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South Harrison Community School Corporation

South Harrison Community School Corporation. ICAN Assessing and Reporting During the 2009-2010 School Year Session II – Communicating state test results, local assessment results, and student goals. Session III – Running gradebook reports and other end-of-quarter requirements.

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South Harrison Community School Corporation

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  1. South Harrison Community School Corporation ICAN Assessing and Reporting During the 2009-2010 School Year Session II – Communicating state test results, local assessment results, and student goals. Session III – Running gradebook reports and other end-of-quarter requirements

  2. ICAN Session IAGENDA Setting goals Communicating goals Annotations Cover Sheet Sharing benchmark data Recording vs. Reporting Requirements Recording – formative for IEPs, RtI, analyses, etc. Reporting – summative only grades 3-6, summative/formative grades K-2 Running reports to send home K-2 Template analysis or progress reports 3-6 Gradebook Summary Honor Roll lists (grades 3-6)

  3. ICAN Sessions II & III Session 2 – Provides information on utilizing annotations to communicate state test results, local assessments (i.e. Acuity, mClass, IWIs, etc.), student goals, and other academic-related information. Using summative assessments to re-teach key concepts; using ICAN to allow grades to reflect academic growth of students over a period of time. Goal… Creating and using the ICAN templates & gradebook to communicate information, including goals, to students and parents. Using ICAN templates to reassess key concepts and processes that will be part of the end-of-quarter grade. Session 3 – Provides detailed information on running gradebook reports and other necessary end-of-quarter requirements for setting grades. Goal… Understanding the calculation of grades for each standard assessed within a subject (i.e. English/Language Arts & math) and for subjects (i.e. social studies, science/health, lifeskills). Creating ICAN gradebook reports utilizing templates created to document key assessments of students.

  4. Reflective Questions What is the purpose of setting goals? How should goals be communicated through student end-of-quarter reports? What other information should be shared through annotations? Which annotations will show on the reports you are sending home? What benchmark data must I share as part of this report? What data should be “recorded” (i.e. formative assessments) for internal use only? What data/assessments should be “reported” to parents? How do you as a classroom teacher separate these types of assessments? Which will you use for various teaching purposes? Which report should you send home to your students? What steps do you need to complete to be able to accurately and effectively run this type of report? In grades 3-6, how do you weight templates within a gradebook? What steps have you taken to minimize that information sent home while still containing the necessary and important information needed by parents? How will you create an honor roll for your class? What process has your building agreed upon to share this information with the school office for ultimate dissemination to the local newspaper?

  5. What is the purpose of setting academic goals? Goal setting and parent-teacher-student compacts came about as a solution to meeting various NCLB/Title I requirements. The original committee of teachers, administrators, and parents wanted goals in reading, writing, and other core subjects based on student data that could provide information to parents on what they could do at home to assist with established goals while the teacher and student worked on the same goals. Quite simply: The purpose of setting academic goals is to ENCOURAGE EVERYONE TO WORK TOGETHER IN THE INTEREST OF OUR CHILDREN by setting goals with students and family members to clearly communicate specific processes, concepts, or skills that are necessary for meeting these goals. The ICAN/Report Card Committee decided to include this information in the end-of-quarter reports (quarters 1, 3 & 4) & mClass reports in lieu of the stand-alone compacts that have been used in past years.

  6. 2. How should goals be communicated through student end-of-quarter reports? Grades K-2 For K- 2…Signature lines will be on the cover sheet. Goals & strategies will be given on the mClass “Home Connect” reports sent home to parents 3 times a year (see next slide).

  7. 2. How should goals be communicated through student end-of-quarter reports? Grades K-2

  8. 2. How should goals be communicated through student end-of-quarter reports? Grades 3-6 1 goal per student quarters 1, 3 & 4. Type goal for the corresponding standard in “Template Annotation”. For specific strategies for teacher, student, and parent, enter this after the goal. Hit return to start a new line for each person’s responsibility.

  9. 2. How should goals be communicated through student end-of-quarter reports? Grades 3-6 For 3-6…Explanations of goals and the signature lines will be found on the cover sheet!

  10. 3. What other information should be shared through annotations? 4. Which annotations will show on the reports you are sending home? Grades K-2 Student notes can be used to encourage students and/or communicate other information to parents. Specific information related to a student’s performance on a standard may be shared (if so desired). Progress Report and Template Analysis will both generate the information necessary for K-2 reports. Most important is a teacher’s responsibility to attempt to shorten the amount of materials shared to parents with a focus on the most important key concepts. Template Analysis reports will generally be shorter with more concise data.

  11. 3. What other information should be shared through annotations? 4. Which annotations will show on the reports you are sending home? Grades 3-6 Student notes can be used to encourage students and/or communicate other information to parents. Specific information related to a student’s performance on a standard may be shared (if so desired). For direct annotations, other benchmark data might be shared as it becomes available. For example, a student’s ISTEP+ score in ELA & math and whether the child received a “pass+”, “pass”, or “did not pass”. Remember that annotations on a specific indicator or element within a template will NOT show on the gradebook summary. This information will only be available to parents should they request more information and a long form (e.g. progress report) is sent home. In summary, only direct annotations and template annotations (for templates going into the gradebook report) will show on the report card.

  12. 5. What benchmark data must I share as part of this report? Grades K-2 For K- 2…All of this will be on the Nine Weeks Report cover sheet (Q 1,3,4)! Writing Development Level comes from Corporation writing prompts. Students are still given a “B”, “O’, or “A”.

  13. Reading Level for Benchmark Data on the cover sheet comes from TRC within MClass “B” = Below Level “O” = On Level “A” = Above Level Grades K-2 Student A Student B Student C Student D Student E Student F Student G Student H Student I

  14. 5. What benchmark data must I share as part of this report? Grades 3-6 Reading Comprehension and Oral Reading Levels both from IRIs. = O Writing Development Level from Corporation writing prompts.

  15. 6. What data should be “recorded” (i.e. formative assessments) for internal use only? 7. What data/assessments should be “reported” to parents? Formative assessments should be used to document performance of specific skills for each student for purposes such as documenting individual

  16. 7. What data/assessments should be “reported” to parents? Grades K-2

  17. 7. What data/assessments should be “reported” to parents? Grades 3-6

  18. Group Discussion Question #8 How do you as a classroom teacher separate the different types of assessments (formative/summative) discussed thus far today? Which will you use for various teaching purposes?

  19. 9. Which report should you send home to your students? Grades K-2 Progress Report Template Analysis Report If summatives are not given until the 4th week and you need to run a progress report. You can set the date for the report to commence on the date of your first summative evaluation. This might be one step that will shorten the length of the progress report.

  20. 9. Which report should you send home to your students? Grades 3-6 GradebookReport O = On Level

  21. 9. Which report should you send home to your students? Grades 3-6

  22. 10. What steps do you need to complete to be able to accurately and effectively run this type of report? 12. What steps have you taken to minimize that information sent home while still containing the necessary and important information needed by parents? Grades K-2 To run reports assessment data that you desire to go home to parents must be stored in separate templates. Without a separation of formative and summative data you will have to send home everything. Remember, one goal and concern has been the length of the reports sent home and the amount of detail. By separating summative from other assessments, the information sent home can be condensed. • Steps can include: • Identifying summative data and any key formative data you want to send home at the beginning of a unit. • Keeping assessment data to send home separate. • Closely aligning templates with summative data with district, building, and classroom maps.

  23. 10. What steps do you need to complete to be able to accurately and effectively run this type of report? 12. What steps have you taken to minimize that information sent home while still containing the necessary and important information needed by parents? Grades 3-6 • To accurately run gradebook summary reports that meet requirements you must: • Have all summative data (i.e. data you want built into a student’s grade) stored separately. • Use a separate template for each standard within a subject that you plan to include in a template. • Have each assessed indicator or element properly weighted, based on your personal preference, which is used to calculate template percentages. REMEMBER: ICAN will not separate ELA, math, science, social studies, lifeskills data that has been stored together. Templates with all assessments cannot be used to generate grades specific to subjects. While the new report is minimal in its initial information, having other formative data within ICAN will allow for longer reports and more information to be shared should a parent request it.

  24. 11. In grades 3-6, how do you weight templates within a gradebook? Grades 3-6 Go to the gradebook and right click on the standard (template) for which you want to change the weight. A box will pop up allowing the weight to change.

  25. How will you create an honor roll for your class? • What process has your building agreed upon to share this information with the school office for ultimate dissemination to the local newspaper? Grades 3-6 • At the end of each quarter, teachers in grades 3-6 should create a list of students who have earned all A’s and B’s. • Only one list per class….that is, a list of students earning all A’s and B’s. • A separate list of A’s should not be made. • The lifeskill grade DOES count towards the honor roll. • Example: A student gets ELA – A, math – B, science/health – A, social studies – A, lifeskills – C. This students does NOT make the honor roll because of the C in lifeskills. • The list should be sent to the office where it will be compiled by grade level and shared with the Corydon Democrat. • The office will review and take necessary precautions to avoid listing any names of students whose parents have opted out using appropriate processes described within the “Directory Information” guidelines set forth in the student handbooks.

  26. Group Discussion Question #14 What process has your building agreed upon to share this information with the school office for ultimate dissemination to the local newspaper?

  27. Modeling and Hands-On Practice Make sure you have a copy of the Summative Assessment Tutorial. Log on to ICAN

  28. South Harrison Community School Corporation ICAN Questions? Thank you so much for your attendance today. Do not hesitate to contact your building principal for additional information on the assessment and grading expectations that have been shared today.

  29. South Harrison Community School Corporation ICAN More Information? • Information from today’s training including: • PowerPoint slides, • A video presentation of the PD, and • The summative assessment tutorial • Is posted to the South Harrison website at www.shcsc.k12.in.us under “Professional Development”.

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