Transcript Standards Based Progress Reports

Standards Based Progress Reports
MAUREEN SANDERS
KIPP BENTLEY
SBPR Update
Teacher Feedback
 Two 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?
SBPR and
English Language Development
KEN HANSEN, ELA INSTRUCTIONAL SPECIALIST
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.
Establish language level of B, I, or A.
Examine the body of evidence to determine progress towards
proficiency mark of 1, 2, 3, or 4.
2.
3.
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
ELD Section
section
Tied to Reading and Writing Tied to ELD State Standards
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/I
ELD/SLD Change
Clarify ELA processes
Printing Languages – English & Spanish for Tri2
One progress report generated per student based on
correspondence language
 Clarify “Student is Supported By” box
 Extend scoring window for MS electives.
 Parent Portal






Clarify what schools need to know/do for IC Portal
 Principal signature line on only one page of SBPR
 Clarify the IC scheduling process roles and responsibilities
 Provide 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 removed
 Score averaging can be turned off
 Available “fill down” option for end-of-term scores
 Student groups can be created in gradebook
Clicker Review Questions
1. Are you, at this moment, an engaged learner?
A. Absolutely
B. Positively
A.
B.
C.
D.
2. How will you determine your teachers’ missing marks?
Front office will run reports.
Teachers will run their own reports.
Combination of 1 and 2.
Not sure.
3. Will you limit the number of Characteristics of Successful
Learners for your teachers to use for Tri 2?
A. Yes
B. No
C. 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 Timelines
 Determine 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
Overview
The 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.
A.
B.
C.
D.
5. When is your school scheduled to hold Tri 2 Parent Conferences?
Week of Feb. 11th
Week of Feb. 18th
Week of Feb. 25th
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/standar
ds.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.2/4/08
http://techtraining.dpsk12.org/ic/SBPR/SBPR.htm
Projected Tri 3 Timeline
 May 5th: Open scoring window
 May 21st: Have all scores entered, confirmed, and
ready for DoTS to process progress reports.
 May 28th: Progress reports printed and ready for
distribution.
A.
B.
C.
D.
6. How does your school plan to distribute Tri 3 progress reports?
Send home with students.
Mail them home.
Have parents pick them up.
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. High
B. Moderate
C. Low
8. From whom do your teachers most need additional training and
support?
A. ELA
B. DoTS
C. Instructional Specialists
D. School
Final Review
9. How would you rate your parents’ understanding of SBPR?
A. High
B. Moderate
C. Low
10. What is the best way to provide parents more information?
A.
School information nights
B.
District-produced SBPR video
C.
More district-created print information
D.
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 rubrics
C. Conducted student-led conferences
D. Taught students how to unpack progress indicators