Elementary Report Card G u i d e A comprehensive look at the new standards-aligned reporting system Guilderland Central School District
Dear Parents/Guardians, As the (GCSD) continues to improve teaching and learning for all students, we know that parents and families are our most valuable partner. This is especially true as New York State and the District adopts new, more rigorous standards for what every child should know and be able to do in each subject area and grade level. The Common Core State Standards [http://www.engageny. org/common-core-curriculum-assessments] set high expectations for students, staff, and schools. Achieving these career and college ready standards requires continuous progress monitoring and provision of targeted support when needed. Like teachers, parents need accurate and meaningful information particularly information about student strengths and challenges in performing to high expectations to better understand and support student learning. Standards describe what a student should know and be able to do at each grade level in all subjects. For several years, GCSD has discussed the use of a standards-aligned report card for elementary students. This new report card was designed by Guilderland educators and administrators who hope it will be received by parents, families, and teachers as a positive step in better communicating grade-level expectations for student learning. The report card, to be rolled out to our elementary schools in 2013-14, will provide valuable information on your student s performance to the standards from basic to advanced levels. The report card also provides information on your child s work habits, behavior, and effort. The standards-aligned report card is helpful in many ways. First, it clarifies and reinforces consistent, high expectations for all GCSD students and schools. Second, the report card helps teachers, students, and families focus on the standards throughout the school year. Finally, and most importantly, the new report card provides specific feedback on progress to the standards so students, families, and teachers can work together to set meaningful goals for improvement. Information on which big ideas and concepts each child has learned and what work is still needed for success in the next grade level helps ensure that your child receives additional support at home and school when needed. This parent resource provides information about the report card being used at your child s school, including frequently asked questions and additional background information, a description of proficiency levels, a sample report card, and further detail on the content area standards included on the report card. I hope you will find this parent resource and the standards-aligned report card system helpful. Please feel free to contact your child s school if you have any questions or concerns. Demian Singleton, Ed.D. Assistant Superintendent for Instruction 2
Changes in Our New Report Card Our new report card is aligned to the newly adopted Common Core State Standards and reflects updates in our curriculum and instruction. Parents will find: Elementary Report Card G u i d e 1 2 3 Category titles and descriptors reflecting the New York State and/or Common Core Learning Standards Progress keys reflecting student progress toward New York State and District standards Learning behaviors (work habits and social skills) necessary to be a successful learner Standards-Aligned Report Cards A standards-aligned report card is designed to assess student performance against a specific and observable set of grade level skills. Most importantly, a standardsaligned system measures each student against the identified standard, instead of measuring how the student performs compared to other students. This type of reporting instrument keeps teachers, parents, and students themselves focused on the desired outcomes defined by the Common Core State Standards (http://www.engageny.org/common-corecurriculum-assessments) adopted for all students in New York State. There are four essential components of a standards-aligned system: The learning standards as outlined by the New York State Education Department and District Standards that describe what a student should know and be able to do at an identified point in time 1 2 NYS and District Standards GCSD Curriculum and Instruction The standards-aligned curriculum that a teacher uses to ensure that classroom instruction targets these standards The assessments that a teacher uses to measure learning and the extent to which a student has met each standard 3 4 Assessments Reporting The communication tool that allows a teacher to report 3
How were these standards selected? The New York State Learning Standards, which are based on the newly adopted Common Core Standards, were used to create our report card across the content areas. The Elementary Report Card reflects what students need to know, understand, and be able to do by the end of a given academic year. It is our belief that a common understanding of what is expected of each student, as well as a clear understanding of each student s progress towards his or her full potential, is essential in communicating accurate and transparent information about a student s performance. The district places a strong value on its home-school partnership and we view the new report card as an important tool in furthering our shared understanding about student growth in both the academic areas and the pro-social skills, including each child s unique approach to learning. Why the change? The former K-5 report card had been in place for over a decade. It was outdated and does not accurately and effectively communicate the specific information teachers need to share, nor what parents and students need and want to know about a child s academic growth and progress. Curriculum has changed, instructional methodology has expanded, and research has extensively informed the teaching and learning process in powerful ways. Our classroom teachers have expressed the need for a new tool that more accurately represents what students know and are able to do. How will student progress be reported in the Academic Areas? A standards-aligned report card uses academic performance indicators that are observable and objective. The standards themselves are based on benchmarks that specify what students should know and be able to do at each grade level. They serve as a basis for our curriculum, instruction and assessments. Below is a detailed explanation of each of the academic performance indicators: 4 3 2 1 N /A Exceeds Common Core Standards Performance is above grade level Students who receive a 4 are completing the expected learning in that end-of-year grade level standard. Mastery of or Proficiency in the standard does not mean that teaching and learning end; rather, it indicates that the student has reached a level of performance expected of grade level students for that standard with consistency, accuracy, independence and quality. Instruction will focus on more complex problems within the standard, will offer more levels of challenge for the learner in applying that standard, and will provide more in-depth and critical thinking in the area of that standard. As is true in current practice, teachers will continue to plan challenging learning tasks for students who meet the end-of-year standard. Meets Common Core Standards Performance is at grade level Students who receive a 3 are progressing toward the standard and are demonstrating a level of understanding that is typically/ appropriately expected during the course of the academic year. Needs extra support to meet the Common Core Standards Performance is below grade level Students who receive a 2 are beginning to progress toward a standard and may require regular support, monitoring, and/or assistance from an adult for clarification in order to progress. Does not meet Common Core Standards Receives support and is performing below grade level Students receiving a 1 are still acquiring pre-requisite skills in order to understand the content and/or apply the skills of the grade level standard. Students need additional adult assistance, increased time, smaller chunks of learning, and/or alternative strategies for gaining foundational standards that will lead to the grade level standards. Not addressed at this time When an N/A appears next to a standard, it indicates that the standard was not addressed during the months leading up to the report card. Some standards will be addressed during a specific portion of the year, while others will be addressed throughout the year. 4
How will student progress be reported for Work Habits and Pro-Social Skills/Learning Approaches? The pro-social skills encompass personal development and classroom and community skills. Individual student work/ study habits will also be reported by the teacher to ensure that parents are informed of their child s attitudes and dispositions toward learning skills. Numbers will be given to indicate progress in these areas as follows: 4 Excellent 3 Satisfactory 2 Needs Improvement 1 Unsatisfactory What will the new report card look like? The new elementary report card will be incorporated into our district s student information system (SchoolTool). The GCSD Report Card Committee developed a format for the report card which was, in turn, further developed by the SchoolTool designers. The advantage for teachers in using this system is that teachers may enter student information onto the report card from school or from home. Additionally, parents and students may access report cards and other student information at any time via the SchoolTool Parent & Student portal. To do so, parents and students must have an active account. Information and guidance to create a SchoolTool account can be found on the GCSD Web site (http://guilderlandschools.org). 1 Progress Keys and Attendance Records These indicators (4-1) are used to report progress in the New York State and District grade-level Standards. Attendance area provides a record of number of days absent and tardy in each marking period. Guilderland Elementary School 2013-2014 Progress Report Student's Name: Momin Abbas Grade: 1 Teacher: Ms. Durocher PROGRESS KEY 4... Exceeds Common Core State Standards Performance is above grade level 3... Meets Common Core State Standards Performance is at grade level 2... Needs extra support to meet the Common Core State Standards Performance is below grade level 1... Does not meet Common Core Standards Receives support and is significantly below grade level N... Not addressed at this time WORK HABITS/SOCIAL SKILLS KEY 4... Excellent 3... Satisfactory 2... Needs Improvement 1... Unsatisfactory ATTENDANCE 1 2 3 4 Absences 0 0 Days Tardy 0 0 Early Dismissals 0 0 A 4-1 scale will also be used to report development of work habits and pro-social skills. 5 continued
What will the new report card look like? continued 2 Academic Areas and Student Progress 3 Work Habits and Social Skills Student progress reports will be completed for quarters 2 (January), 3 (April), and 4 (June). Learner behavior indicators (4-1) report the development of skills necessary to be a successful learner. Student achievement is reported by NYS and/or Common Core strands. English Language Arts - Reading 2 3 4 Actively engages in reading with purpose 2 Makes appropriate reading choices 2 Applies word analysis skills in decoding words 2 Retells stories including key details 2 Accurately reads and comprehends grade level texts 2 Identifies text structures 2 Draws and/or writes to demonstrate understanding 2 English Language Arts - Writing 2 3 4 Actively engages in writing with purpose and audience 2 Selects and focuses topics 2 Expresses meaning clearly by using grade-appropriate 2 language, vocabulary and supporting details Demonstrates a command of the grade-appropriate 2 conventions of standard English grammar and usage Edits and/or revises to improve written work 2 Completes pieces in a timely manner 2 Spells frequently used words correctly in daily work 2 Applies word study strategies and uses resources to spell 2 unknown words English Language Arts - Listening Speaking 2 3 4 Contributes relevant and accurate information to 2 conversations Asks questions to seek help or gain understanding 2 Expresses thoughts, feelings and ideas clearly 2 Listens with the intent to understand 2 Follows agreed upon rules for discussions 2 4 Work Habits and Social Skills 2 3 4 Follow classroom procedures and routines 2 Uses organizational Skills 2 Is conscientious about completing quality work 2 Works well independently 2 Completes nightly reading 2 Contributes to cooperative/group activities 2 Completes homework and other assigned tasks 2 Is kind and respectful 2 Teacher Comments and Narrative Feedback Teacher Comments Student progress for the first quarter of instruction will be reported during a scheduled parent-teacher conference. Quarter 2 Teachers report student progress by descriptors within each strand. Quarter 3 Included on each report card will be teacher comments and additional narrative feedback. For the first quarter, such feedback will be provided during a scheduled parent-teacher conference. Other Important Changes The implementation of the new standards-aligned elementary report card will require some other changes. These include: Instead of three marking periods, there will now be four, ten-week marking periods. This new reporting cycle aligns with the cycles used at the middle and high schools. For the first ten-week period, parents will not receive a report card as described in this document. Rather, teachers will schedule a parent-teacher conference during which they will report on student 6 progress and engage parents in a collaborative academic goal-setting process for every child. The believes strongly that a partnership between school, teacher, and parents is critical and must be established early in the school year. The opportunity provided via parent-teacher conferences to ask questions and seek clarification is an essential step. For every conference the teacher will provide a conference summary which will be signed by both the teacher and the parent(s) or guardian(s). continued
Other Important Changes continued At the conclusion of the second, third and fourth marking periods teachers will complete student progress reports using the SchoolTool student information system. Shortly after the close of each marking period, report cards will be sent home to parents. Reporting timeline for the 2014-15 school year: November 7 End of first marking period January 28 End of second marking period April 17 End of third marking period June 19 End of fourth marking period In future years, it is our hope to transition to a paperless reporting process whereby parents and students will access report cards through their Parent & Student Portal on SchoolTool. Parent conferences may be scheduled during the spring months for additional face-to-face discussion of student progress. Additional conferences may also be scheduled by teachers and/or parents whenever a need arises during the school year. Frequently Asked Questions? Q Why a Standards-Aligned Report Card? A Standards-aligned report cards provide: In-depth student assessments; Consistent evaluations throughout the year; Individualized instruction information; and Consistent evaluations between students. Q How does this help parents? A Standards-aligned report cards enable parents to receive accurate information based on cumulative student progress throughout the marking period. In addition, they: Promote more detailed and meaningful conversations at parent/teacher conferences; 7 Allow for careful and precise monitoring of student achievement; and Reflect grade-level standards and expectations so parents gain a more complete idea of student progress. Q Why are all standards not listed on the report card? A A standards-aligned report card is not the same as a standard/learning outcome listing. Teams of teachers and administrators: Reviewed the New York State, Common Core and District standards for each grade level; and Chose descriptors which were considered most significant for student learning in each grade level. continued
Frequently Asked Questions? continued approach ensures the Common Core State Standards are implemented and assessed with consistency. The standards-aligned report card places an emphasis on skills, not scores. The goal is for every child to be successful in every standard. The standards provide a clearer picture of where your child is on the continuum towards the year-end goal. Q Can a student perform at a level 3 and then move to a lower level in the next marking period? Q Why are there no letter grades? A A standards-aligned report card s performance rating approach (4, 3, 2, 1) provides information about student achievement without the need for letter grades. Letter grades: Follow a teacher s individual assessments and expectations; Do not show a student s performance toward state and district expectations; and Do not align with other NYS reporting procedures (e.g., NYS Testing Program). The standards-aligned report card actually provides more specific information by breaking each subject into multiple standards which identify specific skills. Using a standards-aligned report card, parents and students can see students specific strengths and areas of focus. A standards-aligned A The expectations change from one marking period to the next as students move toward the end of grade-level expectations. This means: A student may meet the grade-level expectation during the first marking period, but as the expectations increase, the student may not demonstrate the same level of proficiency during the next marking period; and A student might receive a 3 in the first marking period and then receive a 2 in the second marking period. Q The new report card is too vague. How do I know where my child stands in relationship to the rest of the class? A Report cards are designed to show how each child is progressing toward the Common Core State Standards, not how a child is performing relative to other students. If we think of each standard as a continuum, the report card indicates progress toward that standard. Communicating a child s progress relative to Common Core State Standards is instructionally sound and beneficial to parents and students. 8