Newfane Elementary Standards Based Report Card

Grades 1-4

Committee Work and Timeline

• Committee met monthly from July 2014 - Present

• Reviewed research and data on standards based report cards

• Collected and reviewed report card documents from other districts

• Examined CCLS for ELA & Math and identified priority standards in each area

• Created and prepared newsletters, report card guides, and presentation materials to inform parents and community members of the changes

• Implementation is planned for the 2015-2016 school year

What is a standards-based system?There are four essential components to a standards based system.

1. Standards – The NYS CCLS describe what a student should know and be able to do at an identified point in time.

2. Curriculum – Standards-aligned curriculum provide a roadmap for teachers to ensure that classroom instruction addresses these standards

3. Assessments – Formal and informal assessments are administered to students to measure a student’s progress in meeting the standards

4. Reporting – Standards-based report cards allow teachers to accurately and effectively communicate student progress to parents, students, and to staff in other grades

How were the academic standards selected?

The committee examined ELA and math standards at each grade level and identified standards and indicators that were considered the most significant for student learning.

The selected standards were reworded when necessary into “parent friendly” indicators.

Descriptors will be shared with parents prior to the first report card distribution through newsletters, guidance documents, and parent presentations in June and September.

Changes parents will find in the new report cards

The new report card is aligned to the Common Core State Standards and reflects updates in our curriculum and instruction.

Parents will see:

1. Category titles and descriptors reflecting the Common Core Learning Standards

2. Revised instructional rating scale (1-4 scale)

3. Habits of Success section that assesses learning behaviors (work habits and social skills) necessary to be a successful learner.

Old Work Habits Section1 2 3 Work Habits and Social

Development     Effort      Is respectful and courteous to others      Follows directions      Practices good listening skills      Works well independently      Works without disturbing others      Stays on task      Is prepared and organized      Shows responsibility      Demonstrates verbal self-control

    Demonstrates physical self-control

      Does quality work

Revised Habits of SuccessHabits of Success Is respectful and courteous to othersFollows directionsPractices good listening skillsWorks well independentlyStays on taskCompletes work in a timely mannerInteracts appropriately in social situationsDemonstrates verbal self-controlDemonstrates physical self-controlOrganizes work space and materials neatlyComes prepared with necessary materialsDemonstrates pride in the quality of workPerseveres through challengesFills out agenda consistently and accuratelyTakes classroom notes neatly and accurately

AVID “successful student” comments

Revised Title with a

positive focus

Consistent indicators across grade levels.

Key for Habits of Success+ ExemplaryAppropriateI Improving/ showing growthN Needs Improvement* Inconsistent

Key for Skill Sets+ = Exemplary = Appropriate- = Needs ImprovementI = Showing Growth

Work Habits

English Language Arts - Reading

Old Reading Report Card

English Language ArtsFoundational SkillsApplies phonics and word analysis skills to decode words and textReads grade level text orally with accuracy, fluency, and expressionReading LiteratureAsks and answers questions to demonstrate understanding referring explicitly to the textRecounts stories to determine the central message/lesson/moral and explains how it is conveyed through key detailsDescribes the characters, showing how their actions contribute to events in the textCompares and contrasts themes, settings, and storiesReading Informational

Asks and answers questions using evidence from the text

Determines the main idea and supporting details of a text

Determines the meaning of unknown words and phrases

Uses text features to locate information in the text

Compares and contrasts important points on a specific topic from different texts

Revised Standards Based Reading Section

READING ACHIEVEMENT EffortAnswers basic comprehension questions accuratelyDemonstrates ability to think/ learn from the text and apply to another textWhen word solving, considers if a word looks right, sounds right and makes sense.Self -corrects errors

Reads at a pace appropriate to the text

Uses expression when readingFigures out the meaning of new words when readingUses new vocabulary while talking and writing

New titles that reflect learning standards

Standards-based descriptors that provide specific information to parents

English Language Arts - Writing

Old Writing Section Revised Standards-Based WritingWRITING ACHIEVEMENT

EffortUses conventions of writing(capitalization, punctuation, spelling, sentence structure, paragraph structure, grammar)Uses details to support writingRevises for meaning and proofreads for accuracyChooses a variety of interesting wordsWrites legibly

Language SkillsDemonstrates command of grade appropriate conventions; capitalization, punctuation, and grammarApplies correct spelling of grade level words in written workAcquires and uses grade level appropriate vocabularyWriting Writes organized and focused responses to text based questionsWriting focuses on one topic and includes supporting detailsWriting is organized; it includes an introduction, body, and conclusion

Plans, revises, and edits writing with support

HandwritingWriting is neat and legible

Standards-based indicators with a greater focus on writing traits of ideas, organization and the writing process

Separate section for handwriting

Spelling /Word Work

Effort

Spells assigned words correctly

Retains words learned

Spells correctly in daily work

Completes required assignments

Spelling and convention descriptors are combined in the Language Skills Section

Math

Old Math Section Revised Standards-Based Math SectionMATHEMATICS

Effort

Knows number facts

Reasons well in problem solving

Understands skills being taught at this time

Works accurately

Completes assignments on time

Mathematics

Number & Operations – Base Ten & Fractions

Rounds whole numbers to the nearest 10 or 100

Adds within 1000 with and without regrouping

Subtracts within 1000 with and without groupingPlots fractions on a number lineIdentifies and generates simple equivalent fractionsCompares and orders fractions with like numerators or denominators

Operations and Algebraic Thinking

Multiplies fluently up to 10 x 10Divides fluently within 100Solves multi-step word problems using addition and subtractionSolves multi-step word problems using all four operationsMeasurement & DataTells and writes time to the nearest minute

Solves word problems involving elapsed timeRepresents and interprets data using bar graphs and line plotsShows how area and multiplication are related using a modelSolves real world problems involving area

Solves real world problems involving perimeter of polygonsGeometryDescribes and analyzes shapes and their attributes

Standards-based indicators that specifically describe the skills students need to demonstrate at each grade level as they progress through the year.

Old Achievement Key

Revised Standards Based Achievement Key

Standard Based Achievement Key

The goal is for all students to reach a level 3 or higher by the end of the year

4-Exceeds Proficiency Student consistently and demonstrates an advanced understanding and ability to apply grade level concepts and skills. Student exceeds grade level expectations.

3- Proficient in Standards Student consistently and independently demonstrates grade level expectations for concepts and skills.

2- Approaching Standards Student partially demonstrates or is beginning to demonstrate grade level expectations. Reinforcement and support is needed.

1- Significantly Below Standards

Student demonstrates a limited understanding of skills and concepts taught in class. The student is performing significantly below grade level expectations.

N/A Not assessed at this time.

Achievement Key4- Mastery Performance and achievement indicate that student is exceeding grade level

performance standards.

3- Proficient Performance and achievement indicate that student is successfully meeting grade level performance standards with minimal intervention.

2- Basic Proficiency Performance and achievement indicate that the student is approaching but not yet meeting grade level performance standards.

1- Minimal Performance and achievement indicate that the student is not meeting grade level performance standards.

Revised titles with N/A – Not Assessed added

More specific language to describe each level on the grading scale.

The goal is to reach proficiency by June

Things that will remain consistent with the revised report cards

• Report cards will be distributed THREE times a year – December, March, June

• Student attendance will be reported each trimester.

• Student reading levels will be reported in each trimester.

• Social Studies and Science content will be reported in a similar way to our current report cards.

• Special area subjects – Art, Music, P.E., and Swim will be reported on in each trimester.

• Written comments will incorporated in the “Habits of Success” section and at the end of the report card to elaborate further on student strengths and weaknesses.

Reporting Period 1 2 3Days Absent      Days Tardy      

Special 1 2 3Art      

Music      P.E.      

Swim      

Frequently Asked Questions

How do standards-based report cards help parents?

Promote more detailed and meaningful conversation at parent/teacher conferences

Allow for careful and precise monitoring of student achievement Reflect grade-level standards and expectations so parents gain a more

complete idea of student progress

With a standards-based report card how do I know where my child stands in relationship to the rest of the class?

Standards-based report cards are designed to show how each child is progressing against the Common Core Standards, not how a child is performing relative to other students. The report card indicates a student’s progress toward proficiency in the standard.

Frequently Asked Questions

Can a student perform at a level 3 and then move to a lower level in the next marking period?

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; and

For example, a student might receive a 3 in the first marking period and then receive a 2 in the second marking period.

Thanks & Questions

Thank you to the committee for your hard work and commitment to this task!

Any questions????