What are standards-based report cards?

Transcription

1 A Parent s Guide to Standards-Based Report Cards Broadalbin-Perth Central School District 3rd Grade Questions? Concerns? If you re concerned about your child s academic progress, contact your child s teacher directly to set up a parent/teacher conference. Call us with any additional questions or concerns: Daniel Casey Intermediate School Principal Christine Foglia-Sands Director of Special Programs Lisa Yang School Psychologist Stephen Tomlinson Superintendent of Schools For all parent guides to grade K-5 report cards, visit the parent page on our district website, The Broadalbin-Perth Central School District is implementing new elementary standardsbased report cards that provide more information about what your child knows, understands and can do. The purpose of the report card is to communicate to parents, students and staff the progress each student is making toward mastering the New York State performancebased standards and Common Core State Standards. Why standards-based report cards at B-P? Common Core State Standards, Race to the Top and other state and federal initiatives have increased the focus on standards-based education. In response, many school districts across the state and nation have been implementing standards-based report cards in recent years. The primary advantage of standardsbased report cards is their correlation to state grade-level standards: Teachers and parents can track each student s progress toward meeting the state s expectations. What are standards-based report cards? Standards-based report cards are based on grade-level learning standards and expectations. Unlike traditional lump-sum grading systems in which a student earns a B or an 82 for his or her combined work in a certain subject area standards-based report cards communicate student progress on specific skills and competencies using a 4, 3, 2, 1 scale. This kind of feedback helps to inform classroom instruction and allows both teachers and parents to understand exactly where students stand in relation to the learning standards. What are standards and how are they identified? The New York State Education Department writes the standards for each grade level, and each content area has a list of learning standards. Standards are a list of skills and competencies that each child should be able to know and demonstrate by the end of a given grade. New York State is in the process of phasing in a national curriculum based on the Common Core State Standards ( Starting with the school year, New York s standards in math and English Language Arts are aligned with the Common Core ( How do standards-based grades differ from traditional grades? Research shows that a single letter or overall percentage grade is not a good way to report student achievement in any subject area because it is often subjective and cannot present the level of detailed feedback necessary for effective learning. The rubric approach used in standards-based report cards provides objective information about student achievement without the need for an overall grade. There is simply no correlation between a 4, 3, 2, 1 and a numeric/letter grade.

2 2 A Parent s Guide to Standards-Based Report Cards Attendance information is reported in this area Could attendance be affecting your child s progress? Definitions of Performance Indicators Your child s grade reflects what your child knows and can do in each subject area. It is based on your child s performance in relation to the New York State standards at his or her grade level. 4 Demonstrates with Mastery (exceeds expectations) Since I get this or can do this, I can figure out new things! Students who earn a 4 are able to apply concepts learned in class and transfer that knowledge to other situations. 3 Demonstrates Independently (meets expectations) I get it! I can do this well! Students who earn a 3 are on grade level. They demonstrate an ability to analyze and synthesize concepts learned in class. 2 Demonstrates with Support (progressing toward expectations) I almost get it but I need help. Students who earn a 2 are progressing toward grade level with support and/or can apply content learned in a literal context. 1 Not Demonstrating at this Point (area of concern) I don t get it yet. I need help. Students who earn a 1 are struggling with this competency. NA This skill is not assessed at this time Student Report Card Student Name: Broadalbin-Perth Intermediate School Daniel Casey, Principal 1870 Co. Hwy 107, Amsterdam, NY (518) Grade: 3 Teacher: Attendance T1 T2 T3 Days Absent Times Tardy Grade Level Skills Performance Indicators Demonstrates with Mastery (exceeds) 4 Demonstrates Independently (meets) 3 Demonstrates with Support (progressing) 2 Not Demonstrating at this Point (area of concern) 1 Not Assessed NA Reading Level Goals by Marking Period Trimester 1 Fountas & Pinnell Reading Level N Trimester 2 Fountas & Pinnell Reading Level O Trimester 3 Fountas & Pinnell Reading Level P Fountas & Pinnell Reading Levels The reading levels on this report card reflect the types of texts your child is currently able to read with minimal classroom support. It is important to remember that these levels are labels given to the texts a child is reading, not to the child. The A-Z text gradient created by Irene Fountas and Gay Su Pinnell was designed as a tool to assist teachers in the process of selecting appropriate books for teaching in order to best meet individual student needs. Each child is a unique individual; a child s reading level is only one component of who he/she is as a reader. Complete descriptions of the third-grade Fountas & Pinnell reading levels are on pages 4-5.

3 3rd Grade 3 ENGLISH LANGUAGE ARTS Fountas & Pinnell Reading Level (A-Z) Reading Foundational Skills T1 T2 T3 Knows and applies grade-level phonics and word analysis in decoding words Reads with fluency to support comprehension Reading Determines the main idea of text Makes connections when reading Draws conclusions/makes inferences Monitors own understanding Writing Develops ideas effectively Organizes writing to match purpose Develops a paragraph properly Selects words that clearly convey the intended idea Listening and Speaking Listens and communicates information for different purposes Uses conventional grammar and varies formality of language in speech when appropriate to task Speaks in complete sentences to communicate wants, needs, ideas, and to gain information Speaks with expression, volume, pace and gestures appropriate for the audience and purpose Language Applies spelling strategies when writing Uses conventional capitalization, punctuation and grammar when writing Determines the meaning of unfamiliar words by using word structures, context clues, dictionaries and other resources Why trimesters? Both The Learning Community and Broadalbin-Perth Intermediate School conduct formative assessments measuring students progress in key learning areas, such as reading throughout the school year. The timing of these assessements in relation to the curriculum more naturally aligns with a trimester schedule, rather than a schedule based on four quarters. Subject areas are broken down into sections, with specific skills or competencies in each. If a skill or competency is not assessed during a trimester, an NA will appear in the corresponding box.

4 4 A Parent s Guide to Standards-Based Report Cards Fountas & Pinnell Reading Levels Characteristics of Texts at Level L Informational texts, simple fantasy, realistic fiction, traditional literature (folktales), simple biographies, simple mysteries Underlying organizational structures (description, compare and contrast, problem and solution) Some technical content that is challenging and not typically known Some texts with plots, settings, and situations outside typical experience Multisyllable words that are challenging to take apart or decode Some new vocabulary and contentspecific words in nonfiction text introduced, explained, and illustrated in the text New vocabulary in fiction texts (largely unexplained) Chapter books ( pages of print) Characteristics of Texts at Level M Informational texts, simple fantasy, realistic fiction, traditional literature (folktales), simple biographies, simple mysteries Most of the content carried by print, rather than pictures Some abstract themes requiring inferential thinking to derive Text with multiple points of view revealed through characters behaviors Complex plots with numerous episodes and time passing Multiple characters to understand and notice how they develop and change Multisyllable words that are challenging to take apart or decode Some new vocabulary and contentspecific words introduced, explained, and illustrated in the text L M Characteristics of Developing Characteristics of Developing Readers (Level L) Able to process easy chapter books, including some series books, with more sophisticated plots and few illustrations, as well as shorter informational texts Adjust reading to process a variety of genres Understand that chapter books have multiple episodes connected to a single plot Bring background knowledge to new reading in order to process and learn new information Begin to recognize themes across texts (friendship, courage) Able to understand some abstract ideas Able to see multiple perspectives of characters through description Able to flexibly apply word-solving strategies for complex spelling patterns, multisyllable words, and words with inflectional endings, plurals, contractions, and possessives Read silently during independent reading Oral reading fully demonstrates all aspects of fluent reading Readers (Level M) Know the characteristics of a range of genres Developing preferences for specific forms of reading (mysteries, biographies) Can understand and process narratives with more elaborate plots and multiple characters that develop and change over time Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text Word solving is smooth and automatic with both oral and silent reading Can read and understand descriptive words, some complex contentspecific words, and some technical words Characteristics of Texts at Level N Informational texts, simple fantasy, realistic fiction, traditional literature (folktales), simple biographies, simple mysteries Presentation of multiple topics that represent subtopics of a larger topic or theme Various ways of showing characters attributes (description, dialogue, thoughts, others perspectives) Complex plots with numerous episodes and time passing Multiple characters to understand and notice how they develop and change Variety in sentence length and complexity Many two- to three-syllable words; some words with more than three syllables Multisyllable words that are challenging Nto take apart or decode Words with prefixes and suffixes Some new vocabulary and contentspecific words introduced, explained, and illustrated in the text Characteristics of Early Independent Readers (Level N) Know the characteristics of and can process the full range of genres Developing preferences for specific forms of reading (mysteries, biographies) Can understand and process narratives with more elaborate plots and multiple characters that develop and change over time Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text Word solving is smooth and automatic with both oral and silent reading Reader will slow down to problem solve or search for information, then resume normal reading pace Most word solving is unconscious and automatic; little overt problem solving needed Can read and understand descriptive words, some complex content-specific words, and some technical words

5 3rd Grade 5 Fountas & Pinnell Reading Levels Characteristics of Texts at Level O Informational texts, simple fantasy, realistic fiction, traditional literature (folktales), biographies, mysteries, historical fiction, short stories, chapter books with sequels Prior knowledge needed to understand content in many informational texts Presentation of multiple topics that represent subtopics of a larger topic or theme Content requiring the reader to take on perspectives from diverse cultures and bring cultural knowledge to understanding Multiple characters to know and understand Characters revealed by what they say, do, think, and by what others say or think about them Descriptive and figurative language that is key to understanding the plot Characters with both good and bad traits, who change and develop over time Some words used figuratively O New vocaulary in fiction texts largely unexplained Some words with connotative meanings that are essential to understanding the text Some multisyllable proper nouns that are challenging to take apart or decode Characteristics of Early Independent Readers (Level O) Know the characteristics of and can process the full range of genres Read a wide range of texts: Chapter books, shorter fiction and informational texts, including special forms such as mysteries, series books, and short stories Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text Able to process lengthy, complex sentences, containing prepositional phrases, introductory clauses, and lists of nouns, verbs, or adjectives Solve new vocabulary words, some defined in the text and some unexplained Most word solving is unconscious and automatic; little overt problem solving needed Can read and understand descriptive words, some complex content-specific words, and some technical words Word solving is smooth and automatic with both oral and silent reading Demonstrate all aspects of smooth, fluent processing Characteristics of Texts at Level P Informational texts, fantasy, realistic fiction, traditional literature (folktales), biographies, mysteries, historical fiction, short stories, chapter books with sequels, genre combinations (hybrids) Topics that go well beyond readers personal experience Content requiring the reader to take on diverse perspectives (race, language, culture) Ideas and themes requiring taking a perspective not familiar to the reader Some more challenging themes (war, the environment) Many ideas and themes requiring understanding of cultural diversity Multiple characters to know and understand Characters revealed by what they say, do, think, and by what others say or think about them Extensive use of descriptive and figurative language that is key to understanding the plot Building suspense through events of the plot P Some more complex fantasy elements Many complex content-specific words in nonfiction, mostly defined in text, illustrations, or glossary Multisyllable proper nouns that are challenging to take apart or decode More difficult layout of informational text, and some fiction text, with denser format Characteristics of Early Independent Readers (Level P) Can identify the characteristics of a full range of genres, including biographies on less well-known subjects and hybrid genres Read a wide range of texts: Chapter books, shorter fiction and information texts, including special forms sujch as mysteries, series books, and short stories Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text Able to process lengthy, complex sentences, containing prepositional phrases, introductory clauses, and lists of nouns, verbs, or adjectives Solve new vocabulary words, some defined in the text and some unexplained Most word solving is unconscious and automatic; little overt problem solving needed Can read and understand descriptive words, some complex content-specific words, and some technical words Word solving is smooth and automatic with both oral and silent reading Demonstrate all aspects of smooth, fluent processing Source: Matching Books to Readers: Using Leveled Books in Guided Reading, K-3 (Fountas & Pinnell)

6 6 A Parent s Guide to Standards-Based Report Cards Math Grades Students are scored based on end-of-year expectations, unless trimesterly goals are noted in the chart. MATH Math Grade Problem Solving Uses appropriate problem solving strategies Represents mathematical thinking through mathematical processes and manipulatives Communicates mathematical thinking and reasoning Number and Operations in Base Ten Fluently applies basic facts to accurately solve mathematical problems Uses knowledge of place value to read, write, compare, round and order whole numbers to the thousands Fluently adds and subtracts within 1,000 Fluently multiplies and divides within 100 Number and Operations Fractions Represents an equal part of a whole using a fraction Represents a fraction on a number line diagram Recognizes and generates simple equivalent fractions Recognizes and records the results of comparing fractions with >, < or = Measurement and Data Represents and interprets data through graphs and tables Measures and estimates intervals of time, liquid volumes, lengths and masses of objects Solves mathematical problems involving the areas and perimeters of polygons Geometry Describes, analyzes and compares properties of two- and three-dimensional shapes NA

7 3rd Grade 7 SCIENCE Understands concepts taught in current unit Successfully demonstrates concepts taught in current unit SOCIAL STUDIES Understands concepts taught in current unit Successfully demonstrates concepts taught in current unit ART Creates artwork using the elements, principles and techniques of art Participates in art class activities MUSIC Creates, participates in, and responds to music Uses musical materials and resources properly PHYSICAL EDUCATION Demonstrates fitness skills Understands physical education concepts Participates in physical education activities Demonstrates sportsmanship and cooperation Science and Social Studies Grades Each trimester, your child will engage in various units centered around the New York State standards for science and social studies. Your child s scores for each trimester will be based on the content he or she has learned. 4 Demonstrates with Mastery (exceeds expectations) Students who earn a 4 are able to transfer science and social studies knowledge to other situations outside of the classroom. 3 Demonstrates Independently (meets expectations) Students who earn a 3 are on grade level and can analyze and synthesize science and social studies concepts learned in class. 2 Demonstrates with Support (progressing toward expectations) Students who earn a 2 are progressing toward the grade-level expectations but are only achieving a literal level of understanding of science and social studies concepts. 1 Not Demonstrating at this Point (area of concern) Students who earn a 1 are struggling with learning science and social studies concepts. NA This skill is not assessed at this time. Why are art, music and physical education graded? These subject areas are important to your child s academic, physical, social and emotional development. Although not considered part of the core curriculum, art, music and physical education are key components of a well-rounded education. New York State has learning standards for each of these subject areas, so your child s progress in meeting these standards will be reported.

8 8 A Parent s Guide to Standards-Based Report Cards Work Habits and Social Growth Although your child s report card shows scores on the 4, 3, 2, 1 scale in most areas, the Work Habits and Social Growth section is scored differently. Your child s teacher will indicate how well your child is doing in these areas using the scale at right. Although objective feedback is provided throughout the standards-based report card, the Work Habits and Social Growth section allows your child s teacher to provide subjective feedback about skills that your child needs to develop to be successful in school and in life. Work Habits and Social Growth Indicators E Excellent G Good S Satisfactory I Inconsistent N Not Demonstrated WORK HABITS T1 T2 T3 Works well independently Uses time wisely during transition Works well in a group Follows written directions Follows verbal directions Organization of materials Actively participates Completes homework SOCIAL GROWTH T1 T2 T3 Accepts constructive feedback Accepts responsibility Follows classroom/school rules Respects authority Respects others feelings, rights and property Comments At the end of each trimester, your child s classroom teacher will have the opportunity to provide comments in a designated space on your child s report card. Comments from previous trimesters will be printed on subsequent report cards so you can see how your child has progressed. COMMENTS