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Standard Based Report Card K-4. Naugatuck Public Schools November 16, 2010. Paradigm Shift. It’s not a matter of what the teacher taught; it’s a matter of what the student learned. Why a standard-based report card?.
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Standard Based Report CardK-4 Naugatuck Public Schools November 16, 2010
Paradigm Shift It’s not a matter of what the teacher taught; it’s a matter of what the student learned.
Why a standard-based report card? A standard-based report card provides information on a student’s developmental abilities and progress in attaining end-of-year learning standards in each subject. The standard-based report card and teacher conferences, provide a comprehensive and meaningful lens for parents to understand and support their child’s learning. The report card and conferences answer the question, “What does my child need to do to capitalize on his or her strengths and to further develop those areas requiring attention?”
Why use a standard? Progress levels, when linked to the standards, identify specific subject area information and skills that a student must master. A standard-based report card holds every student in Naugatuck to the same standard, regardless of the teacher or which school the child attends.
How do teachers determine every child’s progress level? The standard based report card progress levels are based on student performance on specific tasks and assessments, which are tied to the learning standards. Teachers use a rubric to determine each child’s performance. Comprehensive rubrics for language arts and mathematics are used to describe the indicator levels on the report card and will be provided to all parents at the first marking period and will be available online at the district website www.naugatuck.k12.ct.us
Key Terms • Performance levels- used to evaluate and report what students know and are able to do. • Rubric – a tool used to score or rate students’ performance on tasks. It generally consists of a fixed measurement scale, a set of clear criteria, performance descriptions for each criterion on each point of the scale.
Key Terms • Standard – a statement that identifies what students should know or be able to do at the end-of-the year. • Assessment – the ongoing process of describing or gathering data about performance in order to document student progress.
Can you compare students within a classroom? • The report card only measures how each child is doing in relation to the standard; it cannot be used to compare children within a class. The report card gives a better understanding of each student’s strengths and weaknesses in order to improve each student’s learning.
Why include the 4, 3, 2, 1 overview? 4- Exceeding year-end grade-level standard 3- Meeting year-end grade-level standard 2- Approaching year-end grade-level standard 1- Progressing toward year-end grade-level standard These were included as a guide for parents to consider during their child’s journey toward the grade level standards.
Scoring Procedures Scoring procedures related to learning standards: • Be clear about what students must know and be able to do – end of year standard; • Include only academic factors in student assessment; • Base score on individual achievement; • Include evidence from assessment related to a student’s mastery of specific grade level standard.
Use of rubrics to determine score • Include achievement data only; • Base scores solely on academic achievement using the rubric gives a clear picture of student achievement; • Provide students with multiple opportunities to demonstrate that they have acquired the knowledge and skill expected with mastery on a standard.
What does it mean when a child scores a 1? A score of 1 indicates that the student is making progress toward the end-of-year standard. Most students will be at this level at the beginning of the year. The important thing to remember is that we are moving children’s learning along a continuum; just like when we take a trip in the car we have a starting place and a destination and we travel along a wide variety of roads until we reach our destination or final goal.
What does it mean when a child scores a 2? Receiving a level 2 in a particular skill or content area in the first or second trimester indicates that a child is making appropriate progress for his or her grade level. Progress levels on a standard-based report card indicate how well your child is progressing toward meeting the end-of-year goal.
What does it mean when a child scores a 3? This is the goal for all students by the last marking period; this signifies that the child has attained the end-of-year standard and has successfully met the standard for that grade level.
What does it mean when a child scores a 4? Students achieve a 4 when they consistently demonstrate that they can exceed the end-of-year standard. Each standard is evaluated independently of another. Therefore, a student who achieves a 4 in one standard does not necessarily achieve it in all areas.
Should I worry that my child will become discouraged? No, students are more apt to understand what they need to do to attain the standard. They know from their classroom work, their interaction with their teacher, and their report card, what skills or content they need to master to move forward. Students use this information to develop their personal learning goals each term.
Work Habits/Social Development • Score of 3 – meets expectations most of the time • Score of 2 – is inconsistent in meeting expectations • Score of 1 – does not yet meet expectations
How do I talk about the scores on the report card with my child? Your child’s teacher will talk to their students about the revised report cards and what they mean. At home, you and your child can talk about the progress he or she has already accomplished, set new goals and decide what steps they may want to take to achieve their new goals. Remember that conferences with school staff can take place at any time, not just at conference time. If you have questions or concerns, contact your child’s teacher.
Panelists • Carolyn Mucci – Andrew Avenue - Reading • Debra Masliuk – Central Avenue - Reading • Lauren Skultety – Hop Brook - Reading • Michelle O’Connor – Maple Hill - Reading • Gina Kotsaftis – Salem - Reading • Kathryn Taylor – Western - Reading • Tiffany Deitelbaum – District K-8 - Math
Panel DiscussionQuestions Why did the report card change? How will my child’s scores be determined? Why are language arts and math rubrics different? What is expected progression? How are my child’s needs being met? What does modified and with assistance mean?
