1. Parent Forum – Elementary Report Card
Revisions
Nauset Public Schools
April 2015

2. What is a Standards-Based Report Card?
Provides a clear message to parents about which skills and concepts students know and are able to demonstrate in relation to established state standards
Helps teachers and students focus on identified expectations, giving students a direction for their learning
Aligns instruction, assessment, and grading with standards and expectations
Creates a higher level of consistency and continuity in assessing among teachers and across grade levels

3. How does a SBRC compare to a traditional report card?
Letter grades combine:
How well student met teacher’s expectations
How student performed on assignments and tests
How much effort the teacher believes the student put in
Weighting of assignments/missed assignments varies by teacher
Traditional letter grades do not identify the specific standards/skills that have been mastered
Gives better picture of strengths & areas for improvement in relation to the grade level standards
Allows separate reporting on Habits of Learning including ‘Prosocial Skills’ and ‘Approaches to Learning’ behaviors

4. Why Revise? Current report card outdated
Alignment of instruction, assessment, and standards
Need to align with teaching and learning
Alignment to MA Curriculum Frameworks
More accuracy and consistency in the assessment of student progress
Better communication to students and families regarding student performance

5. Why Eliminate Letter Grades?
Most often, letter grades are based upon percentages
Quiz/Test scores
Homework and/or classroom assignments
May account for effort and participation
Reflects an average and a missed assignment may have huge impact
Two points to consider:
Percentages can be deceiving – if a student’s scores go from 60 to 72, then to 83, then to 95 over the course of a term, is if fair to average these scores when the last assessment measures all of the course content?
Should a percentage equate to a letter grade? Is 90% a good score to measure success of a child crossing a street unharmed…or a percent of time that your alarm works? Is 50% a bad score if you are measuring a batting average in baseball/softball or successful attempts at scoring a basket from half court? What grade should a doctor get who correctly diagnoses your medical problem 75% of the time?

6. Changes: Ratings
Ratings for Academic Performance Skills Indicators and (at the kindergarten level) for Social/Emotional Development
Rating
Descriptor M
Student consistently and independently demonstrates mastery [of the grade level standards] P
Student is progressing toward consistent and independent achievement [of the grade level standards] S
Student is starting to progress [toward the grade level standards] with additional time and support N
Student is not yet demonstrating progress [toward the grade level standards]
* or /
* Indicates an accommodation or modification and ‘/’ indicates the standard was not substantially addressed that trimester

7. Changes: Ratings
Ratings for Prosocial Skills and Approaches to Learning
Examples of these behaviors:
Organizational skills; Follows directions; Shows sustained focus and effort; Shows a willingness to try new things and take learning risks; Completes homework assignments; Interacts appropriately with adults and peers; Demonstrates responsibility for materials and belongings; Exercises self-control in structured and unstructured settings
Rating
Descriptor 3
Student consistently demonstrates this skill 2
Student demonstrates this skill some of the time 1
Student requires ongoing intervention to develop this skill

8. Changes: English Language Arts
Align with the 2011 Frameworks
Foundational Skills
Reading Literature and Informational Text
Language
Speaking and Listening
Writing
Grade level expectations for mastery of the standards
Mastery requirement may change by term as material becomes more complex
Student performance can vary each term as expectations change
Not all standards are on the report card

9. Changes: Math Align with the 2011 Frameworks
Arranged by domain (Math topic)
Grade level expectations for mastery of the standards
Mastery requirement may change by term as material becomes more complex
Student performance can vary each term as expectations change

10. Art, Music, P.E., Library, and Technology
Social skills
Effort, behavior
Academic performance skills
Specific to area (creativity, sings/plays music, movement, fitness, informational literacy, etc.)

11. Timeline and Process Steps taken to date: Next Steps:
Report Card Committee began work in the Summer of 2014
Draft shared with School Committee and parents in December and January with feedback opportunity for parents, staff, and the community
Copies shared with FAQ at Parent-Teacher Conferences
Comments developed and are currently being reviewed with an opportunity for feedback (see handout)
Parent Forum held for parents/community members
Next Steps:
Finalize comments for each content area
Aspen [X2] development – Part of our online student information system
Fall 2015 implementation w/Teacher training & Parent education
Revisions as necessary including possibility of Social studies and Science changes as Curriculum Frameworks are adopted

12. Questions