Introducing the New Standards- Based Progress Report Card Regina Pool Director of Curriculum, Instruction & Assessment Hampshire and Chesterfield- Goshen.

Introducing the New Standards-Based Progress

Report Card

Regina PoolDirector of Curriculum,

Instruction & AssessmentHampshire and Chesterfield-

Goshen Regional School Districts and the Public School

Districts of Southampton, Westhampton, and Williamsburg

December 16, 2009

About the Standards-Based Progress Report Card (SBRC)

• Measures how well a student is doing in relation to the grade-level standards rather than the work of other students.

• Reports on progress toward meeting the grade-level standard with the goal of meeting the standard by the end of the school year.

What are “Standards”?• Rigorous, state-wide

instructional standards for each grade level based on frameworks for educational competencies.

• Reflective of what a student should know and be able to do at each grade level.

• Consistent with MCAS testing and federal requirements for No Child Left Behind.

Goal of the SBRC

• Provide more detailed feedback to parents and families.

• Describe a student’s progress toward specific learning standards at his or her grade level.

• Provide a clearer understanding of what is expected of students to foster success in a rigorous academic program.

Benefits of the SBRC

A better understanding of what each child should know and be able to do

at each grade level.

Increasing awareness of what is expected of them.

A more detailed outline of the expectations

in each content area as well as Social Development and

Student Responsibilities.

Teachers

Parents Students

The Standards-Based Reporting Scale: Standards

• E - Exceeding the grade level standard (gr. 3-6)• M - Meeting the grade level standard• P - Progressing toward meeting the grade level

standard• B - Beginning to develop an understanding of the

grade level standard. • N - Not yet demonstrating an understanding of

the grade level standard• X - Standard not addressed during this grading

period

The Standards-Based Reporting Scale: Social Development and Student Responsibility

• Measurement of developmentally-appropriate behaviors and responsibilities that influence student learning.

• Scored as follows:– 4 - Consistently – 3 - Frequently – 2 - Sometimes – 1 – Rarely

• This scale will also be used to reflect effort in each academic area.

Interpreting the Standards Reporting Scale: An Analogy

The “Ice Cream Sundae” Standard Criteria:

- Many flavors of ice cream

- Plenty of toppings- Presentation

M - Meeting the standard

• Several scoops of ice cream.

• Multiple flavors.• Lots of toppings.• Sundae beautifully

assembled.

P - Progressing toward meeting the standard

• Two scoops of ice cream.

• Single flavor.• A couple of

toppings.• Simple

presentation.

B - Beginning to develop an understanding of the standard.

• Single scoop.• One flavor.• One topping.• Simple dish.

N - Not yet demonstrating an understanding of the standard

• Single small scoop or does not use ice cream

• One flavor• No toppings• Plain cup

E - Exceeding the Standard Way over the Top!

• The Frrrozen Haute Chocolate (cost = $25,000) at Serendipity 3 in New York City.

• The sundae includes 28 different cocoas, half of them the world’s most expensive.

• It is decorated with 5 grams of edible 23 carat gold (24 carat gold is pure gold) and is served in a goblet made of part edible gold.

• The base of the goblet is an 18 carat gold bracelet, with 1 carat of white diamonds (carat is weight, except in gold, it is purity).

• It is eaten with a gold and diamond spoon that you can take home!

Questions?

Next Steps

• The SBRC will be distributed for the first reporting period on Dec. 18

• If you have any further comments or questions, please contact:– Your students’ teachers– The school office– The Office of the Superintendent: 413-

527-7200.