Deb Bannon, Education Consultant Mike Rush, Executive Director The Curriculum Institute June 27, 2011.

Standards-Based Report Cards Mean Nothing, IF…

Deb Bannon, Education ConsultantMike Rush, Executive Director

The Curriculum Institute

June 27, 2011

To understand the critical links between report cards, grades, assessment, and instruction

To look at each individual links and assess their purpose and meaning

To analyze the effectiveness of each of these and understand where students are in the learning process

Why are we here?

How confident are you that the grades students are receiving in your school/district are:

Consistent

Accurate

Meaningful

Supportive of learning

Grades

What should it be? (purpose)

What should it include?

What should it not be?

What makes a good standards-based report card?

Align to standards

Based on rubric, not percentages

Broken down by specific skills

Standards-Based Report Card Criteria

Grades averaged

Zeros

Behavior, citizenship, or anything not directly related to the Standards

Standards-Based Report Card Should Not Include:

Standards-based Report Card: Rubric

1 2 3 4 5

Quality

Traditional Grade Card

Has very few characteristics

of a Standards-

based Report Card

Incorporates some of the basic tenants of

a Standards-

based Report Card

Contains most of the

qualities expected

in a Standards-

based Report Card

Exemplary Standards-

based Report Card

Content Standards Grade Level Expectations

Research Indicates….Research shows that when curriculum is well articulated and aligned to standards, and the extent to which it is actually covered is monitored, the measurable impact—or effect size—of such strategies is 31 percentile points in student achievement.(Robert Marzano)

The alignment between operational curriculum taught by teachers and assessment explains more than 50% of variance in student scores.(National Science Foundation)

Let’s begin our investigation…

Identify and explain techniques of direct and indirect characterization in fiction.

Explain how an author's voice and/or choice of a narrator affect the characterization and the point of view, tone, plot, mood and credibility of a text.

Determine characters’ traits by what the characters say and think about themselves.

Begin with the Standards

Let’s look at the grade book

Is the grade book aligned to the Standards?

What can we say about the student’s ability to hit the target of that Standard?

What don’t we know from looking at this?

Questions to be answered…

Maybe the maps can direct us further…

3

4

5

Questions to be answered… Do the skills directly

relate to the standards?

Have we collected accurate and reliable data for each learning target?

Red Pony – Characterization Assessment

6

Identify and explain techniques of direct and indirect characterization in fiction.

Explain how an author's voice and/or choice of a narrator affect the characterization and the point of view, tone, plot, mood and credibility of a text.

Determine characters’ traits by what the characters say and think about themselves.

Review of the Standards

Questions to be answered… Are the questions aligned to the

skills that were taught – and should they be?

How accurately do the questions assess student understanding of characterization?

Does the assessment match the expectation of the standards?

What we now know… Analyze each link for

the following:

Alignment to the standards

Their ability to provide accurate data

Their connectedness to each other

1

Standards-based Report Card: Rubric

1 2 3 4 5

Quality

Traditional Grade

Card

Has very few

characteristics of a

Standards-based Report Card

Incorporates some of the basic tenants of

a Standards-

based Report Card

Contains most of the

qualities Expected

in a Standards-

based Report Card

Exemplary Standards-

based Report Card

Standards-based Report Card: Rubric1 2 3 4 5

Quality

Traditional Grade

Card

Has very few

characteristics of a

Standards-based Report Card

Incorporates some of the basic tenants of

a Standards-

based Report Card

Contains most of the

qualities Expected

in a Standards-

based Report Card

Exemplary Standards-

based Report Card

Accuracy

Alignment is

incomplete

Complete alignment of

Grades, Assessments,

Standards, Teaching

What happens when the content and skills are not a true reflection of the expectation of the standards?

We need to know if all of these pieces are accurate and linked?

We need to know where those students are in the learning continuum. (within and across grade levels)

What are the implications for the Common Core State Standards?

The creation of the image of imaginary persons in drama, narrative poetry, the novel, and the short story. Characterization generates plot and is revealed by actions, speech, thoughts, physical appearance, and the other characters’ thoughts or words about him.

Characterization