Somerset Primary Data Report/SBG Information Session 2015-2018 • Agenda: • Share academic data for the cycle of the last School Improvement Plan (2015-2018) • I.e.: How are we performing? • (2) Standards Based Grading: • What is Standards-Based Instruction? • What is the purpose of Standards-Based Reporting? • New report card and new reporting periods • PowerSchool/Unified Classroom • (3) Electing executive committee members of the PTA (some parents have already • indicated that they are willing to take on keyposition; we need your presence to • vote)
Cambridge Checkpoint English Language Arts (ELA) Mathematics • Science
Reading • (Fountas and Pinnell Assessment Systems)
On-going objective: To raise the reading achievement of all children in the school INDICATORS OF ACHIEVEMENT: • 80% of students are reading at or above grade level by Spring 2019 according to the Fountas and Pinnell Assessment Systems.
Writing • (Fountas and Pinnell Assessment Systems)
What is Standards-Based Grading? • A system of grading that uses standards-based approaches to educating students, learning standards—i.e. • concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education— • Teachers determine the goals of a lesson, and then they determine how and what to teach students, so that they achieve the learning expectations described in the standards.
Purpose • To provide more specialized reporting: precise and specific information about a child’s progress toward a standard • To support common criteria for grading • To support students in answering: • Where am I going? • Where am I now? • How can I close the gap?
How does Standards Based Grading Work? Standards-Based Grading assesses a student’s overall work and most recent work; so, it tells us what a student has learned and what he or she now knows rather than what they knew at the beginning of a quarter or unit. In other words, it measures students’ knowledge of grade-level content over time by reporting the most recent, consistent level of performance. So, a student might struggle in the beginning of a course with new content, but then learn and demonstrate proficient performance by the end of the course.
Key Components • Aligned with BPSS Cambridge curriculum • Scores include a 1, 2, 3, or 4 • Attainment Levels are reported quarterly • Learning Skills/Intentions/Success Criteria • Grading to an “End of the Year Standard”
“End of the Year Standard” • Student progress will be reported on a quarterly basis toward the “end of the year standard” • Therefore, students may receive a “2” on the report card as they are making progress toward proficiency • The goal is for all students to have at least a “3” in all areas by the end of the school year • Students will receive a “3” on the report card when they have mastered the grade level standard
Traditional Assessment Based Grading • Uses a scale of A – F or percents • Points and extra credit are given • Averaging is used • Task completion is important • It is cumulative • Grade book gives information on assignments rather than content. • Based mostly on test grades • Behavior, punctuality, and other non-academic factors are considered • Very subjective • Teachers define the criteria – can be different teacher to teacher • Prior performance is more important than improvement • The grade is the grade • Students are compared to other students