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Are You Considering Standards Based Report Cards? by Marcia Torgrude, Learning Specialist [email protected]. What are Standards Based Report Cards?. Assesses student performance against a specific and observable grade set of skills; - PowerPoint PPT Presentation
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Are You Considering Standards Based
Report Cards?by Marcia Torgrude, Learning Specialist
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What are Standards Based Report Cards?
• Assesses student performance against a specific and observable grade set of skills;
• Measures each student against the identified grade level; “end of year” standard
• Does not measure how the student performs compared to the other students.
• Allows teachers to identify standards “not yet attempted” based on instructional pace.
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Standards-based System
• Content Standards – describes what a student should know, understand, and be able to do at a given grade level.
• Standards-Based Curriculum – ensures that instruction targets the standards.
• Assessments – measures learning and the extent to which a student has met the standards.
• Reporting Tool – allows a teacher to communicate accurately a student’s progress towards meeting standards at critical junctures throughout the school year.
Essential components of a standards-based system:
California DOE
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Suggested Resource
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SBRC – Process Overview
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…in developing standards-based report cards [it] is [important] to clarify what we mean by standards and why they should be used as a basis for reporting on student learning.
Guskey, 2010
Guskey 13
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Standards……are goals of teaching and learning.
…describe what we want students to know, understand and be able to do.
…specify the knowledge, skills, abilities, and dispositions that students will gain through learning.
Guskey 13
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Hinder Change / Reasons For Change
Factors That Hinder SBRC Change Reasons For Changing to SBRC
• Different groups want different things from the report card.
• Report cards are based on tradition.
• Educators have little training in grading and reporting.
• Current demands for change in curriculum, instruction, and assessment seem more pressing than report card change.
• Many current grading practices and reporting forms are inadequate.
• Report cards are misaligned with current reforms in teaching and learning.
• Report card development often leads to a critical examination of standards, instructional goals, and assessments.
Guskey 2-5
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Standards-based Report Cards
…break down each subject area into specific elements of learning which gives parents a better description of their child’s achievement and progress
...identify the specific learning goals within the curriculum so that appropriate rigor can be ensured
…communicate more detailed information about students learning progress with regard to those goals to bring about higher levels of success.
…avoid a “hodgepodge” grade the includes achievement, attitude, effort and behavior by reporting on nonacademic factors separately.
Guskey 6-7
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Development Level - 1. Purpose
• Read Introduction and the section labeled #1
• Reminder…focus on the “purpose” of developing a SBRC as you are reading.
Guskey 21-22, Chapter 3, Pg. 25
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Development Levels - 1. PurposeResponses tend to fall into 6 categories – rank order in terms of importance and share with your neighbor.1. To communicate information about students’
achievement to parents and others.2. To provide information to students for self-evaluation.3. To select, identify, or group students for certain
educational paths or programs.4. To provide incentives for students to learn.5. To evaluate the effectiveness of instructional programs.6. To provide evidence of students’ lack of effort or
inappropriate responsibility.
Guskey 26-27
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• Your purpose statement will be written on the report card.
• Every development step from this point on will build on your purpose statement.
• Refer to your purpose statement to resolve debates or arguments that may arise.
• Check that your purpose aligns with your district/school mission statement.
Guskey 32
Development Levels - 1. Purpose
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Development Levels - 2. Developing reporting standards/descriptors
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2. Reporting Standards/Descriptors
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2. Reporting Standards
…are goals of teaching and learning
…describe what we want students to know and be able to do
… communicate the knowledge, skills, abilities, and dispositions that students will gain through learning
The clearer we make our instructional goals, the easier they are to judge and
assess.
Guskey 22 and Chapter 4, Pg. 41
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http://doe.sd.gov/
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2. Reporting Standards
http://doe.sd.gov/contentstandards/documents/PerFinanceSt.pdf
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2. Reporting Standards
• Miller, 1956 (7) and Cowan, 2000 (4) estimated the capacity of most individuals’ working memory for new information to be only 4-7 “chunks” of information.
• Using 4-6 reporting standards/descriptors facilitates memory and helps parents and students maintain a clearer focus on improvement efforts.
• Using 4-6 reporting standards/descriptors significantly lessens the reporting burden for teachers.
Guskey 42-43
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2. Reporting Standards
Curriculum Standards Reporting Standards
1. Designed for planning instruction and assessments.
1. Designed for reporting on student learning.
2. Many in number. 2. Relatively few in number.3. Highly specific. 3. Broad and more general.4. Complicated and detailed.
4. Clear and understandable.
5. Expressed in complex educator language.
5. Expressed in parent-friendly language.
Differences in Curriculum & Reporting Standards
Guskey 43
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2. Reporting Standards
Challenges• Moving from curriculum standards to
reporting standards/descriptors.
• Including enough detail but not so much as to distract from the focus and communication to parents and students.
• Separating product goals from process goals.
Guskey 43-50
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2. Reporting Standards • Product goals – academic learning
outcomes, what students should know and be able to do at a particular point in time.
• Process goals – classroom behaviors - reflect not just the final results but also how students got there. Responsibility, effort, study skills, work habits, homework completion & quality, attendance, etc.
• Progress goals – how much students gain from their learning experiences. How much improvement has been made over a period of time.
Guskey 50-52
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Development Level 3 – Addressing Essential Steps
• Essential/Crucial Questions 2-5 & 7
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Level 3 - Essential Question #3
Grade 1 Grade 4
SD Example (School B)• Different report card for each grade level.
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Process Goals – Examples• Attendance• Work habits• Homework completion• Punctuality of assignments• Class participation• Cooperation/collaboration• Listening• Behavior/social skills• Effort
Essential Question #7
Guskey 112
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Essential Question #7School A – Process Goals – Learning Behaviors
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Development Level 4 – Establishing Performance Indicators
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How will the levels be labeled?
– 4 = Exceptional; 3-Proficient; 2-Progressing; 1=Beginning/Approaching
– 4=Advanced; 3=Proficient; 2=Basic; 1=Below Basic
– 4=Exceeds expectations; 3=developing appropriately; 2=developing slowly; 1=developing too slowly and needs to improve
(arrow) Progressing; (*) Exceeds; (–) Below expectations, (NA) Not Assessed or Not Addressed
Guskey 120-124 (chart 121)
Level 4 - Essential Question #9
Page 35 Guskey 120-124 (chart 121)
Essential Question #9
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Development Level 5 – Developing the Reporting Form
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5. - Reporting Forms
• High School Example• High School Guide
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5. - Reporting Forms• High School Example• High School Guide
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Development Level 6 – Pilot Testing and Revision
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6. Pilot Testing• Keep notes during the year and
periodically monitor the process with your team so revisions can be made at the end of the year.
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Standards-based Report Card Process Guide
• http://doe.sd.gov/octe/SBRC.aspx
