1 of 10

Standards-Based Report Cards

PRESENTED BY

Kathleen O’Connor Director of Elementary Education	Karen Chase Assistant Superintendent of Curriculum and Instruction

2 of 10

Agenda

Purpose

History

Transition

Example of a Standard

Discussion

3 of 10

Defining the Purpose of the SBRC

To communicate information about students’ achievement

To provide information to students for self-evaluation

To select, identify, or group students for certain educational programs

To provide incentives for students to learn

To evaluate the effectiveness of instructional programs

(Guskey, 2010)

4 of 10

History

2011

New Jersey adopts the Common Core State Standards

2012

SDoC revises K-5 ELA and Math Curriculum to reflect CCSS

5 of 10

History

2013 - 2014

Teachers implement curriculum based on CCSS

Kindergarten assesses CCSS math on report card

Two fourth grade teachers pilot a SBRC

2014 - 2015

LAS implements a SBRC

Supervisors revise K-3 report cards based on CCSS

Supervisors present K-3 SBRC to team leaders/principals for feedback

SBRC revised according to feedback

2015 - 2016

SBRC Implemented in Grades K and 1

Supervisors and 2-3 grade level leaders meet to determine SBRC assessments

6 of 10

Transitioning to Standards -Based Comparisons

Standards -Based Levels of Proficiency reflect where students stand in reference to specific expectations for their learning.

Standards-Based reporting changes a parent’s perspective from,

How is my child doing compared to other students in the class? to How is my child doing with regard to the learning standards for this level?

In order to promote understanding and facilitate parents’ transition from the previous norm-referenced report card to the standards-based report card, it is important that teachers provide clear examples of student work at the various performance levels. These examples enhance parents’ knowledge of teachers’ expectations.

The Communication Challenge Of Standards-Based Reporting, Guskey, Phi Delta Kaplan, December, 2004

7 of 10

What are the Indicators for Achievement?

A score of “4” indicates that the student has an advanced understanding and exceeds grade-level expectations as defined by the standard. A student receiving a “4” demonstrates mastery of the specific skill and the ability to apply the skill in ways that go beyond the standard.

A score of “3” indicates that the student consistently demonstrates proficient understanding and mastery of grade-level standards and academic expectations. In order to meet grade level expectations, a student should score a "3" by the completion of the academic year.

8 of 10

What are the Indicators for Achievement?

A score of“2” indicates that the student demonstrates partial understanding and is progressing toward meeting grade-level expectations. A student receiving a “2” understands the basic concept or skill but has not yet reached the proficient level and/or cannot demonstrate that skill independently. A “2” indicates to parents that their child may need more time to practice and apply that skill or concept.

A score of “1” indicates the student does not meet grade-level expectations and is unable to

or rarely able to demonstrate the particular skill. A student receiving a “1” is not meeting the

grade level standards and interventions may be needed.

Proficiency levels of “3” and “2” reflect that a student is working within grade-level expectations.

9 of 10

Example of a Standard Assessment

Standard: Recognizes and generates simple equivalent fractions; explains why fractions are equivalent.

1- Not able to recognize or generate equivalent fractions.

2- Recognizes and generates equivalent fractions.

3 – Recognizes, generates and explains why simple fractions are equivalent.

4 - Recognizes, generates and explains why complex fractions are equivalent.

10 of 10

Thank You For Your Timeu!

We value your feedback and appreciate your time.

Please contact me with questions or concerns.

koconnor@chatham-nj.org