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Teaching & Learning Department

Teaching & Learning Coach PD

Supporting Changes to the SBPR

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Professional Norms

Goals

Session Goals and Agenda

Goal 1

Increase understanding of the changes to the SBPR and feel more prepared to support staff with the new format

Goal 2

Provide input for the forthcoming explanation video

Connection Activity
Introduce Changes to SBPR
Supporting the Changes at Your Site
Resources and Input

Agenda

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Professional Norms

Be Present

Be where you are supposed to be when you are supposed to be there.

Assume Positive Intentions

Be kind and believe everyone is doing their best.

Limit Sidebar Conversations

Be respectful to all presenters, facilitators, and participants.

Manage your Technology

Be mindful of your technology use - for learning or emergency use only

Practice a Growth Mindset

Be curious, open minded, and positive.

What is Learned Here, Leaves Here

Share and use what you learn.

District Professional Norms

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Connection Activity

Review and Reflect

Click Above

What have you tried?

What is going well?

What are areas that you need support?

World Cafe Feedback

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Changes to SBPR, 2025-26

Collaboration Between APS Leadership and Teacher’s Union

Changes will not be made again this year

Forthcoming video to explain changes to teachers

Coaches are not required by Teaching and Learning to provide training for teachers. A site-based decision should be made about how to support teachers with SBPR.

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Activity: Exploring the Changes

At your table, there is a folder with 1 copy of each grade-level Standards-Based Progress Report and 1 copy of a Bilingual English SBPR

K-Light Green

1- Purple

2-Yellow

3-Pink

4-Teal

5-Orange

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Activity: Exploring the Changes

Focusing on only 1 grade, read the document and jot down 2-3 things you notice about the new SBPR on sticky notes, be prepared to share with your tablemates.

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Learning More About Specific Changes

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Attendance Change:

Early Exits Reported

Change 1

Information is current as of 9/25/25

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Point in Time Reporting

Change 2

4 - Exceeds Expectations

covered in this marking period

3 - Meets Expectations

covered in this marking period

2 - Approaching Expectations

covered in this marking period

1 - Needs Support

understanding the concepts and skills covered

in this marking period

Information is current as of 9/25/25

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Skills, Habits, and Mindsets

Change 3

Personal and social development was changed to Skills, Habits, and Mindsets to align with Goal 4

Reporting marks for Skills, Habits, and Mindsets are the same as Effort (page 3)

E-excellent
S-Satisfactory
M-Minimal Effort
I - Improvement Needed

Information is current as of 9/25/25

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Organized Around Standards

Change 4

Rows comprised of a single standard as much as possible.

Domain, grade level, and standard number now included.

Priority Standards selected from the

Units of Study

Teachers are still expected to teach all grade-level standards

Reduced wording of standard while keeping skills and concepts

Information is current as of 9/25/25

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info about Geometry and Measurement and Data domains- not priority standards, rather supporting standards…

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Content Area Effort Grades

Change 5

Effort grades no longer in reporting areas for ELA, Math, and Science

Standards-based grading is a reflection of achievement, rather than effort.

Skills, Habits, and Mindsets section allows for more specific reporting about factors contributing to effort

Information is current as of 9/25/25

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Opinion Writing Reporting

Change 6

K-3

4-5

Opinion Writing is the only genre standard listed for reporting purposes

Teachers are still expected to teach all three genres of writing (opinion, narrative, and informative/explanatory)

Opinion selected because it combines many important writing and reasoning skills

4-5 also includes a writing production and distribution standard

Information is current as of 9/25/25

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Additional Academic Support

Clarification

Guidance for this section will be shared in the training video

Information is current as of 9/25/25

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Alternative Language Services

Clarification

Updated LAS Line to STAMP score

Information is current as of 9/25/25

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Alternative Language Services

Clarification

If an ELD student is served in a BME (Bilingual Multilingual Education) Program, you will use the bilingual SBPR form and fill out the Alternative Language Service box. This includes students participating in either a dual language or heritage language program. For additional guidance on completing the bilingual SBPR, please use the link below to access the BME Program SBPR Guidance :

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Alternative Language Services

Clarification

For ALL ELD (English Language Development) students whether they are served in a non-BMEP classroom or a BMEP classroom, please complete the following information in the Alternative Language Service section of the SBPR:

Include the most recent WIDA ACCESS Individual Student Score. (The next slide provides links and instructions on how to locate student scores.)

Note: It is highly recommended—and considered best practice—to share the WIDA ACCESS score report with families.

Check the “ELD” box to indicate that the student is currently receiving ELD services.

Enter a reporting mark based on classroom performance of 1-4 for ELD in the two areas of: Language Arts and communicate for social intercultural and instructional purposes.

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Finding WIDA ACCESS Scores

Click on the underlined text for detailed instructions

Edvantage

Synergy

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Bilingual SBPR Guidance

LCE has provided additional guidance for BME Programs. Please access the slides HERE

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Activity: Reframing Challenges

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Identify 2-3 Positive Changes

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Let’s identify some challenges

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Activity: Exploring the Changes

Find 2-3 issues you anticipate teachers could have and how to re-frame complaints into opportunities or acknowledge feelings and inform of ways to provide feedback for future consideration.

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SBPR Scenario Practice

SCENARIO 1 � A 5th grade teacher, Ms. Ramirez, is meeting with the instructional coach, Mr. Lewis, during their scheduled weekly planning session. The standards-based report card was rolled out last week, and Ms. Ramirez has just finished entering grades for her students.

Ms. Ramirez (Teacher):

"I honestly don’t know why we switched to this new system. It’s confusing, time-consuming, and half the standards don’t even match what I’ve taught yet. Parents are already emailing me with questions I can’t answer. It’s a mess!"

SCENARIO 2

A teacher complains, “So now the only writing standard on the report card is Opinion Writing? That makes no sense! I spend weeks on narrative and informational writing, but none of that shows up for parents. It feels like we’re saying those genres don’t matter.”