Greensburg Salem School District Standards Based Report Card

1. Greensburg Salem School DistrictStandards Based Report Card

2. Who has been a part of the report card process and what work have they accomplished to date? • Report Card Committee • Jan Heinnickel, Sherry Menz, Lisa Thomas, Jean Spirko, Lisa Young, Deanne Teacher-Thompson , Vicki Sheffler, Lisa Porter, Erica Butler, Jennifer Tucci, Jackie Gillespie, Kathy Cirrani, and Donna Uhrinek • Met monthly, examined traditional and standards based report cards, developed a purpose statement, examined grading case studies, and discussed qualifiers • Kindergarten Report Card Focus Group • Marian Arndt, Jackie Hoone, Carol Bishop, and Cindy Mondi • Grade 1 Report Card Focus Group • Sherry Menz, Donna Uhrinek, Stephanie King, Vicki Sheffler, and Jan Heinnickel • Grade 2 Report Card Focus Group • Lisa Young, Jonelle Oliverio, Lindsay Beresford, Deanne Teacher Thompson, and Kathy Cirrani

3. Who has been a part of the report card process and what have they accomplished to date? (cont.) • Grade 3 Report Card Focus Group • Erica Butler, Mindy Martinelli, Megan Mickey, Dee-Dee Huczko, and Jill Gray • Grade 4 Report Card Focus Group • Kristy Forrai, Willa Tekavec, Lisa Thomas, and Jean Spirko • Grade 5 Report Card Focus Group • Jaime Derbish, Tricia Parker, Lisa Porter, Amy McNair, and Jessica Zahorchak • Met 3-4 times, developed sample grade books using grade level curriculum materials, drafted grading guidelines, and created grading scenarios • 2011-2012 Characteristics of Successful Learners Focus Group • Marian Arndt, Donna Uhrinek, Deanna Teacher-Thompson, Jill Gray, Lisa Thomas, and Lisa Porter

4. Who has been a part of the report card process and what have they accomplished to date? (cont.) • ELI Team Meeting Grading Discussions • All K-5 ELI Teachers • Met in February and March, discussed formative and summative assessments, examined case studies, and met in break-out groups to provide guidance to the Report Card Committee • Report Card Common Planning Meetings • All teachers Grades K-5 • Met with grade level groups of teachers in May, shared work of Report Card Committee and got feedback from teachers on their preference of qualifiers • Parent Focus Group • Mrs. Parise, Mrs. O’Brien, Mr. Crites, Mrs. McMichael, Mrs. Malie, Mrs. Conway, Mrs. Lukacs, Mrs. Jobe, Mrs. Andrasko, and Mrs. Armentrout • First meeting on August 12th, secured feedback from parents regarding report card and dissemination of report card information

5. Who has been a part of the report card process and what have they accomplished to date? (cont.) • Math Committee • Jan Heinnickel, Carol Durco, Lisa Malloy, Jonelle Oliverio, Nancy Tamborino, Jennifer Cameron, Jennifer Tucci, Patti Neil, Megan Mickey, Zana Aebi, Willa Tekavec, Keli Pennesi, Trisha Goodge, Jessica Zahorchak, Camille Nemanic, Karin Stamford, Judi Constantine, Joyce Liptak, and Jake Shaffer • Language Arts Committee • Sherry Menz, Vicki Sheffler, Debbie Paouncic, Sarah Beltram, Kathy Cirrani, Lisa Young, Teresa Noel, Mindy Martinelli, Dee Dee Huczko, Carol Watkins, Jill Gray, Lisa Thomas, Kristy Forrai, Raime Hickey, Robin Moyer, Amy McNair, Tricia Parker, Jaime Derbish, Laura Baker, Paulette Glover, Lori Mertz, Sarah Gazze, and Lindsay Beresford • Met on a monthly basis, drafted grade specific learning targets for each quarter • Administrative Participation • Tom Yarabinetz, Eileen Amato, Tammy Wolicki, Ashley Nestor, Kathryn Hricenak, Tina Federico, Lisa Hauswirth, Chris Thomas , and Kevin Bringe • Attended various meetings to collaborate with teachers throughout the process

6. Purpose Statement “The purpose of this report card is to describe students’ learning progress to their parents and others, based on our school’s learning expectations. It is intended to share information about successes and to guide improvements when needed.”

7. What are the key differences between traditional and standards based report cards? • Number 1: The specific learning targets would be listed rather than the subjects.

8. Example Number 1: • Traditional report card: Math Reading • Standards based report card: Reads and records time to the half-hour. Reads 3-digit numbers. Identifies the setting of an independently read selection. Reads with understanding, correct phrasing, and expression at a rate of at least 71 words per minute.

9. What are the key differences between traditional and standards based report cards? (cont.) • Number 2: Averaging is not used to find total score. The teacher examines a pattern of responses over time and determines the level of mastery. Past performance is not held against students if they exhibit evidence at the end of the learning period.

10. Example Number 2: Identifies Characters and Setting: • Weekly Test 1: 2/4 • Teacher made checkup: 2/3 • Weekly Test 2: 3/4 • Weekly Test 3: 1/3 • Teacher made checkup: 2/3 • Theme Three: 7/8 • Reading Performance Task: 3/4 If we were to average these grades, this student would earn a 69%.

11. What are the key differences between traditional and standards based report cards? (cont.) Number 3: On a traditional report card, progress is reported with letters or percentages while on a standards- based report card the progress is reported on level of mastery towards benchmarks.

12. Example Number 3: • Traditional report card: A or 96% B or 85% • Standards based report card: 1,2,3, 4 Advanced, proficient, basic, below basic Beginning, developing, secure Exceeds expectations, meets expectations, approaches expectations

13. What are the key differences between traditional and standards based report cards? (cont.) • Number 4: On a traditional report card, points for effort, attitude, attendance, work habits, behavior, and homework are averaged into the grade. On a standards based report card, effort, attitude, attendance, work habits, behavior, and homework are reported separately.

14. Example Number 4: • Traditional report card: C or 77% • Standards based report card: Participates in class. S Puts forth best effort. N

15. What are our qualifiers and how were they adopted? • Meeting Expectations- student demonstrates grade level skill without significant errors. • Exceeding Expectations - student demonstrates understanding beyond grade level skills. • Approaching Expectations- student is beginning to demonstrate grade level skill. Work may contain repeated errors and/or required teacher assistance.

16. How will we grade? LANGUAGE ARTS FOCUS SKILLS • Identifies character and setting within a story (EE) • Applies knowledge of alphabetical order (EE) • Uses parts of a book to locate information (ME) • Uses a dictionary (ME) • Differentiates between the fact and opinion (AE) • Recognizes and uses synonyms and antonyms (AE)

17. What will our new report card look like?

18. What are our qualifiers for characteristics of successful learners and how were they adopted? • Meeting Expectations- student is demonstrating grade level behavior on most occasions. • Exceeding Expectations –student is demonstrating grade level behavior independently and without teacher prompting. • Approaching Expectations-student is beginning to demonstrate grade level behavior. Significant teacher intervention is required on a daily basis.

19. What are our characteristics of successful learners?

20. What support and documents will I receive? • Grade Level Binder and Guidelines • Documents on T: Drive • Follow-Up Common Planning Meeting • Electronic Report Card Training • Grade Level Contacts

21. How are parents educated? • Parent Brochure • Student Friendly Targets • PTA /PTO Meetings • Frequently Asked Questions • Website • Parent Teacher Conferences