Greensburg Salem School District

Standards Based Report Card

Who has been a part of the report card process and what work have they accomplished to date?

Report Card Committee Jan Heinnickel, Sherry Menz, Lisa Thomas, Jean Spirko, Lisa Young,

Deanne Teacher-Thompson , Vicki Sheffler, Lisa Porter, Erica Butler, Jennifer Tucci, Jackie Gillespie, Kathy Cirrani, and Donna Uhrinek

Met monthly, examined traditional and standards based report cards, developed a purpose statement, examined grading case studies, and discussed qualifiers

Kindergarten Report Card Focus Group Marian Arndt, Jackie Hoone, Carol Bishop, and Cindy Mondi

Grade 1 Report Card Focus Group Sherry Menz, Donna Uhrinek, Stephanie King, Vicki Sheffler, and Jan

Heinnickel

Grade 2 Report Card Focus Group Lisa Young, Jonelle Oliverio, Lindsay Beresford, Deanne Teacher

Thompson, and Kathy Cirrani

Who has been a part of the report card process and what have they accomplished to date? (cont.)

Grade 3 Report Card Focus Group Erica Butler, Mindy Martinelli, Megan Mickey, Dee-Dee Huczko, and

Jill Gray

Grade 4 Report Card Focus Group Kristy Forrai, Willa Tekavec, Lisa Thomas, and Jean Spirko

Grade 5 Report Card Focus Group Jaime Derbish, Tricia Parker, Lisa Porter, Amy McNair, and Jessica

Zahorchak Met 3-4 times, developed sample grade books using grade level curriculum

materials, drafted grading guidelines, and created grading scenarios

2011-2012 Characteristics of Successful Learners Focus Group

Marian Arndt, Donna Uhrinek, Deanna Teacher-Thompson, Jill Gray, Lisa Thomas, and Lisa Porter

Who has been a part of the report card process and what have they accomplished to date? (cont.)

ELI Team Meeting Grading Discussions All K-5 ELI Teachers Met in February and March, discussed formative and summative

assessments, examined case studies, and met in break-out groups to provide guidance to the Report Card Committee

Report Card Common Planning Meetings All teachers Grades K-5 Met with grade level groups of teachers in May, shared work of

Report Card Committee and got feedback from teachers on their preference of qualifiers

Parent Focus Group Mrs. Parise, Mrs. O’Brien, Mr. Crites, Mrs. McMichael, Mrs. Malie, Mrs.

Conway, Mrs. Lukacs, Mrs. Jobe, Mrs. Andrasko, and Mrs. Armentrout First meeting on August 12th, secured feedback from parents

regarding report card and dissemination of report card information

Who has been a part of the report card process and what have they accomplished to date? (cont.)

Math Committee Jan Heinnickel, Carol Durco, Lisa Malloy, Jonelle Oliverio, Nancy

Tamborino, Jennifer Cameron, Jennifer Tucci, Patti Neil, Megan Mickey, Zana Aebi, Willa Tekavec, Keli Pennesi, Trisha Goodge, Jessica Zahorchak, Camille Nemanic, Karin Stamford, Judi Constantine, Joyce Liptak, and Jake Shaffer

Language Arts Committee Sherry Menz, Vicki Sheffler, Debbie Paouncic, Sarah Beltram, Kathy

Cirrani, Lisa Young, Teresa Noel, Mindy Martinelli, Dee Dee Huczko, Carol Watkins, Jill Gray, Lisa Thomas, Kristy Forrai, Raime Hickey, Robin Moyer, Amy McNair, Tricia Parker, Jaime Derbish, Laura Baker, Paulette Glover, Lori Mertz, Sarah Gazze, and Lindsay Beresford

Met on a monthly basis, drafted grade specific learning targets for each quarter

Administrative Participation Tom Yarabinetz, Eileen Amato, Tammy Wolicki, Ashley Nestor, Kathryn

Hricenak, Tina Federico, Lisa Hauswirth, Chris Thomas , and Kevin Bringe

Attended various meetings to collaborate with teachers throughout the process

Purpose Statement

“The purpose of this report card is to describe students’ learning progress to their parents and others, based on our school’s learning expectations. It is intended to share information about successes and to guide improvements when needed.”

What are the key differences between traditional and standards based report cards?

Number 1: The specific learning targets would be listed rather than the subjects.

Example Number 1: Traditional report card: Math

Reading

Standards based report card:Reads and records time to the half-hour.Reads 3-digit numbers.

Identifies the setting of an independently read selection. Reads with understanding, correct phrasing, and expression at a rate of at least 71 words per minute.

What are the key differences between traditional and standards based report cards? (cont.)

Number 2: Averaging is not used to find total score. The teacher examines a pattern of responses over time and determines the level of mastery. Past performance is not held against students if they exhibit evidence at the end of the learning period.

Example Number 2:

Identifies Characters and Setting:Weekly Test 1: 2/4Teacher made checkup: 2/3Weekly Test 2: 3/4Weekly Test 3: 1/3Teacher made checkup: 2/3Theme Three: 7/8Reading Performance Task: 3/4

If we were to average these grades, this student would earn a 69%.

What are the key differences between traditional and standards based report cards? (cont.)

Number 3: On a traditional report card, progress is reported with letters or percentages while on a standards- based report card the progress is reported on level of mastery towards benchmarks.

Example Number 3:

Traditional report card: A or 96%

B or 85%

Standards based report card:1,2,3, 4 Advanced, proficient, basic, below basic Beginning, developing, secure Exceeds expectations, meets expectations, approaches expectations

What are the key differences between traditional and standards based report cards? (cont.)

Number 4: On a traditional report card, points for effort, attitude, attendance, work habits, behavior, and homework are averaged into the grade. On a standards based report card, effort, attitude, attendance, work habits, behavior, and homework are reported separately.

Example Number 4: Traditional report card: C or 77%

Standards based report card:

Participates in class. SPuts forth best effort. N

Reads and records time to the half-hour.

ME

Reads 3-digit numbers. ME

What are our qualifiers and how were they adopted?

Meeting Expectations- student demonstrates grade level skill without significant errors.

Exceeding Expectations - student demonstrates understanding beyond grade level skills.

Approaching Expectations- student is beginning to demonstrate grade level skill. Work may contain repeated errors and/or required teacher assistance.

How will we grade?

LANGUAGE ARTS FOCUS SKILLS Identifies character and setting within a story (EE) Applies knowledge of alphabetical order (EE) Uses parts of a book to locate information (ME) Uses a dictionary (ME) Differentiates between the fact and opinion (AE) Recognizes and uses synonyms and antonyms (AE)

What will our new report card look like?

What are our qualifiers for characteristics of successful learners and how were they adopted?

Meeting Expectations- student is demonstrating grade level behavior on most occasions.

Exceeding Expectations –student is demonstrating grade level behavior independently and without teacher prompting.

Approaching Expectations-student is beginning to demonstrate grade level behavior. Significant teacher intervention is required on a daily basis.

What are our characteristics of successful learners?

Past Present

Follows directions Listens to and shows respect for peers and adults

Interacts well with others

Makes appropriate choices to complete tasks and achieve goals

Follows school rules Puts forth best effort, continues trying, and does not give up

Stays on task Works cooperatively and productively with a variety of peers

Works well independently

Communicates thoughts and ideas clearly and effectively

Completes assignments

Uses relevant classroom conversations

Writes neatly Takes responsibility for actions and follows rules

What support and documents will I receive?

Grade Level Binder and Guidelines Documents on T: Drive Follow-Up Common Planning Meeting Electronic Report Card Training Grade Level Contacts

How are parents educated? Parent Brochure Student Friendly Targets PTA /PTO MeetingsFrequently Asked QuestionsWebsite Parent Teacher Conferences