hopkins school board workshop agenda - hopkins schools
TRANSCRIPT
Excellence. Every School. Every Student. Every Day.
Hopkins School Board Workshop Agenda 5 :3 0 p .m . — O c to b e r 2 4 , 2 0 1 3 5:30 – 6:45 I. Elementary Grading & N. Lightfoot/ Reporting Implementation D. Schimelpfenig
* * * Times Noted Are Approximate * * *
Excellence. Every School. Every Student. Every Day.
Report to the School Board Elementary Grading and Reporting Update O c to b e r 2 4 , 2 0 1 3 N i k L i g h t f o o t , E d .D . , J .D . , A s s i s t a n t S u p e r i n t e n d e n t a n d
D ia n e S c h im e lp fe n ig , E d .D . , D i r e c to r o f T e a c h in g a n d L e a rn i n g Overview A group of 35+ teachers and administrators, representing each elementary school, grade level, and department, met throughout the 2012-2013 school year to make recommendations for improvement in our Student Achievement Report, which was developed in the early 1990’s. The revised Hopkins Public Schools Elementary Grading and Reporting practices are intended to improve consistency in academic grading among teachers and grade levels at the elementary level, with a clear focus on student academic achievement. Primary Issues to Consider
• Reporting Standards • Elementary Reporting System • Grading Components and Scale • Staff Development • Communication
Supporting Documents
• Sample of grade level reporting standards • Sample of elementary conference template • Sample of draft Student Achievement Report
2 Report to the School Board
Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day.
Elementary Grading and Reporting Overview A group of 35+ teachers and administrators, representing each elementary school, grade level, and department, met throughout the 2012-2013 school year to make recommendations for improvement in our Student Achievement Report, which was developed in the early 1990’s. The revised Hopkins Public Schools Elementary Grading and Reporting practices are intended to improve consistency in academic grading among teachers and grade levels at the elementary level, with a clear focus on student academic achievement. Through more than a year of study, research, and reflection, we have used our purpose statement, which has guided the development of the grading practices we are implementing during the 2013-2014 school year: The purpose of elementary grading and reporting is to provide students and families with useful student achievement and growth information that is based on clearly defined Hopkins grade-level standards. The Hopkins elementary grading report will:
• Report non-academic skills separately • Be available in multiple languages • Contain visual representation of growth and progress, where
feasible and appropriate • Use language that is understandable to the general public • Contain the reporting standards for each grade level • Use multiple measures of assessment (quantitative as well as
qualitative) Why change the current grading practices? Hopkins teachers and administrators want to provide both students and parents with consistent, clear, and accurate information about student achievement. Grading practices will be aligned with Hopkins, Minnesota, and National standards, to provide a clear picture of what
3 Report to the School Board Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day
each student knows. The revised grading and reporting practices will be used consistently at every school and grade level within our District. What does the research about grading teach us? As we reviewed the work of Dr. Thomas Guskey, along with other local and national experts, key points of learning include:
• Grading and reporting should always be done in reference to learning criteria (standards), and never on a curve.
• Student feedback is one of the most effective influences on student achievement.
• Grading and reporting has some value as a reward, but no value as a punishment.
• Grading and reporting are not necessary to the instructional process, but are an important communication tool.
Reporting System Elements and Timing All elementary parents will have four opportunities to learn about their child’s progress as related to content standards and non-academic skills. There are two elementary conferences (October and March), and two elementary Student Achievement Reports (SAR) in January and June. Consistent conference templates have been developed for grades K-6, in order to support clear and accurate reporting (see sample attached). Both formats will be available in English, Spanish, Somali, and Hmong. The primary purpose of grading is to report the academic achievement of students. Reporting standards have been developed in every content area at each grade level (see grade level sample attached.) Elements included in the grade may be projects, essays, oral assessments, tests, performances, and other demonstrations of student learning. Homework Homework grades are included in the non-academic portion of the student report. They are not a component of the academic grade, unless related to a project for which specific rubrics have been developed.
4 Report to the School Board
Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day.
Primary Grading Components Academic practice assessments, called formative assessments, are given while a student is learning the material. This information is designed to help both the teacher and the student. Practice/Formative assessments may include teacher observations, quizzes, homework, rough drafts, notebook checks, lab experiences, portfolios, and other work intended to help both the teacher and student understand what is or is not clearly understood by the child, and what steps to take next. Academic Mastery Assessments Academic achievement assessments, sometimes called summative assessments, are given after the student completes a sequence of instruction and activities, and are used to provide information about the student’s achievement/grade. Samples of academic achievement assessments may include final drafts, unit tests, major assignments and projects, and performances. Non-academic Factors Non-academic skills are important in the development of our students. These non-academic skills will be reported upon separately, and will not be included in the academic grade. Examples of non- academic skills may include work habits, student behavior, and other behaviors that assist in learning. Grading Scales
• Academic Achievement Scale in Grades K-5 o 4 - Exceptional o 3 - Proficient o 2 - Making Progress o 1 – Beginning o NA - Not Assessed
• Grade 6 Academic Achievement Scale
o A – 90% and above o B – 80%-89% o C – 70% - 79% o D – 69% and below
5 Report to the School Board Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day
In grade 6, student grades will be calculated using 75% academic assessments and 25% practice assessments. All grade 6 teachers will use the same grading calculations, based on the same standards and assessments.
Why is Grade 6 moving to letter grades? We know grade 6 is an important transition year in preparation for junior high school. We believe moving to letter grades in grade 6 will help support students and families in their understanding of letter grades in a familiar environment, prior to going to junior high. Making this change in the elementary school environment will help students and families learn the new system in a familiar setting. In the state of Minnesota, grade 6 standards in every content area (Reading, Math, Science, etc.) are considered to be Middle Level Standards, which reflect the expectations of upper elementary, junior high, and/or middle school students. These standards are more rigorous than those Minnesota requires in grades K-5. Will grade 6 letter grades influence student future transcripts? No. Grade 6 grades will provide important information to students, families, and teachers, but are not a part of the permanent transcript, which includes grades 9-12. Grading Scale for Non-Academic Skills (work habits, behavior, etc.)
o 4 - Consistently o 3 - Sometimes o 2 - Seldom o 1 - Not yet o NA - Not Assessed
Staff Development Monthly staff development opportunities have been developed, from August through January, in order to ensure consistent understanding among our teaching staff. Areas of professional development have included Standards-based grading, grading of exceptional learners (ELL, Special Education, Gifted/Talented, etc.), use of teacher
6 Report to the School Board
Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day.
comments, letter grading, and technology training in the use of the new system. Communication Elementary parents have received communication through school and District web sites, principal ConnectED messages, consistent elementary conference templates and supporting material, use of the Infinite Campus gradebook for grade 6 parents, the development of translated materials in Spanish, Hmong, and Somali, and ongoing teacher conversations. Next Steps Following our first year of implementation, using the updated conference templates, as well as the new Student Achievement Report, we plan to gather feedback from both teachers and parents on their experiences with the new system. Modifications and adjustments will be made, as needed.
5th Grade - Hopkins Public Schools 2013-2014
READING AND WRITING
Reads grade-level texts with accuracy and !uency Reads with understanding Produces clear and organized writing Uses appropriate spelling, punctuation, capitalization, and grammar
Participates regularly in physical activities and exhibits responsible behavior Demonstrates understanding of "tness concepts Demonstrates competency in motor skills
Demonstrates understanding of how to create a healthy lifestyle Demonstrates ability to practice health-enhancing behaviors and avoid risks
Demonstrates understanding of numeration Demonstrates mastery of computation Demonstrates understanding of geometry and measurement concepts Uses data and probability to solve mathematical problems
Demonstrates understanding of the process, components, and standards of scienti"c inquiry
Demonstrates understanding of Earth changes due to slow and rapid processes
Demonstrates understanding of the impact of force on speed and direction of moving objects
Demonstrates understanding that living things have diverse characteristics that a#ect growth, reproduction, and survival
Identi"es signi"cant people and their contributions during the American Revolution
Creates and uses various kinds of maps of places in the North American colonies
Demonstrates an understanding of major events in U.S. history from colonization through the American Revolution
Describes early interactions among indigenous peoples, Europeans, and Africans
Demonstrates skills using materials, techniques and visual art concepts Describes, analyzes, and interprets works of art Demonstrates appropriate on-task behavior and positive e#ort in art
MUSIC / INSTRUMENTAL MUSIC Demonstrates music/instrumental skills Understands and applies music/instrumental concepts Participates with appropriate behavior in music/instrumental activities
Academic Reporting Standards Fifth Grade
Excellence. Every School. Every Student. Every Day.
Hopkins Personalized Learning Record Student: _________________________ Conference Date:__________
Grade 3 Conference Report: Fall Spring
Teacher_______________________________
Teacher: __________________ # of times per week___________
Skills to work on: _______________________________________
Additional information about writing skills (if applicable) handwriting, spelling tests and daily mechanics, grammar: ____________________________________________
_______________________________________________________________________
Additional Services (circle): ELL Gifted Learning Center Rtl Speech
Teacher: ___________________________# of times per week___________
Skills to focus on: ____________________________________________________
Level
Instructional Reading Levels Fountas and Pinnell
Percentile Fall wpm Winter wpm Spring wpm 90% 128 146 162 75% 99 120 137 50% 71 92 107 25% 44 62 78 10% 21 36 48
Excellence. Every School. Every Student. Every Day.
Hopkins Personalized Learning Record Student: _________________________ Conference Date:__________
Grade 3 Non-Academic Skills Teacher_________________________________________________ Below you will find the grade level expectations for grade 3 work habits and behavior skills. Your child’s teacher will note any that are not yet met. As parents, you can use these skill expectations to practice positive school habits and behavior at home and in the community.
Work Skills and Habits Consistently Sometimes Seldom Not Yet
1. Uses active listening skills: eye contact, hands to self, focused on speaker.
2. Is self-directed and ready to move from one task to another.
3. Creates quality products.
4. Is willing to take materials home and set aside time for homework.
Respect and Responsibility Consistently Sometimes Seldom Not Yet
1. Shows respect for school property and follows school guidelines.
2. Makes good choices independent of teacher supervision in all settings.
3. Makes comments that are respectful, appropriate, and pertinent.
4. Demonstrates respectful and considerate behavior toward others.
5. Does fair share of work and shows willingness to work with a variety of people and groups.
6. Works appropriately and stays on task.
7. Takes responsibility for own actions.
8. Completes and turns in work as directed.
MCA Math Score & MCA Reading Score Minnesota Comprehensive Assessment (MCA)Results The Minnesota Comprehensive Assessments (MCA) are the state tests taken in the spring of each year that help districts measure student progress toward Minnesota’s academic standards.
Reading and mathematics tests are given in grades 3-8, 10 and 11. (Parents of students in grades 4-6 received individual 2012 MCA score reports for their students in September.)
Students are scored as Exceeding Standards, Meeting Standards, Partially Meeting Standards, or Not Meeting Standards. Grade level scores for meeting standards in both Math and Reading are: • 350 and above for grade 3 • 450 and above for grade 4 • 550 and above for grade 5 • 650 and above for grade 6
Measures of Academic Progress (MAP) Results
Measures of Academic Progress (MAP) are computerized tests in Reading and Math that reflect the level of each student and measure growth over time. MAP tests are given to all students in grades 3-6.
The test adapts to the student’s ability, measuring what a child knows and needs to learn. In addition, MAP tests measure academic growth over time, independent of grade level or age.
Students receive a RIT score that ranges from about 150 to 300. Students typically start at the 150 to 190 levels in the third grade and progress to the 240 to 300 levels by high school. RIT scores make it possible to follow a student’s educational growth from year to year. (Please refer to your child’s MAP Score Report for more specific information.)
Academic Achievement Scale 4 - Exceptional 3 - Proficient 2 - Making Progress 1 – Beginning NA - Not assessed
Reading and Writing Instructor: Students are expected to read and understand grade-level literature and informational texts. They learn reading strategies such as predicting, visualizing, asking/answering questions, summarizing, and synthesizing, along with the use of graphic organizers to help them read in any situation. They also practice specific skills related to word patterns, word meaning, setting/plot/character, fact vs. opinion, compare/contrast, main idea, and use of graphic tools. As writers, students use the writing workshop format to develop their writing process as they write for 3 purposes: to offer and support opinions, write informative texts about a topic they are studying, and tell real and imagined experiences and events. Spelling, punctuation, capitalization, and grammar are applied within the writing process. Hopkins expects and encourages all students to read and write independently for personal enjoyment. T1 T2 Comments Reads grade-level texts with accuracy and fluency Reads with understanding Produces clear and organized writing Uses appropriate spelling, punctuation, capitalization, and grammar
Mathematics Instructor: Students compare and order fractions, mixed numbers, decimals, and percents. They solve addition, subtraction, multiplication, and division problems in a variety of ways; add and subtract fractions and decimals; estimate, measure, and label angles; and identify and construct three-dimensional shapes. They also create and use tables and graphs to describe and analyze data and find the mean, median, and range of a set of data.
T1 T2 Comments Demonstrates understanding of numeration Demonstrates mastery of computation Demonstrates understanding of geometry and measurement concepts
Uses data and probability to solve mathematical problems Science Instructor: Students learn how to investigate the answer to a scientific question, how plants and animals are adapted to live in various environments and how the earth’s surface changes over time. Students will also learn how simple machines can be used to make work easier. Students will apply what they have learned in science to design and build (engineer) a factory subsystem.
T1 T2 Comments Demonstrates understanding of the process, components, and standards of scientific inquiry
Demonstrates understanding of Earth changes due to slow and rapid processes
Demonstrates understanding of the impact of force on speed and direction of moving objects
Demonstrates understanding that living things have diverse characteristics that affect growth, reproduction, and survival
Social Studies Instructor: The main content focus is the history of North America in the period before 1800. Students learn about complex societies that existed on the continent before 1500, trace the development of self-governance in the British colonies, and identify
Non-Academic Skills Grading Scale 4 – Consistently 3 – Sometimes 2 - Seldom 1 - Not Yet NA - Not assessed
major conflicts that led to the American Revolution. They learn about historically significant people, analyze the issues debated in the creation of a new government, and learn the basic principles of democracy set forth in the Declaration of Independence, the Constitution, and the Bill of Rights.
T1 T2 Comments Identifies significant people and their contributions during the American Revolution
Creates and uses various kinds of maps of places in the North American colonies
Demonstrates an understanding of major events in U.S. history from colonization through the Am. Revolution
Describes early interactions among indigenous peoples, Europeans, and Africans
Visual Art Instructor:
T1 T2 Comments Demonstrates skills using materials, techniques, and visual art concepts
Describes, analyzes, and evaluates works of art Demonstrates appropriate on-task behavior and positive behavior in art
Health Instructor:
T1 T2 Comments Demonstrates understanding of how to create a healthy lifestyle Demonstrates ability to practice health-enhancing behaviors and avoid risks
Music Instructor:
T1 T2 Comments Demonstrates music skills Understands and applies music concepts Participates with appropriate behavior in music activities Physical Education Instructor:
T1 T2 Comments Participates regularly and exhibits responsible behavior Exhibits responsible personal/social behavior in physical activity settings
Demonstrates understanding of fitness concepts Demonstrates competency in motor skills
Non-Academic Skills Instructor:
T1 T2 Comments Respect and Responsibility Work Habits and Skills
Academic Achievement Scale A - 90% and above B - 80%-89% C - 70%-79% D - 69% and below
Reading and Writing Instructor: Students are expected to read and understand grade-level literature and informational texts. They learn reading strategies such as predicting, visualizing, asking/answering questions, summarizing, and synthesizing, along with the use of graphic organizers to help them read in any situation. They also practice specific skills related to word patterns, word meaning, setting/plot/character, fact vs. opinion, compare/contrast, main idea, and use of graphic tools. As writers, students use the writing workshop format to develop their writing process as they write for 3 purposes: to offer and support opinions, write informative texts about a topic they are studying, and tell real and imagined experiences and events. Spelling, punctuation, capitalization, and grammar are applied within the writing process. Hopkins expects and encourages all students to read and write independently for personal enjoyment, interest, and academic tasks. T1 T2 Comments Reads grade-level texts with accuracy and fluency Reads with understanding Produces clear and organized writing Uses appropriate spelling, punctuation, capitalization, and grammar
Mathematics Instructor: Students develop and use algorithms to add, subtract, multiply, and divide fractions and decimals. They develop proportional reasoning skills by solving problems with ratios, rates, and proportions; they develop and use formulas for finding perimeters and areas of quadrilaterals; and they solve problems using the relationships between angles in geometric figures. They also study patterns and functions, and use algebra to represent situations and solve problems. Students use probability to solve problems T1 T2 Comments Demonstrates understanding of numeration Demonstrates understanding of patterns, functions, and algebra Demonstrates understanding of geometry and measurement concepts
Uses data and probability to solve mathematical problems Science Instructor: Students are introduced to the basic principles of chemistry and physics. They will learn that matter is made of particles called atoms and that substances can undergo change. They learn that energy can travel in waves and change form, with a focus on light and sound. They learn how forces affect the motion of an object, and they use the engineering design process to build a model car.
T1 T2 Comments Demonstrates understanding that models help us understand how systems work
Demonstrates understanding that forces affect the motion of objects
Demonstrates understanding that matter is made of atoms and molecules
Demonstrates understanding that substances can undergo physical changes
Demonstrates understanding that waves transfer energy Social Studies Instructor: Students learn about Minnesota history and its government, placing the state and its people within the context of the national story. Elements include the state’s constitution, major industries, economy, geography, and important people who
Non-Academic Skills Grading Scale 4 – Consistently 3 – Sometimes 2 - Seldom 1 - Not Yet NA - Not assessed
have had an impact on the state and nation. T1 T2 Comments
Identifies the basic content and purpose of Minnesota’s Constitution
Demonstrates an understanding of a market based economy Locates and describes major physical features in Minnesota Identifies MN people and industries that have shaped the state and nation
Visual Art Instructor:
T1 T2 Comments Demonstrates skills using materials, techniques, and visual art concepts
Describes, analyzes, and evaluates works of art Demonstrates appropriate on-task behavior and positive behavior in art
Health Instructor:
T1 T2 Comments Demonstrates understanding of how to create a healthy lifestyle Demonstrates ability to practice health-enhancing behaviors and avoid risks
Music Instructor:
T1 T2 Comments Demonstrates music skills Understands and applies music concepts Participates with appropriate behavior in music activities Physical Education Instructor:
T1 T2 Comments Participates regularly and exhibits responsible behavior Exhibits responsible personal/social behavior in physical activity settings
Demonstrates understanding of fitness concepts Demonstrates competency in motor skills Non-Academic Skills Instructor:
T1 T2 Comments Respect and Responsibility Work Habits and Skills
Agenda_10-24-13_Workshop
Elementary_Grading-Reporting_Implementation
ELgr_rpt
Academic_Standards_Draft_5_dragged_4
ConferenceReport-K-6-SY2013-14-grade3v5
Hopkins School Board Workshop Agenda 5 :3 0 p .m . — O c to b e r 2 4 , 2 0 1 3 5:30 – 6:45 I. Elementary Grading & N. Lightfoot/ Reporting Implementation D. Schimelpfenig
* * * Times Noted Are Approximate * * *
Excellence. Every School. Every Student. Every Day.
Report to the School Board Elementary Grading and Reporting Update O c to b e r 2 4 , 2 0 1 3 N i k L i g h t f o o t , E d .D . , J .D . , A s s i s t a n t S u p e r i n t e n d e n t a n d
D ia n e S c h im e lp fe n ig , E d .D . , D i r e c to r o f T e a c h in g a n d L e a rn i n g Overview A group of 35+ teachers and administrators, representing each elementary school, grade level, and department, met throughout the 2012-2013 school year to make recommendations for improvement in our Student Achievement Report, which was developed in the early 1990’s. The revised Hopkins Public Schools Elementary Grading and Reporting practices are intended to improve consistency in academic grading among teachers and grade levels at the elementary level, with a clear focus on student academic achievement. Primary Issues to Consider
• Reporting Standards • Elementary Reporting System • Grading Components and Scale • Staff Development • Communication
Supporting Documents
• Sample of grade level reporting standards • Sample of elementary conference template • Sample of draft Student Achievement Report
2 Report to the School Board
Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day.
Elementary Grading and Reporting Overview A group of 35+ teachers and administrators, representing each elementary school, grade level, and department, met throughout the 2012-2013 school year to make recommendations for improvement in our Student Achievement Report, which was developed in the early 1990’s. The revised Hopkins Public Schools Elementary Grading and Reporting practices are intended to improve consistency in academic grading among teachers and grade levels at the elementary level, with a clear focus on student academic achievement. Through more than a year of study, research, and reflection, we have used our purpose statement, which has guided the development of the grading practices we are implementing during the 2013-2014 school year: The purpose of elementary grading and reporting is to provide students and families with useful student achievement and growth information that is based on clearly defined Hopkins grade-level standards. The Hopkins elementary grading report will:
• Report non-academic skills separately • Be available in multiple languages • Contain visual representation of growth and progress, where
feasible and appropriate • Use language that is understandable to the general public • Contain the reporting standards for each grade level • Use multiple measures of assessment (quantitative as well as
qualitative) Why change the current grading practices? Hopkins teachers and administrators want to provide both students and parents with consistent, clear, and accurate information about student achievement. Grading practices will be aligned with Hopkins, Minnesota, and National standards, to provide a clear picture of what
3 Report to the School Board Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day
each student knows. The revised grading and reporting practices will be used consistently at every school and grade level within our District. What does the research about grading teach us? As we reviewed the work of Dr. Thomas Guskey, along with other local and national experts, key points of learning include:
• Grading and reporting should always be done in reference to learning criteria (standards), and never on a curve.
• Student feedback is one of the most effective influences on student achievement.
• Grading and reporting has some value as a reward, but no value as a punishment.
• Grading and reporting are not necessary to the instructional process, but are an important communication tool.
Reporting System Elements and Timing All elementary parents will have four opportunities to learn about their child’s progress as related to content standards and non-academic skills. There are two elementary conferences (October and March), and two elementary Student Achievement Reports (SAR) in January and June. Consistent conference templates have been developed for grades K-6, in order to support clear and accurate reporting (see sample attached). Both formats will be available in English, Spanish, Somali, and Hmong. The primary purpose of grading is to report the academic achievement of students. Reporting standards have been developed in every content area at each grade level (see grade level sample attached.) Elements included in the grade may be projects, essays, oral assessments, tests, performances, and other demonstrations of student learning. Homework Homework grades are included in the non-academic portion of the student report. They are not a component of the academic grade, unless related to a project for which specific rubrics have been developed.
4 Report to the School Board
Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day.
Primary Grading Components Academic practice assessments, called formative assessments, are given while a student is learning the material. This information is designed to help both the teacher and the student. Practice/Formative assessments may include teacher observations, quizzes, homework, rough drafts, notebook checks, lab experiences, portfolios, and other work intended to help both the teacher and student understand what is or is not clearly understood by the child, and what steps to take next. Academic Mastery Assessments Academic achievement assessments, sometimes called summative assessments, are given after the student completes a sequence of instruction and activities, and are used to provide information about the student’s achievement/grade. Samples of academic achievement assessments may include final drafts, unit tests, major assignments and projects, and performances. Non-academic Factors Non-academic skills are important in the development of our students. These non-academic skills will be reported upon separately, and will not be included in the academic grade. Examples of non- academic skills may include work habits, student behavior, and other behaviors that assist in learning. Grading Scales
• Academic Achievement Scale in Grades K-5 o 4 - Exceptional o 3 - Proficient o 2 - Making Progress o 1 – Beginning o NA - Not Assessed
• Grade 6 Academic Achievement Scale
o A – 90% and above o B – 80%-89% o C – 70% - 79% o D – 69% and below
5 Report to the School Board Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day
In grade 6, student grades will be calculated using 75% academic assessments and 25% practice assessments. All grade 6 teachers will use the same grading calculations, based on the same standards and assessments.
Why is Grade 6 moving to letter grades? We know grade 6 is an important transition year in preparation for junior high school. We believe moving to letter grades in grade 6 will help support students and families in their understanding of letter grades in a familiar environment, prior to going to junior high. Making this change in the elementary school environment will help students and families learn the new system in a familiar setting. In the state of Minnesota, grade 6 standards in every content area (Reading, Math, Science, etc.) are considered to be Middle Level Standards, which reflect the expectations of upper elementary, junior high, and/or middle school students. These standards are more rigorous than those Minnesota requires in grades K-5. Will grade 6 letter grades influence student future transcripts? No. Grade 6 grades will provide important information to students, families, and teachers, but are not a part of the permanent transcript, which includes grades 9-12. Grading Scale for Non-Academic Skills (work habits, behavior, etc.)
o 4 - Consistently o 3 - Sometimes o 2 - Seldom o 1 - Not yet o NA - Not Assessed
Staff Development Monthly staff development opportunities have been developed, from August through January, in order to ensure consistent understanding among our teaching staff. Areas of professional development have included Standards-based grading, grading of exceptional learners (ELL, Special Education, Gifted/Talented, etc.), use of teacher
6 Report to the School Board
Elementary Grading and Reporting Update October 24, 2013
Excellence. Every School. Every Student. Every Day.
comments, letter grading, and technology training in the use of the new system. Communication Elementary parents have received communication through school and District web sites, principal ConnectED messages, consistent elementary conference templates and supporting material, use of the Infinite Campus gradebook for grade 6 parents, the development of translated materials in Spanish, Hmong, and Somali, and ongoing teacher conversations. Next Steps Following our first year of implementation, using the updated conference templates, as well as the new Student Achievement Report, we plan to gather feedback from both teachers and parents on their experiences with the new system. Modifications and adjustments will be made, as needed.
5th Grade - Hopkins Public Schools 2013-2014
READING AND WRITING
Reads grade-level texts with accuracy and !uency Reads with understanding Produces clear and organized writing Uses appropriate spelling, punctuation, capitalization, and grammar
Participates regularly in physical activities and exhibits responsible behavior Demonstrates understanding of "tness concepts Demonstrates competency in motor skills
Demonstrates understanding of how to create a healthy lifestyle Demonstrates ability to practice health-enhancing behaviors and avoid risks
Demonstrates understanding of numeration Demonstrates mastery of computation Demonstrates understanding of geometry and measurement concepts Uses data and probability to solve mathematical problems
Demonstrates understanding of the process, components, and standards of scienti"c inquiry
Demonstrates understanding of Earth changes due to slow and rapid processes
Demonstrates understanding of the impact of force on speed and direction of moving objects
Demonstrates understanding that living things have diverse characteristics that a#ect growth, reproduction, and survival
Identi"es signi"cant people and their contributions during the American Revolution
Creates and uses various kinds of maps of places in the North American colonies
Demonstrates an understanding of major events in U.S. history from colonization through the American Revolution
Describes early interactions among indigenous peoples, Europeans, and Africans
Demonstrates skills using materials, techniques and visual art concepts Describes, analyzes, and interprets works of art Demonstrates appropriate on-task behavior and positive e#ort in art
MUSIC / INSTRUMENTAL MUSIC Demonstrates music/instrumental skills Understands and applies music/instrumental concepts Participates with appropriate behavior in music/instrumental activities
Academic Reporting Standards Fifth Grade
Excellence. Every School. Every Student. Every Day.
Hopkins Personalized Learning Record Student: _________________________ Conference Date:__________
Grade 3 Conference Report: Fall Spring
Teacher_______________________________
Teacher: __________________ # of times per week___________
Skills to work on: _______________________________________
Additional information about writing skills (if applicable) handwriting, spelling tests and daily mechanics, grammar: ____________________________________________
_______________________________________________________________________
Additional Services (circle): ELL Gifted Learning Center Rtl Speech
Teacher: ___________________________# of times per week___________
Skills to focus on: ____________________________________________________
Level
Instructional Reading Levels Fountas and Pinnell
Percentile Fall wpm Winter wpm Spring wpm 90% 128 146 162 75% 99 120 137 50% 71 92 107 25% 44 62 78 10% 21 36 48
Excellence. Every School. Every Student. Every Day.
Hopkins Personalized Learning Record Student: _________________________ Conference Date:__________
Grade 3 Non-Academic Skills Teacher_________________________________________________ Below you will find the grade level expectations for grade 3 work habits and behavior skills. Your child’s teacher will note any that are not yet met. As parents, you can use these skill expectations to practice positive school habits and behavior at home and in the community.
Work Skills and Habits Consistently Sometimes Seldom Not Yet
1. Uses active listening skills: eye contact, hands to self, focused on speaker.
2. Is self-directed and ready to move from one task to another.
3. Creates quality products.
4. Is willing to take materials home and set aside time for homework.
Respect and Responsibility Consistently Sometimes Seldom Not Yet
1. Shows respect for school property and follows school guidelines.
2. Makes good choices independent of teacher supervision in all settings.
3. Makes comments that are respectful, appropriate, and pertinent.
4. Demonstrates respectful and considerate behavior toward others.
5. Does fair share of work and shows willingness to work with a variety of people and groups.
6. Works appropriately and stays on task.
7. Takes responsibility for own actions.
8. Completes and turns in work as directed.
MCA Math Score & MCA Reading Score Minnesota Comprehensive Assessment (MCA)Results The Minnesota Comprehensive Assessments (MCA) are the state tests taken in the spring of each year that help districts measure student progress toward Minnesota’s academic standards.
Reading and mathematics tests are given in grades 3-8, 10 and 11. (Parents of students in grades 4-6 received individual 2012 MCA score reports for their students in September.)
Students are scored as Exceeding Standards, Meeting Standards, Partially Meeting Standards, or Not Meeting Standards. Grade level scores for meeting standards in both Math and Reading are: • 350 and above for grade 3 • 450 and above for grade 4 • 550 and above for grade 5 • 650 and above for grade 6
Measures of Academic Progress (MAP) Results
Measures of Academic Progress (MAP) are computerized tests in Reading and Math that reflect the level of each student and measure growth over time. MAP tests are given to all students in grades 3-6.
The test adapts to the student’s ability, measuring what a child knows and needs to learn. In addition, MAP tests measure academic growth over time, independent of grade level or age.
Students receive a RIT score that ranges from about 150 to 300. Students typically start at the 150 to 190 levels in the third grade and progress to the 240 to 300 levels by high school. RIT scores make it possible to follow a student’s educational growth from year to year. (Please refer to your child’s MAP Score Report for more specific information.)
Academic Achievement Scale 4 - Exceptional 3 - Proficient 2 - Making Progress 1 – Beginning NA - Not assessed
Reading and Writing Instructor: Students are expected to read and understand grade-level literature and informational texts. They learn reading strategies such as predicting, visualizing, asking/answering questions, summarizing, and synthesizing, along with the use of graphic organizers to help them read in any situation. They also practice specific skills related to word patterns, word meaning, setting/plot/character, fact vs. opinion, compare/contrast, main idea, and use of graphic tools. As writers, students use the writing workshop format to develop their writing process as they write for 3 purposes: to offer and support opinions, write informative texts about a topic they are studying, and tell real and imagined experiences and events. Spelling, punctuation, capitalization, and grammar are applied within the writing process. Hopkins expects and encourages all students to read and write independently for personal enjoyment. T1 T2 Comments Reads grade-level texts with accuracy and fluency Reads with understanding Produces clear and organized writing Uses appropriate spelling, punctuation, capitalization, and grammar
Mathematics Instructor: Students compare and order fractions, mixed numbers, decimals, and percents. They solve addition, subtraction, multiplication, and division problems in a variety of ways; add and subtract fractions and decimals; estimate, measure, and label angles; and identify and construct three-dimensional shapes. They also create and use tables and graphs to describe and analyze data and find the mean, median, and range of a set of data.
T1 T2 Comments Demonstrates understanding of numeration Demonstrates mastery of computation Demonstrates understanding of geometry and measurement concepts
Uses data and probability to solve mathematical problems Science Instructor: Students learn how to investigate the answer to a scientific question, how plants and animals are adapted to live in various environments and how the earth’s surface changes over time. Students will also learn how simple machines can be used to make work easier. Students will apply what they have learned in science to design and build (engineer) a factory subsystem.
T1 T2 Comments Demonstrates understanding of the process, components, and standards of scientific inquiry
Demonstrates understanding of Earth changes due to slow and rapid processes
Demonstrates understanding of the impact of force on speed and direction of moving objects
Demonstrates understanding that living things have diverse characteristics that affect growth, reproduction, and survival
Social Studies Instructor: The main content focus is the history of North America in the period before 1800. Students learn about complex societies that existed on the continent before 1500, trace the development of self-governance in the British colonies, and identify
Non-Academic Skills Grading Scale 4 – Consistently 3 – Sometimes 2 - Seldom 1 - Not Yet NA - Not assessed
major conflicts that led to the American Revolution. They learn about historically significant people, analyze the issues debated in the creation of a new government, and learn the basic principles of democracy set forth in the Declaration of Independence, the Constitution, and the Bill of Rights.
T1 T2 Comments Identifies significant people and their contributions during the American Revolution
Creates and uses various kinds of maps of places in the North American colonies
Demonstrates an understanding of major events in U.S. history from colonization through the Am. Revolution
Describes early interactions among indigenous peoples, Europeans, and Africans
Visual Art Instructor:
T1 T2 Comments Demonstrates skills using materials, techniques, and visual art concepts
Describes, analyzes, and evaluates works of art Demonstrates appropriate on-task behavior and positive behavior in art
Health Instructor:
T1 T2 Comments Demonstrates understanding of how to create a healthy lifestyle Demonstrates ability to practice health-enhancing behaviors and avoid risks
Music Instructor:
T1 T2 Comments Demonstrates music skills Understands and applies music concepts Participates with appropriate behavior in music activities Physical Education Instructor:
T1 T2 Comments Participates regularly and exhibits responsible behavior Exhibits responsible personal/social behavior in physical activity settings
Demonstrates understanding of fitness concepts Demonstrates competency in motor skills
Non-Academic Skills Instructor:
T1 T2 Comments Respect and Responsibility Work Habits and Skills
Academic Achievement Scale A - 90% and above B - 80%-89% C - 70%-79% D - 69% and below
Reading and Writing Instructor: Students are expected to read and understand grade-level literature and informational texts. They learn reading strategies such as predicting, visualizing, asking/answering questions, summarizing, and synthesizing, along with the use of graphic organizers to help them read in any situation. They also practice specific skills related to word patterns, word meaning, setting/plot/character, fact vs. opinion, compare/contrast, main idea, and use of graphic tools. As writers, students use the writing workshop format to develop their writing process as they write for 3 purposes: to offer and support opinions, write informative texts about a topic they are studying, and tell real and imagined experiences and events. Spelling, punctuation, capitalization, and grammar are applied within the writing process. Hopkins expects and encourages all students to read and write independently for personal enjoyment, interest, and academic tasks. T1 T2 Comments Reads grade-level texts with accuracy and fluency Reads with understanding Produces clear and organized writing Uses appropriate spelling, punctuation, capitalization, and grammar
Mathematics Instructor: Students develop and use algorithms to add, subtract, multiply, and divide fractions and decimals. They develop proportional reasoning skills by solving problems with ratios, rates, and proportions; they develop and use formulas for finding perimeters and areas of quadrilaterals; and they solve problems using the relationships between angles in geometric figures. They also study patterns and functions, and use algebra to represent situations and solve problems. Students use probability to solve problems T1 T2 Comments Demonstrates understanding of numeration Demonstrates understanding of patterns, functions, and algebra Demonstrates understanding of geometry and measurement concepts
Uses data and probability to solve mathematical problems Science Instructor: Students are introduced to the basic principles of chemistry and physics. They will learn that matter is made of particles called atoms and that substances can undergo change. They learn that energy can travel in waves and change form, with a focus on light and sound. They learn how forces affect the motion of an object, and they use the engineering design process to build a model car.
T1 T2 Comments Demonstrates understanding that models help us understand how systems work
Demonstrates understanding that forces affect the motion of objects
Demonstrates understanding that matter is made of atoms and molecules
Demonstrates understanding that substances can undergo physical changes
Demonstrates understanding that waves transfer energy Social Studies Instructor: Students learn about Minnesota history and its government, placing the state and its people within the context of the national story. Elements include the state’s constitution, major industries, economy, geography, and important people who
Non-Academic Skills Grading Scale 4 – Consistently 3 – Sometimes 2 - Seldom 1 - Not Yet NA - Not assessed
have had an impact on the state and nation. T1 T2 Comments
Identifies the basic content and purpose of Minnesota’s Constitution
Demonstrates an understanding of a market based economy Locates and describes major physical features in Minnesota Identifies MN people and industries that have shaped the state and nation
Visual Art Instructor:
T1 T2 Comments Demonstrates skills using materials, techniques, and visual art concepts
Describes, analyzes, and evaluates works of art Demonstrates appropriate on-task behavior and positive behavior in art
Health Instructor:
T1 T2 Comments Demonstrates understanding of how to create a healthy lifestyle Demonstrates ability to practice health-enhancing behaviors and avoid risks
Music Instructor:
T1 T2 Comments Demonstrates music skills Understands and applies music concepts Participates with appropriate behavior in music activities Physical Education Instructor:
T1 T2 Comments Participates regularly and exhibits responsible behavior Exhibits responsible personal/social behavior in physical activity settings
Demonstrates understanding of fitness concepts Demonstrates competency in motor skills Non-Academic Skills Instructor:
T1 T2 Comments Respect and Responsibility Work Habits and Skills
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