There’s something new in The Creek: Standards Based Report Cards. Elementary Report Cards have changed. The traditional way of determining grades has.

There’s something new in The Creek:

Standards Based Report

Cards.

Elementary Report Cards have changed. The traditional way of determining grades has been replaced.

Why? Because the standards based style of reporting student progress provides

students and parents with more targeted

and accurate information regarding the students’ progress toward meeting what

is expected of students at their

grade level.

So how is the new standard based report card different than the traditional report card? How were the old traditional grades determined ?

Swartz Creek Community Schools Report Card – Fourth Grade

Key: 4 = Exemplary – Student exceeds grade level expectations with independence and a high level of quality. NA = Not assessed at this time 3 = Proficient – Student meets grade level expectations with consistent accuracy and quality.

2 = Developing – Student is developing an understanding of, but is not yet meeting, grade level expectations. M = Modified curriculum 1 = Limited – Student is not demonstrating an understanding of grade level expectations

WORK HABITS AND CITIZENSHIP Commit to Learning 1st 2nd 3rd 4th Shows best effort in daily work Uses class time wisely Completes and returns homework on time

Respect Others 1st 2nd 3rd 4th Works cooperatively with others Respects self, others, and property

Everyone is Responsible 1st 2nd 3rd 4th Organizes time, tasks, and materials Produces work that is neat and organized Listens and follows directions the first time

Everyone is Safe 1st 2nd 3rd 4th Behaves in a safe manner

Kindness Counts 1st 2nd 3rd 4th Includes others in work and play Uses good manners Uses kind words and encourages others

READING Student is reading 1st 2nd 3rd 4th Above Grade Level At Grade Level Below Grade Level Reads Independently – sustains independent reading with appropriate text

Accuracy – uses appropriate decoding skills to solve unknown words

Fluency – reads smoothly, with expression and phrasing

Comprehension – uses a variety of strategies to understand the text

WORD STUDY 1st 2nd 3rd 4th Sp-ells grade level words correctly

WRITING 1st 2nd 3rd 4th Content and Ideas – writing has details and is on topic Organization – writing has a clear beginning, middle, and end

Style and Voice – writing has interesting language to engage the reader

Conventions – writing has appropriate capitalization, punctuation, spelling, and grammar

Writes Independently – applies writing process for a variety of purposes

Handwriting – prints neatly

Swartz Creek Community SchoolsStandards Based Report Cards

The second ingredient is PARTICIPATION

EFFORT

EFFORT

WORK TIME

EFFORT

WORK TIME

ATTITUDE

EFFORT

WORK TIME

ATTITUDE

ATTENDANCE

EFFORT

WORK TIME

ATTITUDE

C+ATTENDANCE

EFFORT

WORK TIME

ATTITUDE

C+ATTENDANCE

?

NO, it doesn’t.

We need to SEPARATE the academic

achievement from other non-academic

topics like:

•COMPLETES WORK ON TIME

•WORKS INDEPENDENTLY,

•USES TIME WISELY,

•WORKS COOPERATIVELY,

and so forth.

For scoring ACADEMIC SUBJECT AREAS

we use a four pointRUBRIC.

What is a RUBRIC?

A rubric is a scoring guide; a set of scoring criteria.

The teacher uses the scoring guide to assign a performance level to a student’s

work.

Swartz Creek Community Schools’ Academic Rubric

4- EXEMPLARY- Student exceeds grade level expectations withindependence and a high level of quality.

3- PROFICIENT – Student meets grade level expectations with consistent accuracy and quality.

2- DEVELOPING – Student is developing an understanding of,but is not yet meeting, grade level expectations.

1- LIMITED- Student is not demonstrating an understanding of grade level expectations.

NA - Not Assessed at this timeM- Modified Standard

Here’s a humorous adult example of a rubric.

Your assignment is to clean and organize your

refrigerator.

Find your performance level by using the following rubric (scoring

guide).

Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out, Tupperware and all.

SCORE:

1

Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware.

SCORE:

2

The refrigerator is wiped clean. All items are relatively fresh, and in some type of container and are orderly and sitting upright.

SCORE:

3

This is what we’re looking for: a neat, clean and

orderly refrigerator: this is the “STANDARD” or

“BENCHMARK”.

The entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with tight sealing lids), and are organized into categories on the shelves for easy access.

SCORE:

4

This is the EXCEPTIONAL; the one in a hundred refrigerators.

This goes beyond the standard, that is, what is

normally expected.

Here is an example of an actual rubric

that is used in fifth grade:

Reading Response Scoring Rubric.

A 3 on this rubric is grade level work and

meets the expectations.

Rubric for Communicating Effectively in Written Form

4 The student uses all necessary conventions of writing (capitalization, punctuation, spelling, grammar) without error. Additionally, includes some conventions that are not necessary but add to the overall quality of the communication.

3 The student uses all necessary conventions of writing (capitalization, punctuation, spelling, grammar) without error.

2 The student does not use some required conventions of writing or demonstrates errors in the use of some conventions. The communication demonstrates an attempt at using the necessary conventions of writing but has significant errors or missing parts.

1 The communication demonstrates little or no attention to the use of necessary conventions of writing.

0 No judgement can be made.

Swartz Creek Community Schools Report Card – Third Grade

Key: 4 = Exemplary – Student exceeds grade level expectations with independence and a high level of quality. NA = Not assessed at this time 3 = Proficient – Student meets grade level expectations with consistent accuracy and quality.

2 = Developing – Student is developing an understanding of, but is not yet meeting, grade level expectations. M = Modified curriculum 1 = Limited – Student is not demonstrating an understanding of grade level expectations

WORK HABITS AND CITIZENSHIP Commit to Learning 1st 2nd 3rd 4th Shows best effort in daily work Uses class time wisely Completes and returns homework on time

Respect Others 1st 2nd 3rd 4th Works cooperatively with others Respects self, others, and property

Everyone is Responsible 1st 2nd 3rd 4th Organizes time, tasks, and materials Produces work that is neat and organized Listens and follows directions the first time

Everyone is Safe 1st 2nd 3rd 4th Behaves in a safe manner

Kindness Counts 1st 2nd 3rd 4th Includes others in work and play Uses good manners Uses kind words and encourages others

READING Student is reading 1st 2nd 3rd 4th Above Grade Level At Grade Level Below Grade Level Reads Independently – sustains independent reading with appropriate text

Accuracy – uses appropriate decoding skills to solve unknown words

Fluency – reads smoothly, with expression and phrasing

Comprehension – uses a variety of strategies to understand the text

WORD STUDY 1st 2nd 3rd 4th Spells grade level words correctly

WRITING 1st 2nd 3rd 4th Content and Ideas – writing has details and is on topic Organization – writing has a clear beginning, middle, and end

Style and Voice – writing has interesting language to engage the reader

Conventions – writing has appropriate capitalization, punctuation, spelling, and grammar

Writes Independently – sustains independent writing Handwriting – writes neatly

MATH 1st 2nd 3rd 4th Identifies value of a digit in a number (place value) Adds multi—digit numbers accurately Subtracts multi-digit numbers accurately Multiplies fluently to 10

Standards–based Report Cards

also have NON-ACADEMIC

TOPICS for evaluation.

These are important

traits or behaviors that will improve

ACADEMIC ACHIEVEMENT

One kettle holds the academic topics: reading, writing, word study, science, social studies, and math.

The other holds the non-academic topics such as “shows best work in daily effort”, “uses class time wisely”, “completes and returns homework”, etc.

No longer will a student’s reading grade include credit for non-academic things like “turning in work on time”, “working well in groups”, “participating in classroom discussions” and so on.

NOW, the reading grade will be the result of reading assessments (tests) and other reading performance tasks. This information will tell you whether your child is meeting the grade level standards for reading performance. That is, reading at, above or below grade level expectations.

After the teacher studies the results of assessments and performance tasks in reading and mathematics, he or she develops a plan of improvement that is crafted just for your child.

This plan is called an Academic Improvement Plan or AIP.

The teacher will present and explain this plan to you at conferences. The teacher may also ask you to participate in the plan in some way, such as reading daily with your child, or to quiz your child on his or her math facts.The next and final slide in this presentation gives you a look at the AIP form that will be given to you at Parent-Teacher Conferences.

Questions? As a first step you can call the principal of your child’s school.

A.I.P. Goals and the plans to achieve those

goals are discussed with parents at:

Fall Parent-Teacher Conferences

in November andSpring

Parent-Teacher Conferences

in March

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