MAUREEN SANDERSKIPP BENTLEY

Standards Based Progress Reports

SBPR Update

Teacher FeedbackTwo teacher focus groups (one elementary, one

middle) were conducted this fall to gather teacher feedback on the Tri 1 SBPR processes and Infinite Campus.

Feedback from these groups was compiled and determinations were made by DoTS and other central departments re: changes that could be made to better meet the needs of teachers.

Based on the feedback gathered, 12 changes were made. In December the focus groups met again to determine if the changes would improve the IC SBPR processes for Tri 2. The teachers agreed the changes would improve the processes.

SBPR Update, cont’d

Teacher Feedback

In January, two teacher focus groups met to do a hands-on testing/review of the IC SBPR changes. Their overall feedback was very positive.

Based on these teacher responses, the proposed IC SBPR changes will be implemented for Tri 2.

SBPR Update, cont’d

Parent Feedback

Students expressed their parents generally do not have a clear understanding of a standards based system of reporting.

Parents indicated many of their students’ teachers could not explain the SB reporting system to them.

Parents indicated their students did not understand a SBPR system.

SBPR Update, cont’d

Student Feedback

Feedback was gathered from 8 different schools, elementary and middle; focus groups were held of randomly selected students.

MS students indicated they preferred A,B,C,D, over the SBPR system.

MS students indicated using the 4,3,2,1 system made it more difficult to attain a “4”.

Significant number of students reported confusion about the new system.

SBPR Update, cont’d

Student Feedback, cont’d

Elementary understanding of SBPR is deeper than MS.

Students’ understanding was based on how well the teacher had made standards-based reporting routine practice in the classroom.

Students’ descriptions of their teachers’ explanations of SBPR was varied, suggesting teachers could do more to help students and parents fully understand the new system.

Q: How did you understand what the numbers mean?

Elementary student responses…

I understand 1,2,3,4 because we have a writing rubric. The rubric helps us understand what we need to do to do better.

I understand 1,2,3,4 and I like it better. It actually tells you how you are doing. “4” means you are doing really good, “3” means you are doing good and a little bad, “2” means you are bad and a little good, “1” means you are doing bad.

Q: Can you explain your performance to your parents based on SB reporting?

Middle school student responses…

My mom gets it, but I’m explaining to my dad that it is based on your understanding of the topic and make sure you understand the rubric to learn the concepts.

I tried to explain it to my mom—she said, ‘You got all 3s I’m taking away your cell phone’…well maybe it was because she thinks I text too much and just wanted a reason to take it away.

Turn and Talk

How do you think your students would respond to a question about their understanding of standards based scoring and progress reports?

How do you know?

KEN HANSEN, ELA INSTRUCTIONAL SPECIALIST

SBPR andEnglish Language

Development

Who receives marks for English Language Development (ELD)?

All Identified ELLs ELA-S students ELA-E students

(From both TNLI and ESL model schools)

(PPF Option 3 and Exited students do not receive ELD reports)

Who is responsible for reporting ELD scores?

Elementary Level Classroom Teacher

ESL Resource Teacher(Both have scoring access in IC)

Middle School Level ELD Content Teacher

What needs to be reported?

Students’ English language development level and progress towards proficiency for: listening, speaking, reading, and writing.

Students’ English language proficiency level: beginning, intermediate, advanced (B, I, A)

Progress towards proficiency 1,2,3,4

Data sources for level determination

First, establish ELL’s English level (B, I, A) for listening by using the following data points:

CELA listening score ELD Progress Indicators for listening Avenues / Shining Star language assessments

Determining Proficiency Marks

Next, determine the student’s Progress Towards Proficiency within the level (1, 2, 3, 4) Progress monitor using the following body of

evidence: Avenues/Shining Star Assessments ELD State Standards Progress Indicators Anecdotal records other

Reporting for Speaking, Reading, and Writing

Repeat the process described for the Listening scores to complete reporting for ELD speaking, reading, and writing.

1. Use data appropriate to the language domain.2. Establish language level of B, I, or A.3. Examine the body of evidence to determine progress

towards proficiency mark of 1, 2, 3, or 4.

Grade Level Reading and Writing and ELD Reading and Writing

Elementary ELL students will receive additional Reading and Writing marks in the Reading and Writing sections of the SBPR.

Reading and Writing section

ELD Section

Tied to Reading and Writing State Standards

Tied to ELD State Standards

Spanish and/or English instruction

ELD (English) instruction

Middle School ELD reporting

Middle School ELLs enrolled in: ELA 1 and 2 courses:

ELD Section only will appear in the SBPR. Marks tied to ELD standards Reading and Writing (Language Arts) sections will not appear.

ELA 3 course: ELD section and Reading/Writing sections will appear in

the SBPR. ELD section tied to ELD standards Reading/Writing sections tied to grade level Reading and Writing

standards

Questions on ELA and SBPR?

SBPR: Feedback and Solutions

The resulting SBPR changes, based on input from teacher focus groups…

SBPR: Feedback and Solutions

Heard: It takes too long to enter marks in IC.

Change: Created documentation on using Tab key to move

between fields. Emphasize schools can choose to use only two

Characteristics of Successful Learners each trimester. N/A will be “auto-populated” by DoTS for all blank

scores.

SBPR: Feedback and Solutions

Heard: Teachers want to see a report of their students’ scores prior to DoTS generating their progress reports.

Change: Established IC access for teachers to run Grades

Reports, providing them the ability to run reports for their classes to see all marks entered and also missing marks. SEE HANDOUT

Established IC access for teachers to run an Ad Hoc report by student. SEE HANDOUT

Created teacher documentation on how to run these reports. SEE HANDOUT

A teacher-run Grades/All Marks report

A teacher-run Ad Hoc Report

Turn and Talk

What changes do you believe will occur in Tri 2 now that your teachers’ have the ability to run their own reports?

SBPR: Feedback and Solutions

Heard: Comments 1.Teachers confused on where, and by whom,

comments should be entered. 2.Comment sections do not allow for enough text.3.Comments on students’ progress reports were

jumbled and confusing.

Note: DoTS cannot remove or hide the IC Comment boxes. They’re “hard coded” into the system.

SBPR: Feedback and Solutions

Change: Comments Created user documentation clarifying on exactly

where to enter comments. SEE HANDOUT Elementary: Homeroom teacher enters one overall

comment. No Specials comments. Middle: All core content area teachers enter comments.

Not Electives. Comment field can now expand to 1200 characters. Comments from previous trimesters will print on the

progress reports if they were entered in the correct area. No Specials/Electives comments will print.

Homework: Review Comments placement with your teachers.

Questions on Tri 2 Changes?

What else is addressed in Tri 2?

Clarify Modified Scores: M/IELD/SLD ChangeClarify ELA processesPrinting Languages – English & Spanish for Tri2One progress report generated per student based on

correspondence language Clarify “Student is Supported By” boxExtend scoring window for MS electives. Parent Portal

Clarify what schools need to know/do for IC PortalPrincipal signature line on only one page of SBPR Clarify the IC scheduling process roles and

responsibilitiesProvide additional documentation and training

support

Turn and Talk

What do you believe is the most important SBPR change addressed in Tri 2?

Requests not addressed in Tri 2

Removing unnecessary Comment boxes Auto-populating of “Student is Supported By” box—this

information isn’t currently housed in IC, so info must be hand entered, or school can attach student’s Plan.

The printing language for progress reports; based on students’ home correspondence language—determined by their parents’ response on the HLQ

Leave Grading Window open at all times—if open, scores can’t be “posted to transcript”

Adding teacher or parent signature line Adding additional indicators for Social Studies and Science

What’s new in upcoming IC release

Percentage field option removedScore averaging can be turned offAvailable “fill down” option for end-of-term

scoresStudent groups can be created in gradebook

Clicker Review Questions

1. Are you, at this moment, an engaged learner?A. AbsolutelyB. Positively

2. How will you determine your teachers’ missing marks?A. Front office will run reports.B. Teachers will run their own reports.C. Combination of 1 and 2.D. Not sure.

3. Will you limit the number of Characteristics of Successful Learners for your teachers to use for Tri 2?

A. YesB. NoC. Not sure

Clicker Review Questions

4. Do you want your students’ progress reports to ONLY be generated for the students’ home correspondence language or for their home correspondence language AND english?

A. Just home language (1 report)B. Home language AND english (2 reports)

Infinite Campus and SBPR:Scheduling and Scoring Processes

IC Prep Work and TimelinesDetermine your school’s process by working

backwards from your deadline (parent/teacher conferences)

For example: P/T conferences scheduled for Feb. 28th

All teachers’ scores are entered into IC by Feb. 15 Missing Marks reports are run by Feb. 20 Teachers scores are finalized , Feb. 21 DoTS Hotline is contacted to run school’s SBPR, Feb. 22 School Receives SBPR .PDF from DoTS, begins printing, Feb. 26 School completes SBPR printing, Feb. 27 Reports distributed for conferences, Feb. 28 High fives all around

Homework: plan your school’s timeline.

Turn and Talk

What will the timeline look like at your school?

IC SBPR Scoring Process: Office

OverviewThe Scoring Process refers to the tasks involved in the collection of marks at the end of each trimester and ending with the printing and distribution of student Standards Based Progress Reports.

These marks are teacher-generated scores on all standards associated with each class a teacher is assigned.

Teacher access to scoring in Infinite Campus is locked for data entry until mark collection is started and locked again when the mark collection is complete.

This time period, called the Scoring Window, is usually 1-2 weeks long and ends on or near the end of the term.

Scoring Process, cont’d

Before the scoring window opens, verify with teachers that all class rosters are correct and students are in appropriate courses. This is critical because schedules can’t be changed once the scoring window has been opened.

Inform staff re: opening and closing dates for the scoring window.

While the scoring window is open, the Missing Marks report is run to monitor teachers’ progress. This report can also be run for individual teachers as they report being done with entering marks. Teachers can now run this report themselves.

Scoring Process, cont’d

Before the scoring window is closed, do final verification that all missing marks have been entered. A ‘clean’ report could include missing marks for the following reasons: Reading courses that ask for a reading level, either in English

or Spanish. Every student will have only one scored and the other will always appear as a missing mark.

Characteristics of Learners Standards that are not being scored during a specific Term (a site level/Principal decision) will appear as missing marks.

Comments fields for Characteristics of Learners and for Core Classes cannot be scored so will always appear on a missing mark report.

Anything on the Missing Marks report that the teacher did not intend to score will be blank (teacher know that N/A will be filled in automatically on the SBPR when they are generated.)

Finalizing Scoring Process

Notify DoTS to close the scoring window and request DoTS generate your school’s SBPR file.

SBPR files should be available two to three days after they’re requested.

Allow adequate time for printing progress reports.

5. When is your school scheduled to hold Tri 2 Parent Conferences?A. Week of Feb. 11th

B. Week of Feb. 18th

C. Week of Feb. 25th

D. No Tri 2 conferences planned.

IC SBPR Teacher Training

Training Teachers Documentation and videos at:http://techtraining.dpsk12.org/ic/SBPR/SBPR.htm#ADM

Onsite Training: provided by Ed Tech team. Contact DoTS Hotline to schedule a session. Hands-on in a computer lab is preferred Allow 1 hour for hands-on training Will cover IC SBPR basics with an emphasis on Tri 2

changes (Comments, Reports, etc.) School can choose to include IC Gradebook training.

 IC SBPR Expert trainings are being offered. Please send a teacher from your school. Additional dates will be added.

Homework: Designate and train an IC Expert for your school. Watch for Tues. Telegram

SBPR websites to know and use

Standards Based Progress Reports. This link is on right side column of DPS Homepage. Good info resource for parents. http://parentguide.dpsk12.org/school_system/standards.html

SBPR Resource Page. This link is under user’s name when logged into IC. Contains links to all of the information and handouts discussed today. This PowerPoint is also included there: Principal Institute PowerPoint.2/4/08http://techtraining.dpsk12.org/ic/SBPR/SBPR.htm

Projected Tri 3 Timeline

May 5th: Open scoring windowMay 21st: Have all scores entered, confirmed,

and ready for DoTS to process progress reports. May 28th: Progress reports printed and ready

for distribution.

6. How does your school plan to distribute Tri 3 progress reports?

A. Send home with students.B. Mail them home.C. Have parents pick them up.D. Other

Q and A

Consider what additional resources (documentation, training, support, etc.) you need to better implement SBPR at your school. Write these suggestions on comment cards.

Thank you

Final Review

7. How would you rate your teachers’ understanding and use of SBPR?

A. HighB. Moderate C. Low

8. From whom do your teachers most need additional training and support?

A. ELA B. DoTSC. Instructional SpecialistsD. School

Final Review

9. How would you rate your parents’ understanding of SBPR?A. HighB. ModerateC. Low10. What is the best way to provide parents more information? A. School information nights B. District-produced SBPR videoC. More district-created print informationD. A parent Hotline 11. What has been the most effective method your teachers have

used to enhance students’ understanding of SBPR? A. Demonstrated scoring of student work B. Developed student-friendly rubricsC. Conducted student-led conferencesD. Taught students how to unpack progress indicators