ASD K-6 Report Cards Standards & Numerical Based Grading.

ASD K-6 Report CardsStandards & Numerical Based Grading

Essential Questions

What information do we want to communicate?

Who is the targeted audience?

How will the information be used?

The Concern

Creates confusion for teachers about which subjects get numerical grades and which subjects get

standards based ratings.

Creates confusion for parents about the grading system.

Numerical grades continued to be included.

ASD K-6 report cards updated in 2008 to include standards based reporting (E, M, P, N).

The Law

2012-2013 Maine Revised Statutes

Title 20-A: Education

Part 3: Elementary and Secondary Education

Chapter 207-A: Instruction

Subchapter 3: Secondary Schools

§4722-A: Proficiency-Based Diploma Standards

Does This Make Sense

Student in 4th grade meets the standards in math fraction skills, but receives a grade of 70.

The 70 includes missing work, homework, practice work, and class participation grades

While student demonstrates a thorough understanding of the skills and concepts (fractions), the grade reflects possible poor organizational skills, attendance issues, instability in personal life, communication difficulties, etc.

Continuation of two systems on the same report card

PROBLEM

A student could be great at “playing” school -- has support at home to get homework completed (by whom?), turns in completed work, gets good grades on projects, and attends school consistently, yet . . . . .

Does not demonstrate the understanding of the skills and concepts taught . . . . . cannot tell you that two halves is the same as having a whole.

The opposite can also be true

However…..

SBG reports if the student thoroughly understands a standard (concepts & skills) and can apply the knowledge independently, currently known as “Meets”.

SBG reports if the student meets a standard beyond what is taught (Exceeds) and whether the student is moving towards understanding the skills and concepts (Partially Meets and Needs More Time)

Standards BasedGrading (SBG)

Exceeds, Meets,Partially Meets, Needs More Time

These ratings are based on the student’s knowledge on skills of specific standards.

Late work, missing homework, lost papers are not considered.

The ratings target a skill and tell how the student is progressing on that skill.

Aligns with proficiency base learning and common core state standards adoption.

Rating Descriptors

Exceeds - creates confusion… exceeds at what? (F&P benchmark, a standard, grade level work) varies from teacher to teacher not clear

Partially meets - has a negative tone

E, M, P, N versus 4, 3, 2, 1

E, M, P, N DESCRIPTORS

Applies knowledge independently while demonstrating a thorough understanding of skills and concepts beyond what is explicitly taught.

Applies knowledge independently while demonstrating a thorough understanding of skills and concepts explicitly taught.

Approaching knowledge of concepts and application of skills explicitly taught. Additional teacher support is needed.

Not yet able to demonstrate understanding of skills and concepts explicitly taught without extensive teacher support.

CHOICED DESCRIPTORS

The Other Problem

For the past 5 years the ASD teachers have mapped their curriculums based on the Maine Learning Results Standards and the CCSS.

The K-6 report cards do not reflect the standards teachers are working on with students.

Difficult to complete report cards when data collected is based on standards and not on descriptors from the report card.

Next Steps

Draft an updated K-6 report card with ELA and Math sections that reflect standards and domains, including Maine Learning Results Guiding Principles.

Review proposal with the ASD Board of Education.

Develop guiding resources for teachers and parents.

Provide professional development time where teachers are briefed on how to use the new report cards.

Hold parent informational meetings and send home guiding resources about the new report cards.

Implement in School Year 2015-2016 by 1st trimester