Mt. Diablo Unified School District Elementary Report Card Committee August 10, 2011.

Mt. Diablo Unified School District

Elementary Report Card Committee

August 10, 2011

Goals for the Day:

Agree upon purpose of report card

Determine quality indicators for report card

Investigate formats

Think about next steps

Looking Back & Looking Ahead:

Setting the Context

A History of Grading & Reporting

Historically, based on the Bell Curve

Norm-based: Compares students to other students

Accepts that some students will be very successful, some moderately successful, and some unsuccessful: T(c) + I(c) = L(v)

Worked for a sort-and-select society 1870: 50% of US population employed in agriculture

2010: less than 1% of US population employed in agriculture

US manufacturing jobs: 1950: 34%

2010: 10%

Standards-Based Reform

Began in 1983 with publication of A Nation at Risk

In 1994, reauthorization of ESEA was passed, ensuring all states had rigorous standards in all subject areas

In 2001, No Child Left Behind required all states to have a standards-based accountability system, with performance level descriptors

Criterion-referenced: compares student performance to a standard

All students can meet the standard: T(v) + I(v) = L(c)

The Challenge

Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe.

Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students.

For students who fail in our educational system, the reality is that there are virtually no paths of opportunity.

Our Mission

To assure high levels of learning for all students.

MDUSD: Our Work This Year

Key Messages: Teachers are the key. It is what happens in the classroom, in

the interaction between the teacher and the student, that counts.

The standards are the curriculum.

Standards provide equity: they determine what all students must know and be able to do.

We need to be smart about standards: move from a mile wide/inch deep to targeted, coherent essential learnings.

Data helps teachers make informed, professional decisions.

Teacher collaboration is critical to reaching all students.

We need to be willing to take risks together to discover a system that works for all teachers, students and families.

MDUSD: Our Work This Year

Established common vocabulary

Implemented common benchmark assessments

Developed common data analysis protocol

Determined Essential Standards in language arts and mathematics, K-5

Writing Performance Level Descriptors for all Essential Standards

Exploring new report card

Elements of a Comprehensive Assessment System

Instruction is targeted, focused on standards-based learning objectives

Teachers and students understand what is required for proficiency

Classroom assessment is formative (assessment for learning)

Common and frequent formative assessments allow teachers to collaborate for consistency and differentiation

Feedback to students is timely and specific

Data teams meet regularly to examine student work

Report cards represent student performance and progress

Purpose of the Report Card

Communicate student progress to parents (academic)

Communicate student behavior to parents (social skills, communication skills, effort)

Provide ongoing record of student achievement for permanent academic files

Provide information for receiving teachers and administrators

Provide feedback to students

Provide consistency of expectations across the system

Issues to Consider

Current Report Card Rubric: 4 means mastery of standard

Performance Level Descriptors: 4 means above/beyond proficient (advanced achievement)

How to report EL progress

How to separate behavior from academics

Determining our Quality Indicators

Activity: “Through the Eyes of Our Stakeholders”

What’s New in Report Cards?•Will be accessible if a student moves to another school in MDUSD

•Can be completed for individual students or as a whole class with modifications for individual students

•Printed in English or Spanish

•Able to print report card for one student or whole class at one time

•Ability to use prewritten comments or type your own.

•Aeries will automatically populate the following information:• Student name• Teacher & principal name• School name and address• CELDT results• Date of report card• Attendance

• Days enrolled• Days absent• Days tardy

OARS – Report Cards

What’s New in Report Cards?

New Scoring Rubric:• Scale – 1, 2, 3 (no 4)

1 Below Basic 2 Basic 3 Proficient Working below grade level standards Needs continued support and

assistance Area of concern

Making progress toward grade level standards.

Some skills and concepts not yet mastered

Inconsistent in application of skills; may need assistance

Consistently meets standards Understands and applies grade level

concepts and skills May occasionally exceed grade level

standards

Any gray shaded area marked “N/A” has not yet been assessed.

Kindergarten – ELA & Math

ENGLISH-LANGUAGE ARTS

Word Analysis, Fluency, and Systematic Vocabulary Development

Blend sounds orally to make words or syllables (1.9).

Identify and produce rhyming words in response to oral prompt (1.10).

Identify beginning sounds (1.11).

Identify ending sounds (1.11).

Read one-syllable sight words (1.15).

Reading Comprehension

Predict what will happen next in a story (2.2).

Literary Response and Analysis

Identify characters, settings, and important events (3.3).

Writing Strategies

Use letters and phonetically spelled words to write about experiences, people, objects or events (1.1).

Write uppercase and lowercase letters correctly (1.4).

Listening & Speaking

Share information and ideas, speaking audibly in complete, coherent sentences (1.2).

MATHEMATICS

Number Sense

Compare sets and identify if they are equal, more than or less than each other (1.1).

Count a number of objects up to 30 (1.2).

Order a number of objects up to 30 (1.2).

Name a number of objects up to 30 (1.2).

Represent a number of objects up to 30 (1.2).

Use objects to solve addition problems (2.1).

Use objects to solve subtraction problems (2.1).

Algebra & Functions

Identify, sort, and classify objects by attribute (1.1).

Measurement & Geometry

Name the days of the week (1.3).

Identify the time (to the nearest hour) of everyday events (1.4).

Identify and describe common geometric objects (2.1).

Statistics, Data Analysis, & Probability

Identify, describe and extend simple patterns by their attributes (1.2).

Mathematical Reasoning

Word problems

•Reported by Standard

1st – 5th ELA

ENGLISH-LANGUAGE ARTSWord Analysis, Fluency, and Systematic Vocabulary Development

Use word origins to determine the meaning of unknown words (1.2). Understand and explain figurative and metaphorical use of words in context (1.5).

Reading Comprehension

Understand the use of text features (2.1). Identify main ideas and analyze evidence that supports those ideas (2.3). Draw inferences, conclusions or generalizations and support them with textual

evidence and prior knowledge (2.4).

Literary Response and Analysis

Identify the main problem or conflict of the plot and explain how it is resolved (3.2). Recognize themes in sample works and understand that the theme refers to the

meaning or moral of a selection (3.4).

Writing Strategies

Create multiple-paragraph expository compositions (1.2). Edit and revise manuscripts to improve the meaning and focus of writing (1.6).

Writing Applications

Write research reports (2.3). Write persuasive letters or compositions (2.4).

Written and Oral English LanguageConventions

Identify and correctly use prepositional phrases, appositives, independent and dependent clauses, transitions, and conjunctions (1.1).

Spell roots, suffixes, prefixes, contractions, and syllable constructions (1.5).

Listening and Speaking

Deliver informative presentations about an important idea, issue, or event (2.2).

•Reported by strand

•Essential Standards listed below strand

•In order to earn a score of ‘3’, the student must consistently meet all essential standards

1st – 5th Math MATHEMATICSNumber Sense Interpret percents as a part of a hundred; find decimal and percent equivalents for

common fractions; compute a given percent of a whole number (1.2). Perform prime factorization of numbers up to 50 using exponents (1.4).

Identify and represent decimals, fractions, mixed numbers, positive and negative numbers on a number line (1.5).

Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers (2.1).

Demonstrate proficiency with long division using multi-digit divisors and positive decimals (2.2).

Solve problems by adding and subtracting fractions and mixed numbers and express answer in simplest form (2.3).

Algebra & Functions

Write and evaluate simple algebraic expressions with one variable by substitution (1.2).

Solve problems involving linear functions with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid (1.5).

Measurement & Geometry

Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle (1.1).

Understand the concept of volume and compute the volume of a rectangular solid (1.3).

Know the sum of the angles of any triangle is 180° and any quadrilateral is 360° and use this information to solve problems (2.2).

Statistics, Data Analysis, & Probability

Understand, compute and compare mean, median and mode (1.1). Identify ordered pairs of data from a graph and interpret the meaning of the data

(1.4).

Mathematical Reasoning

Word problems

•Number Sense is scored by standard• Skills too discrete to

combine under one strand

•Algebra & Functions; Measurement & Geometry, Statistics, Data Analysis & Probability, and Math Reasoning scored by strand

•In order to earn a score of ‘3’, the student must consistently meet all essential standards

Physical Education, Art & Music

PHYSICAL EDUCATION/HEALTH

Assessed using a rubric of:Below Basic (1) Basic (2) Proficient (3)

Skill

Sportsmanship

VISUAL & PERFORMING ARTS PARTICIPATION

Explanation of MarkingsS = Satisfactory N = Needs Improvement

Art

Vocal Music

•PE• K – 3 S or N• 4th – 5th 1, 2, 3

•S or N is the scale for Art & Vocal Music

Explanation of MarkingsS = Satisfactory N = Needs Improvement

VISUAL & PERFORMING ARTS PARTICIPATION

Art

Vocal Music

PHYSICAL EDUCATION/HEALTH

Skill

Sportsmanship

K, 1st, 2nd, 3rd 4th & 5th

Life Long Learning Skills K - 5LIFE LONG LEARNING SKILLS

Explanation of MarkingsC = Consistently S = Sometimes R = Rarely

Social Development

Participates orally at appropriate times

Respects others

Takes responsibility for actions

Work Development

Actively engages in classroom activities

Listens to and follows directions

Completes work in a timely manner

Completes and returns homework on time

Works neatly and carefully, writes legibly

Works cooperatively with others

Organizes self, materials, and belongings

Puts forth best effort

•Assessed using a rubric of:• Consistently (C)• Sometimes (S)• Rarely (R)

Intervention/Enrichment K- 5th

•Type in any Intervention or Enrichment offered during the trimester

•Will need to be entered every trimester

Intervention/Enrichment

Language Arts:

T1 T2 T3

Math:

T1 T2 T3

ELD K – 5th

ENGLISH LANGUAGE DEVELOPMENT (For English Learners Only)

Explanation of MarkingsB = Beginner EI = Early Intermediate INT = Intermediate

EA = Early Advanced A = Advanced

Progress Measures Goal * T1 T3

ADEPT

RAP ( ) ( )

CELDT

GoalCELDT Results

( )

R-FEP (Reclassified Fluent English Speaker) this school year as of _________.*Goals are based on the number of years the English Learner has been in the program.

•RAP scores for T1 & T3 will populate from RAP entered on page 1

•CELDT results will populate from Aeries

•Ability to enter R-FEP date when a student has been reclassified

•CELDT, ADEPT, & RAP goals will be entered in the beginning of the year.

Comments•Prewritten comments to choose from (automatically translated into Spanish on Spanish report card)

•Ability to add custom comments by typing in your own (Will not be translated into Spanish on Spanish report card

•When typing your own comments, there is an indicator to show how many letters you have left. Approximately 250 allowed

Support for Teachers

Resources and discussion at September Data Analysis Days

Support classes will be offered for teachers needing support with technology and on-line reporting

Report card manual to be included in Teacher Reference Binder

PLDs

•Written for Essential Standards in grades K – 5th

•Draft form – input will be asked for during this year as teacher’s use them

•When possible, example questions were provided for Advanced, Proficient, & Basic

Continuing Work . . .• Content area committees will continue to refine

PLDs and Essential Standards

• Report card committee will be gathering input from sites and reconvening to update and refine report card

• Committee to create district spelling lists, K – 5th

• Committee to create district sight word list, K – 5th

• Grade Level Days for assessment and curriculum focus

• Continued support for BoardMath & BoardLanguage

• Continued support for Benchmark assessments and Data Analysis