferences: teacher and parent request
March 8 Marks End
March 15 Second Tri. Reports Issued
Week of Jan Progress Reports Issued
Possible Parent Conference scheduled
8th grade Preliminary Record First Trimester and the Progress Report

21. 8th Grade Placement Card
Consists of:
1st trimester progress report
1st trimester report card
2nd trimester progress report

22. Third Trimester March 9 Third Trimester Begins
March 9 Third Trimester Begins
Week of April Progress Reports
May , 31 Final Exams
June 1, 2 Final Exams
June Closing Exercises

23. Things to Consider
Teachers need to be aware of pacing from the beginning of the year
Need to track all students, especially those who are having difficulties.
Teachers have to be conscious of the number of assessments per trimester.

24. ASSESSMENTS

25. ASSESSMENTS Formative and summative assessments are happening all year
Progress Report in the middle of each of the three trimesters
Conference after the first Progress Report-end of October
Second conference, school discretion, after the second Progress Report

26. Curriculum and Final Exams
Working with the Diocesan Curriculum Committees to come up with reorganization of the curriculum for trimesters
Also working with the committees on assessments

27. Pacing Math Committee- put the curriculum in 3 semesters
ELA – in discussion
Science – Putting the curriculum in trimesters.
Also adding resources

28. Assessments Requirements:
Minimum of FIVE grades (tests, projects, performance assessments) per each content area
Homework can be weighted no more than 10% of the grade

29. Grading Content Area Specifics:   
Religion: Four tests and 1 project or performance assessment
Math: Four tests and 1 performance assessment
Reading: Vocabulary quizzes/tests should be averaged /weighted as one grade and used as one of the five grades required
ELA: Spelling quizzes/tests should be averaged /weighted as one grade and used as one of the five grades required

30. Grading
Science: Labs should be averaged together as one grade and used as one of the five grades required
Social Studies: Current Event Reports could be averaged /weighted as one grade and used as one of the five grades required
Math and ELA Maintenance sheets could be averaged /weighted as a quiz in addition to the five grades
 Individual schools will determine guidelines for honor roll system and post it in the handbook

31. Mickey McGrath
We want to assist our students to have the best academic experience, reach their spiritual and academic potential in an atmosphere of faith, hope and love.