Elementary Report Cards

Mt. Diablo Unified School District

Elementary Report Card Committee

August 10, 20111Goals for the Day:Agree upon purpose of report cardDetermine quality indicators for report cardInvestigate formatsThink about next steps

Looking Back & Looking Ahead:

Setting the ContextA History of Grading & ReportingHistorically, based on the Bell CurveNorm-based: Compares students to other studentsAccepts that some students will be very successful, some moderately successful, and some unsuccessful: T(c) + I(c) = L(v)Worked for a sort-and-select society1870: 50% of US population employed in agriculture2010: less than 1% of US population employed in agricultureUS manufacturing jobs:1950: 34%2010: 10%Standards-Based ReformBegan in 1983 with publication of A Nation at RiskIn 1994, reauthorization of ESEA was passed, ensuring all states had rigorous standards in all subject areasIn 2001, No Child Left Behind required all states to have a standards-based accountability system, with performance level descriptorsCriterion-referenced: compares student performance to a standardAll students can meet the standard: T(v) + I(v) = L(c)The ChallengeNever in our nations history have the demands on our educational system been greater or the consequences of failure as severe.Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students.For students who fail in our educational system, the reality is that there are virtually no paths of opportunity.Our MissionTo assure high levels of learning for all students.MDUSD: Our Work This YearKey Messages:Teachers are the key. It is what happens in the classroom, in the interaction between the teacher and the student, that counts. The standards are the curriculum.Standards provide equity: they determine what all students must know and be able to do.We need to be smart about standards: move from a mile wide/inch deep to targeted, coherent essential learnings.Data helps teachers make informed, professional decisions.Teacher collaboration is critical to reaching all students.We need to be willing to take risks together to discover a system that works for all teachers, students and families.

MDUSD: Our Work This YearEstablished common vocabularyImplemented common benchmark assessmentsDeveloped common data analysis protocolDetermined Essential Standards in language arts and mathematics, K-5Writing Performance Level Descriptors for all Essential StandardsExploring new report cardElements of a Comprehensive Assessment SystemInstruction is targeted, focused on standards-based learning objectivesTeachers and students understand what is required for proficiencyClassroom assessment is formative (assessment for learning)Common and frequent formative assessments allow teachers to collaborate for consistency and differentiationFeedback to students is timely and specificData teams meet regularly to examine student workReport cards represent student performance and progressPurpose of the Report CardCommunicate student progress to parents (academic)Communicate student behavior to parents (social skills, communication skills, effort)Provide ongoing record of student achievement for permanent academic filesProvide information for receiving teachers and administratorsProvide feedback to studentsProvide consistency of expectations across the system

Issues to ConsiderCurrent Report Card Rubric: 4 means mastery of standardPerformance Level Descriptors: 4 means above/beyond proficient (advanced achievement) How to report EL progressHow to separate behavior from academics

Determining our Quality IndicatorsActivity: Through the Eyes of Our StakeholdersWhats New in Report Cards?Will be accessible if a student moves to another school in MDUSDCan be completed for individual students or as a whole class with modifications for individual studentsPrinted in English or Spanish

Able to print report card for one student or whole class at one time

Ability to use prewritten comments or type your own.Aeries will automatically populate the following information:Student nameTeacher & principal nameSchool name and addressCELDT resultsDate of report cardAttendanceDays enrolledDays absentDays tardyOARS Report Cards

Whats New in Report Cards?New Scoring Rubric:Scale 1, 2, 3 (no 4)

1 Below Basic2 Basic3 ProficientWorking below grade level standardsNeeds continued support and assistanceArea of concernMaking progress toward grade level standards.Some skills and concepts not yet masteredInconsistent in application of skills; may need assistanceConsistently meets standardsUnderstands and applies grade level concepts and skillsMay occasionally exceed grade level standardsAny gray shaded area marked N/A has not yet been assessed.Kindergarten ELA & MathENGLISH-LANGUAGE ARTSWord Analysis, Fluency, and Systematic Vocabulary DevelopmentBlend sounds orally to make words or syllables (1.9).Identify and produce rhyming words in response to oral prompt (1.10).Identify beginning sounds (1.11).Identify ending sounds (1.11).Read one-syllable sight words (1.15).Reading ComprehensionPredict what will happen next in a story (2.2).Literary Response and AnalysisIdentify characters, settings, and important events (3.3).Writing StrategiesUse letters and phonetically spelled words to write about experiences, people, objects or events (1.1).Write uppercase and lowercase letters correctly (1.4).Listening & SpeakingShare information and ideas, speaking audibly in complete, coherent sentences (1.2).MATHEMATICSNumber SenseCompare sets and identify if they are equal, more than or less than each other (1.1).Count a number of objects up to 30 (1.2).Order a number of objects up to 30 (1.2).Name a number of objects up to 30 (1.2).Represent a number of objects up to 30 (1.2).Use objects to solve addition problems (2.1).Use objects to solve subtraction problems (2.1).Algebra & FunctionsIdentify, sort, and classify objects by attribute (1.1).Measurement & GeometryName the days of the week (1.3).Identify the time (to the nearest hour) of everyday events (1.4).Identify and describe common geometric objects (2.1).Statistics, Data Analysis, & ProbabilityIdentify, describe and extend simple patterns by their attributes (1.2).Mathematical ReasoningWord problemsReported by Standard1st 5th ELAENGLISH-LANGUAGE ARTSWord Analysis, Fluency, and Systematic Vocabulary Development Use word origins to determine the meaning of unknown words (1.2).Understand and explain figurative and metaphorical use of words in context (1.5).Reading ComprehensionUnderstand the use of text features (2.1).Identify main ideas and analyze evidence that supports those ideas (2.3).Draw inferences, conclusions or generalizations and support them with textual evidence and prior knowledge (2.4).Literary Response and AnalysisIdentify the main problem or conflict of the plot and explain how it is resolved (3.2).Recognize themes in sample works and understand that the theme refers to the meaning or moral of a selection (3.4). Writing StrategiesCreate multiple-paragraph expository compositions (1.2).Edit and revise manuscripts to improve the meaning and focus of writing (1.6).Writing ApplicationsWrite research reports (2.3).Write persuasive letters or compositions (2.4).Written and Oral English LanguageConventionsIdentify and correctly use prepositional phrases, appositives, independent and dependent clauses, transitions, and conjunctions (1.1).Spell roots, suffixes, prefixes, contractions, and syllable constructions (1.5).Listening and SpeakingDeliver informative presentations about an important idea, issue, or event (2.2).Reported by strand

Essential Standards listed below strand

In order to earn a score of 3, the student must consistently meet all essential standards

1st 5th MathMATHEMATICSNumber SenseInterpret percents as a part of a hundred; find decimal and percent equivalents for common fractions; compute a given percent of a whole number (1.2).Perform prime factorization of numbers up to 50 using exponents (1.4).Identify and represent decimals, fractions, mixed numbers, positive and negative numbers on a number line (1.5).Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers (2.1).Demonstrate proficiency with long division using multi-digit divisors and positive decimals (2.2).Solve problems by adding and subtracting fractions and mixed numbers and express answer in simplest form (2.3).Algebra & FunctionsWrite and evaluate simple algebraic expressions with one variable by substitution (1.2).Solve problems involving linear functions with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid (1.5).Measurement & GeometryDerive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle (1.1).Understand the concept of volume and compute the volume of a rectangular solid (1.3).Know the sum of the angles of any triangle is 180 and any quadrilateral is 360 and use this information to solve problems (2.2).Statistics, Data Analysis, & ProbabilityUnderstand, compute and compare mean, median and mode (1.1).Identify ordered pairs of data from a graph and interpret the meaning of the data (1.4).Mathematical ReasoningWord problemsNumber Sense is scored by standardSkills too discrete to combine under one strand

Algebra & Functions; Measurement & Geometry, Statistics, Data Analysis & Probability, and Math Reasoning scored by strand

In order to earn a score of 3, the student must consistently meet all essential standards

Physical Education, Art & MusicPHYSICAL EDUCATION/HEALTHAssessed using a rubric of:Below Basic (1) Basic (2) Proficient (3)SkillSportsmanshipVISUAL & PERFORMING ARTS PARTICIPATIONExplanation of MarkingsS = Satisfactory N = Needs ImprovementArtVocal MusicPEK 3S or N4th 5th 1, 2, 3

S or N is the scale for Art & Vocal MusicExplanation of MarkingsS = Satisfactory N = Needs ImprovementVISUAL & PERFORMING ARTS PARTICIPATIONArtVocal MusicPHYSICAL EDUCATION/HEALTHSkillSportsmanship K, 1st, 2nd, 3rd4th & 5th Life Long Learning Skills K - 5LIFE LONG LEARNING SKILLSExplanation of MarkingsC = Consistently S = Sometimes R = RarelySocial DevelopmentParticipates orally at appropriate timesRespects othersTakes responsibility for actionsWork DevelopmentActively engages in classroom activitiesListens to and follows directionsCompletes work in a timely mannerCompletes and returns homework on timeWorks neatly and carefully, writes legiblyWorks cooperatively with othersOrganizes self, materials, and belongingsPuts forth best effortAssessed using a rubric of:Consistently (C)Sometimes (S)Rarely (R)Intervention/Enrichment K- 5th Type in any Intervention or Enrichment offered during the trimester

Will need to be entered every trimester

Intervention/EnrichmentLanguage Arts:T1T2T3Math:T1T2T3ELD K 5thENGLISH LANGUAGE DEVELOPMENT (For English Learners Only)Explanation of MarkingsB = Beginner EI = Early Intermediate INT = IntermediateEA = Early Advanced A = AdvancedProgress MeasuresGoal *T1T3ADEPTRAP ( ) ( ) CELDT GoalCELDT Results( )R-FEP (Reclassified Fluent English Speaker) this school year as of _________.*Goals are based on the number of years the English Learner has been in the program.RAP scores for T1 & T3 will populate from RAP entered on page 1

CELDT results will populate from Aeries

Ability to enter R-FEP date when a student has been reclassified

CELDT, ADEPT, & RAP goals will be entered in the beginning of the year.

CommentsPrewritten comments to choose from (automatically translated into Spanish on Spanish report card)

Ability to add custom comments by typing in your own (Will not be translated into Spanish on Spanish report card

When typing your own comments, there is an indicator to show how many letters you have left. Approximately 250 allowed

Support for TeachersResources and discussion at September Data Analysis Days

Support classes will be offered for teachers needing support with technology and on-line reporting

Report card manual to be included in Teacher Reference Binder

PLDs

Written for Essential Standards in grades K 5th

Draft form input will be asked for during this year as teachers use them

When possible, example questions were provided for Advanced, Proficient, & BasicContinuing Work . . .Content area committees will continue to refine PLDs and Essential Standards

Report card committee will be gathering input from sites and reconvening to update and refine report card

Committee to create district spelling lists, K 5th

Committee to create district sight word list, K 5th

Grade Level Days for assessment and curriculum focus

Continued support for BoardMath & BoardLanguage

Continued support for Benchmark assessments and Data Analysis