tools for teachers ccss pilot report card successful practices
TRANSCRIPT
T O O L S F O R T E AC H E R S
CCSS PILOT REPORT CARDSUCCESSFUL PRACTICES
WHEN DO I START MARKING?
• Trimester 1: Provide instruction for students and information/tips for parents
• Trimester: Include marks on the report card for the two “Demonstrates Self Discipline” areas.
• Trimester 2: Begin observation and data collection
• Trimesters 2 & 3: Include marks on the report card in all 7 areas.
WHAT ARE THE PRACTICES?
• Demonstrates grit/perseverance• Exhibits a growth mindset• Demonstrate gratitude• Demonstrates curiosity• Constructively Collaborates• Demonstrates Self Discipline – Interpersonal• Demonstrates Self Discipline – Class Work &
Homework
GRIT
• Tries hard even after experiencing failure• Stays committed to
goals and projects (long term)• Keeps working hard
even when s/he feels like giving up• Stays committed to
work until it is completed
CURIOSITY
• Is excited to discover and explore new concepts or things• Asks questions that
help him/her improve learning• Is interested in
learning new things• Seeks to understand
concepts
GROWTH MINDSET
• Believes effort is essential for success • Stays motivated,
even when things are challenging• Believes that s/he
can improve in areas that are difficult
GRATITUDE
• Is aware of what other people have done for him/her• Expresses
appreciation (e.g. says “Thank you”)• Reciprocates by
doing something nice for someone else
CONSTRUCTIVELY COLLABORATES
• Is able to find solutions when disagreements arise• Demonstrates that
s/he cares about the feelings of others• Adapts to different
groups and situations
DEMONSTRATES SELF DISCIPLINE – CLASS WORK AND HOMEWORK
• Comes to school/class prepared• Remembers and
follows directions• Gets to work
immediately• Stays focused and
is able to resist distractions
DEMONSTRATES SELF DISCIPLINE - INTERPERSONAL
• Remains calm even when provoked by others• Is courteous to
adults and peers• Allows others to
speak without interrupting
MARKING SCALEWHAT DOES IT MEAN?
• Almost Always: Very likely to exhibit this
behavior
• Often: Likely to exhibit this behavior
• Sometimes: Less likely to exhibit this behavior
• Rarely: Not likely to exhibit this behavior
WHAT DOES THIS MEAN FOR SPECIAL STUDENT POPULATIONS?
English Language Learners and Refugees • Consider students’ unique EL language and
cultural customs. • Consider consulting with an English Learner
Instructional Specialist (ELIS).• Take into consideration any traumatic incidents in
the child’s life.• Measure the student against him/herself, not the
rest of the class.
WHAT DOES THIS MEAN FOR SPECIAL STUDENT POPULATIONS?
Students with Special Needs (Special Education) • Consider students’ special education eligibility
(autism, speech, OHI, SLD, etc.)• Consider any related IEP goal areas for the
student. • Consult with the student’s case manager.• Measure the student against him/herself, not the
rest of the class.
TALKING POINTS TO SUPPORT PARENT/TEACHER CONFERENCES
• “This is a snapshot at this point in time at school; it is not a comprehensive judgment.”• Be able to point to and talk about activities or
lessons where you have observed the indicators (science groups, recess, literacy block, etc.).• Use language around the scale to describe your
markings (very likely, less likely, etc. on slide 11).
TIME TO PROCESS AND COLLABORATE
With a colleague or grade level team, dialogue about the following:
• What structures are already in place in your classroom to assist you in observing and collecting data to measure growth with the Successful Practices?
• What information or tips do you need to communicate with your parents about the Successful Practices work in your classroom?
• How can we align our efforts as a grade level or as a school team?
RESOURCES
Online Resourceswww.schoology.com Log on using your PIN and Password for San Juan USD
“The Key to Success: Grit” by Angela Duckworthhttp://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?language=en#
Books• How Children Succeed, by Paul Tough• Choice Words, by Peter Johnston• Opening Minds, by Peter Johnston• Mindset, by Carol Dweck