Transcript Greensburg Salem School District Standards Based Report Card

Greensburg Salem School District
Standards Based Report Card
Who has been a part of the report card process and what
work have they accomplished to date?
 Report Card Committee
 Jan Heinnickel, Sherry Menz, Lisa Thomas, Jean Spirko, Lisa Young, Deanne Teacher-
Thompson , Vicki Sheffler, Lisa Porter, Erica Butler, Jennifer Tucci, Jackie Gillespie, Kathy
Cirrani, and Donna Uhrinek
 Met monthly, examined traditional and standards based report cards, developed a purpose statement,
examined grading case studies, and discussed qualifiers
 Kindergarten Report Card Focus Group
 Marian Arndt, Jackie Hoone, Carol Bishop, and Cindy Mondi
 Grade 1 Report Card Focus Group
 Sherry Menz, Donna Uhrinek, Stephanie King, Vicki Sheffler, and Jan Heinnickel
 Grade 2 Report Card Focus Group
 Lisa Young, Jonelle Oliverio, Lindsay Beresford, Deanne Teacher Thompson, and Kathy
Cirrani
Who has been a part of the report card process
and what have they accomplished to date? (cont.)
 Grade 3 Report Card Focus Group
 Erica Butler, Mindy Martinelli, Megan Mickey, Dee-Dee Huczko, and Jill Gray
 Grade 4 Report Card Focus Group

Kristy Forrai, Willa Tekavec, Lisa Thomas, and Jean Spirko
 Grade 5 Report Card Focus Group
 Jaime Derbish, Tricia Parker, Lisa Porter, Amy McNair, and Jessica Zahorchak
 Met 3-4 times, developed sample grade books using grade level curriculum materials, drafted
grading guidelines, and created grading scenarios
 2011-2012 Characteristics of Successful Learners Focus Group
 Marian Arndt, Donna Uhrinek, Deanna Teacher-Thompson, Jill Gray, Lisa Thomas, and
Lisa Porter
Who has been a part of the report card process and what
have they accomplished to date? (cont.)
 ELI Team Meeting Grading Discussions
 All K-5 ELI Teachers
 Met in February and March, discussed formative and summative assessments, examined case studies,
and met in break-out groups to provide guidance to the Report Card Committee
 Report Card Common Planning Meetings
 All teachers Grades K-5
 Met with grade level groups of teachers in May, shared work of Report Card Committee and got
feedback from teachers on their preference of qualifiers
 Parent Focus Group
 Mrs. Parise, Mrs. O’Brien, Mr. Crites, Mrs. McMichael, Mrs. Malie, Mrs. Conway, Mrs.
Lukacs, Mrs. Jobe, Mrs. Andrasko, and Mrs. Armentrout
 First meeting on August 12th, secured feedback from parents regarding report card and dissemination
of report card information
Who has been a part of the report card process and what
have they accomplished to date? (cont.)
 Math Committee
 Jan Heinnickel, Carol Durco, Lisa Malloy, Jonelle Oliverio, Nancy Tamborino, Jennifer
Cameron, Jennifer Tucci, Patti Neil, Megan Mickey, Zana Aebi, Willa Tekavec, Keli
Pennesi, Trisha Goodge, Jessica Zahorchak, Camille Nemanic, Karin Stamford, Judi
Constantine, Joyce Liptak, and Jake Shaffer
 Language Arts Committee
 Sherry Menz, Vicki Sheffler, Debbie Paouncic, Sarah Beltram, Kathy Cirrani, Lisa Young,
Teresa Noel, Mindy Martinelli, Dee Dee Huczko, Carol Watkins, Jill Gray, Lisa Thomas,
Kristy Forrai, Raime Hickey, Robin Moyer, Amy McNair, Tricia Parker, Jaime Derbish,
Laura Baker, Paulette Glover, Lori Mertz, Sarah Gazze, and Lindsay Beresford
 Met on a monthly basis, drafted grade specific learning targets for each quarter
 Administrative Participation
 Tom Yarabinetz, Eileen Amato, Tammy Wolicki, Ashley Nestor, Kathryn Hricenak, Tina
Federico, Lisa Hauswirth, Chris Thomas , and Kevin Bringe
 Attended various meetings to collaborate with teachers throughout the process
Purpose Statement
“The purpose of this report card is to describe students’ learning
progress to their parents and others, based on our school’s
learning expectations. It is intended to share information about
successes and to guide improvements when needed.”
What are the key differences between traditional
and standards based report cards?
 Number 1: The specific learning targets would be listed
rather than the subjects.
Example Number 1:
 Traditional report card:
Math
Reading
 Standards based report card:
Reads and records time to the half-hour.
Reads 3-digit numbers.
Identifies the setting of an independently read selection.
Reads with understanding, correct phrasing, and expression at a rate of at
least 71 words per minute.
What are the key differences between traditional
and standards based report cards? (cont.)
 Number 2: Averaging is not used to find total score. The
teacher examines a pattern of responses over time and
determines the level of mastery. Past performance is not
held against students if they exhibit evidence at the end of the
learning period.
Example Number 2:
Identifies Characters and Setting:
 Weekly Test 1: 2/4
 Teacher made checkup: 2/3
 Weekly Test 2: 3/4
 Weekly Test 3: 1/3
 Teacher made checkup: 2/3
 Theme Three: 7/8
 Reading Performance Task: 3/4
If we were to average
these grades, this student
would earn a 69%.
What are the key differences between traditional
and standards based report cards? (cont.)
 Number 3: On a traditional report card, progress is
reported with letters or percentages while on a standardsbased report card the progress is reported on level of
mastery towards benchmarks.
Example Number 3:
 Traditional report card:
A or 96%
B or 85%
 Standards based report card:
1,2,3, 4
Advanced, proficient, basic, below basic
Beginning, developing, secure
Exceeds expectations, meets expectations, approaches expectations
What are the key differences between traditional
and standards based report cards? (cont.)
 Number 4: On a traditional report card, points for effort,
attitude, attendance, work habits, behavior, and homework
are averaged into the grade. On a standards based report
card, effort, attitude, attendance, work habits, behavior, and
homework are reported separately.
Example Number 4:
 Traditional report card:
C or 77%
 Standards based report card:
Reads and records time to the half-hour.
ME
Reads 3-digit numbers.
ME
Participates in class. S
Puts forth best effort. N
What are our qualifiers and how were they adopted?
 Meeting Expectations- student demonstrates grade level skill without
significant errors.
 Exceeding Expectations - student demonstrates understanding beyond
grade level skills.
 Approaching Expectations- student is beginning to demonstrate grade
level skill. Work may contain repeated errors and/or required teacher
assistance.
How will we grade?
L6: Synonyms/ Antonyms
(5 points)
L6: Fact and Opinion
(4 points)
(4 points)
L4: Use a Dictionary
L3: Use a Dictionary
(4 points)
L4: Locate Information
(4 points)
L3: Locate Information
(4 points)
L2: ABC Order
(4 points)
L1: ABC Order
(4 points)
L2:Character/Setting
(4 point s)
L1:Character/Setting
(4 points)
LANGUAGE ARTS FOCUS SKILLS
 Identifies character and setting within a story (EE)
 Applies knowledge of alphabetical order (EE)
 Uses parts of a book to locate information (ME)
 Uses a dictionary (ME)
 Differentiates between the fact and opinion (AE)
 Recognizes and uses synonyms and antonyms (AE)
What will our new report card look like?
What are our qualifiers for characteristics of successful
learners and how were they adopted?
 Meeting Expectations- student is demonstrating grade level behavior on
most occasions.
 Exceeding Expectations –student is demonstrating grade level behavior
independently and without teacher prompting.
 Approaching Expectations-student is beginning to demonstrate grade
level behavior. Significant teacher intervention is required on a daily basis.
What are our characteristics of successful
learners?
Past
Present
Follows directions
Listens to and shows respect for peers and adults
Interacts well with others
Makes appropriate choices to complete tasks and achieve goals
Follows school rules
Puts forth best effort, continues trying, and does not give up
Stays on task
Works cooperatively and productively with a variety of peers
Works well independently
Communicates thoughts and ideas clearly and effectively
Completes assignments
Uses relevant classroom conversations
Writes neatly
Takes responsibility for actions and follows rules
What support and documents will I receive?
 Grade Level Binder and Guidelines
 Documents on T: Drive
 Follow-Up Common Planning Meeting
 Electronic Report Card Training
 Grade Level Contacts
How are parents educated?
 Parent Brochure
 Student Friendly Targets
 PTA /PTO Meetings
 Frequently Asked Questions
 Website
 Parent Teacher Conferences