Standards-basedGrading and Reporting

Information for Parents

Our discussion will address—

• standards-based grading and reporting

• the rationale for implementing standards-based grading and reporting in MCPS

• the alignment between Curriculum 2.0 and standards-based grading and reporting

• components of the Curriculum 2.0 report card

What is Standards-based

Grading and Reporting and Why are We Implementing It?

What is standards-based grading and reporting?

It is a comprehensive system that:

• aligns instruction and assessment to standards

• aligns grades to standards

Standards-based teaching and learning:

• links instruction and grading to standards

• provides an accurate reflection of what students know and are able to do

• increases student achievement

Why are we implementing standards-based grading

and reporting?

How are Curriculum 2.0 and Standards-based

Grading and Reporting Aligned?

Curriculum 2.0 Instructional Cycle

IDENTIFY learning goalsPLAN for instruction based on student needINSTRUCT, ASSESS, PROVIDE FEEDBACK to studentGRADE based on evidence of learningREPORT student achievement

IDENTIFY learning goalsPLAN for instruction based on student needINSTRUCT, ASSESS, PROVIDE FEEDBACK to studentGRADE based on evidence of learningREPORT student achievement

Identifying Learning Goals

Curriculum 2.0 Organization

Measurement Topics

• Related learning goals are organized into Measurement Topics.

• Each content in Curriculum 2.0 contains two or more Measurement Topics.

Measurement Topics

Common Core State

Standards

MathReading Writing

align with

ScienceSocial Studies

ArtMusic

Physical Education

MarylandState

Curriculum

Measurement Topics in:

Measurement Topics in:

ESOLMeasurement Topics in: World-Class

Instructional Design and Assessment

Curriculum 2.0align with

align with

Measurement Topics

ScienceLife Science

Earth and Space Science

Engineering and Technology

Physical Science

Parent’s Guide to Curriculum 2013–2014

Plan Instruction

IDENTIFY learning goalsPLAN for instruction based on student needINSTRUCT, ASSESS, PROVIDE FEEDBACK to studentGRADE based on evidence of learningREPORT student achievement

Proficiency Statements

• Every Measurement Topic has a corresponding proficiency statement.

• A proficiency statement provides clarity on what students should know or be able to do by the end of the year within a Measurement Topic.

Proficiency StatementScience, Grade 5

Engineering and Technology

Students demonstrate proficiency of Grade 5 standards for this measurement topic by:• Understanding Explanations- Explaining relationships among

technology, humans, and the natural world. Understanding the engineering design process and its application to real-world situations.

• Generating Evidence- Deciding what evidence is needed to investigate a scientific question or address a technological problem. Applying the engineering design process to address a technological problem.

• Reflecting on Knowledge- Using and interpreting scientific and technological knowledge to revise thinking based on new evidence or ideas about products or systems.

• Participating Productively- Representing information and ideas clearly and convincingly based on scientific evidence and technological concepts or designs.

Instruct, Assess, and Provide Feedback

REPORT student achievement

IDENTIFY learning goalsPLAN for instruction based on student needINSTRUCT, ASSESS, PROVIDE FEEDBACK to studentGRADE based on evidence of learningREPORT student achievement

Grading Student Understanding

IDENTIFY learning goalsPLAN for instruction based on student needINSTRUCT, ASSESS, PROVIDE FEEDBACK to studentGRADE based on evidence of learningREPORT student achievement

In progress (I)

In progress toward meeting the grade-level standard.

Exceptional (ES)

Exceptional at the grade-level standard.

Meets the grade-level standard by demonstrating proficiency

of the content or processes for the measurement topic.

Proficient (P)

Levels of PerformanceInstruction begins at the grade-level standard. How the student performs at the grade-level

standard determines level of proficiency.

How

the student responds

Instruction on the

Measurement Topic

Not yet or minimal (N)

Not yet making progress or making minimal progress toward meeting

the grade-level standard.

IDENTIFY learning goalsPLAN for instruction based on student needINSTRUCT, ASSESS, PROVIDE FEEDBACK to studentGRADE based on evidence of learningREPORT student achievement

Reporting Student Achievement

What are the Components of the

Curriculum 2.0 Report Card?

Standards-based Report Card

Subject

Measurement Topic

Standards-Based Report Card

Science (Grade 5)

P

P P

P

ES

IP

P

Reporting the Reading Level

Kindergarten, Grade 1, and Grade 2

Reporting the Reading Level

Grade 3, Grade 4, and Grade 5

Math Enrichment/Acceleratio

n

Learning Skills

KindergartenPersonal and Social

Development

• Follows classroom rules and routines

• Interacts easily with peers

• Shows initiative and self-direction

• Uses classroom materials appropriately

Grades 1 – 5 Work Habits

• Rules and Procedures

• Task Completion

Kindergarten – Grade 5Thinking and Academic

Success Skills

• Analysis• Collaboration• Effort/Motivation/Persistence • Elaboration• Evaluation• Flexibility• Fluency• Intellectual Risk Taking• Metacognition• Originality• Synthesis

Learning Skills: Codes

Code Description

DEM Demonstrating

PRG Progressing

N Not yet evident

Questions?

Additional Information

• Your child’s teachers• School principal• A Parent’s Guide to Curriculum

2013-2014http://www.montgomeryschoolsmd.org/curriculum/elementary/guides.aspx

• Curriculum 2.0 website: http://www.montgomeryschoolsmd.org/curriculum/2.0/