Herricks Elementary Standards-Based Report Card

Parent Information MeetingOctober 30, 2019November 14, 2019

Presented by K. Elizabeth Guercin and Brennen Bierwiler

Overview

◦ Standards-based reporting◦ Difference between traditional reporting

system◦ Purpose of the new reporting system◦ Sample of the new elementary report card◦ Grading indicators◦ Assessments◦ Accessing the district portal

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Standards-Based Reporting

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▪ Provides accurate information and feedback on a student’s progress toward meeting end-of-year grade level standards.

▪ Reflects specific skills and knowledge, allowing parents to have detailed information about acquired skills and where additional instruction and support may be needed.

▪ Reflects students’ current skills and knowledge--not an average.

◦ Prepared for alignment to the Next Generation Learning Standards (NGLS)

◦ Reflects anticipated updates to the district’s curriculum and instruction

◦ Indicators define student progress toward meeting key end of year grade level standards and behaviors that promote learning

◦ Embraces growth mindset◦ Progress and behaviors/effort

reported separately◦ No written teacher comments

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Changes to the Reporting System

NGLS articulate what students should know and be able to do by the end of each grade level:

◦ Prepare students to succeed in a global economy/society

◦ Prepare students to apply knowledge and actively problem solve

◦ Provide consistent focus on high level skills across curricular areas

The purpose of the new reporting system is to provide parents, teachers and students with more accurate information about students' progress toward meeting standards. Parents will be more aware of what their children should know and be able to do by the end of each grading period.

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From:

“I think I am doing pretty well in math, but I get confused sometimes.” To:

“I understand how to add and subtract multi-digit numbers but I need to work on my addition and subtraction facts.”

Research indicates increased student achievement when students understand

learning performance targets.

Purpose

Accommodations do not alter grade level expectations or standards.Modifications alter grade level expectations and may be addressed in the IEP.

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Students who have an Individual Education Plan (I.E.P.) or a Section 504 Accommodation Plan may need adapted curricula.

Effort and Work Habits graded separately from Academic Progress.

For an ELL, accommodations may provide the scaffolding and support necessary for that student to access and demonstrate knowledge of the standard.

Equity

“We measure what we value

and value what we measure.

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Areas that will be Reported: Academic:

ELA

Math

Social Studies

Science

Special Areas: Music, Art, Physical Education

Behaviors that Promote Learning:

Responsible Learner includes work habits

Collaboration

Critical Thinking, Problem Solving, and Creativity include growth mindset, perseverance, and resilience

Communication

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Priority Standards● Which skills or content knowledge within the discipline will

last beyond this course or grade level? (Endurance) ● Are these skills interdisciplinary? (Leverage)● What are the teachers’ insights about these standards and

their importance in the curriculum and/or sequence for this grade? (Teacher Judgment)

● Are we able to measure these standards with consistency, validity and reliability? (Assessment)

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Progression Across Grade Levels

Math Operations and Algebraic Thinking

Kindergarten Adds numbers fluently within 5

First Grade Adds numbers fluently within 10

Second Grade

Adds numbers fluently within 20Using mental strategies

Reading Standard: RL.2

Kindergarten Asks and answers questions about key details in a text with prompting and support

Third Grade Develops and answers questions to find relevant and specific details in a text to support an answer or inference

Fifth Grade Refers to relevant details and evidence in a text when explaining what the text says explicitly and when drawing inferences

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Report Card

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English Language Arts

ELA Practices

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Math➝ Content Standards ➝ Fluency➝ Mathematical Practices**Highlights the habits of mind that are the most important for students to develop and practice as they are learning math throughout the whole year.

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Mathematics

Mathematical Practices

◦ Make sense of problems and persevere in problem solving

◦ Reason abstractly and quantitatively

◦ Construct viable arguments and critique the reasoning of others.

◦ Model with Mathematics

◦ Use appropriate tools strategically

◦ Attend to precision◦ Look for and make

use of structure◦ Look for and express

regularity in repeated reasoning

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Science

Science and Engineering Practices◦ Asking questions (for

science) and defining problems (for engineering)

◦ Developing and using models

◦ Planning and carrying out investigations

◦ Analyzing and interpreting data

◦ Using mathematics and computational thinking

◦ Constructing explanations (for science) and designing solutions (for engineering)

◦ Engaging in argument from evidence

◦ Obtaining, evaluating, and communicating information

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Social Studies

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Social Studies Content Sequence

Social Studies Learning Standards

Standard 1: History of the United States

and New York

Standard 2: World History

Standard 3: Geography

Standard 4: Economics

Standard 5: Civics, Citizenship, and Government

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Social Studies Practices

◦ Gathering, Interpreting and Using Evidence

◦ Chronological Reasoning and Causation

◦ Comparison and Contextualization

◦ Geographic Reasoning

◦ Economics and Economic Systems

◦ Civic Participation

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Specialty Areas

Behaviors that Promote LearningDescribes skills, knowledge, expertise, support systems students need to succeed in

➝ Work➝ Life➝ Citizenship

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Effort and the 4Cs

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Responsible Learner

◦ Works independently and asks for help when needed

◦ Organizes workplace and materials

◦ Makes productive use of class time

◦ Follows directions and class rules

◦ Strives to produce high quality work

◦ Completes homework

Collaborator

◦ Participates cooperatively with others to achieve shared goals

◦ Shows respect and recognizes the feelings of others

◦ Fulfills his/her role and responsibilities in the group with little prompting

◦ Plays and interacts well with others

Effort and the 4Cs

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Thinker, Problem Solver, and Innovator

◦ Uses prior knowledge and experiences to solve problems

◦ Provides a clear explanation of the problem-solving process and how the solution/ product addresses the challenge

◦ Perseveres when challenged using a variety of strategies

◦ Makes connections between and builds upon others’ ideas

Communicator

◦ Engages effectively in discussions and expresses his/her ideas clearly

◦ Poses and responds to questions by making relevant comments that contribute to the discussion

◦ Communicates ideas through authentic products using words, data, visual representations and/or technology

Grading IndicatorsReporting BehaviorsBehavior Indicators Descriptor

◦ C The student consistently demonstrates the behavior.

◦ O The student often demonstrates the behavior.

◦ S The student sometimes demonstrates the behavior.

◦ R The student rarely demonstrates thebehavior.

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Grading IndicatorsReporting Academic Progress

◦ M - Consistent and independent mastery of the learning standard

◦ P - Progressing toward consistent and independent mastery of the learning standard

Consistently meeting grade level standards and/or extending what is learned

Consistent accuracy and independence

Developing skills with some application within the grade level range

Understands and applies concepts and skills with minimal errors and support

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Grading IndicatorsReporting Academic Progress

◦ B - Beginning to progress toward standard, but needs extra time or support

◦ N - Not yet demonstrating sufficient progress toward the standard

Performance is inconsistent in accuracy and quality

More reinforcement of skills is necessary to meet grade level standards, which may require additional support

Academic support and guidance are needed for understanding and demonstration of concepts and skills

Time and experience are required for grade level standards to develop

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Grading IndicatorsReporting Standards Not Yet Addressed and/or Not Yet Assessed

A “gray-out” is used to indicate that a standard is not addressed and/or not assessed at a given time.

Formal instruction and assessment in the reporting period were not focused on and/or did not allow for assessment of the standard. Some standards are addressed and assessed throughout the school year. However, there are some standards that are only focused on during specific marking periods. While some learning standards will be addressed throughout the entire year, others will be phased in as the year progresses.

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Progressing means student is meeting the grade level expectation or is within the grade level range at that point in the school year. The student understands and applies concepts and skills taught with minimal errors and support.

Beginning to progress means the student’s performance is inconsistent in accuracy and quality.

More reinforcement of skills, concepts, or processes is needed to to move the student toward mastery of the standard, which may require extra time, experience, and/or intervention.

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Difference between

Beginning to Progress

and Progressing

EXAMPLE Grade 2 Adds and subtracts within 20 (by end of year)

Formal instruction and assessment at the end of one marking period focuses on addition and subtraction within ten.

The expectation is that the student must minimally show fluency for addition and subtraction within 10, as well as use strategies such as:

◦ counting on; ◦ making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); ◦ decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 =

10 – 1 = 9); ◦ using the relationship between addition and subtraction (e.g.,

knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and ◦ creating equivalent but easier or known sums (e.g., adding 6 + 7 by

creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

The student masters addition within ten, but struggles with subtraction within ten. Extra time, experience, and/or intervention is needed to support the student in working toward the standard.

The student receives a “B” (Beginning to progress) this marking period.

(*Had the student mastered those aspects of the standard taught during this marking period, he/she would receive a “P”). example provided from North Shore Schools

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Example:

Beginning to Progress

How to access report card in Infinite CampusParent Portal

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1. Log into the Herricks Infinite Campus Parent Portal

2. Click on the student you wish to view.

3. Click on the Reports tab.

4. Then click on the “Elementary Report Card Term #”.

5. Once you click on the report, a PDF version of the report card will open.

* You can either print or save the report card.

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Committee MembersIvy Au

Deirdre Bambrick

Liza Binetti

Kerin Chiarulli

Diane Corgan

Stefanie Edwards

Susan Fabian

Janine Gentile

Emilio Gonzalez

Hali Gloeggler

Jessica Henry

Suzanne Hess

Donna Ilardo

Lisa Karo

Deirdre Kenny

Christine Lorenzo

Anne Marie Massari-Krauss

Maria Mitarotonda

Neepa Redito

Karen Renna

Georgia Tsoumas

Tania Wickes

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Parent Focus Group8 Parents participated in the focus group

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Administrators/Curriculum Directors/Chairs

Pilot Group39 Teachers piloted the digital report card

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Thank you!Any questions?