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IN SMALL DISTRICTS, IN URBAN AREAS THE FACE OF ASSESSMENT HAS CHANGED IN THE AGE OF STANDARDS

STANDARDS BASED REPORT CARDS A NATIONAL TREND POWERPOINT CREATED BY LISA WEIGHT AND JANICE SUMMERS, APRIL 2010. A report card revolution has been gaining momentum in the U.S. started by state standards and accelerated by the testing and accountability provisions of NCLB.

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IN SMALL DISTRICTS, IN URBAN AREAS THE FACE OF ASSESSMENT HAS CHANGED IN THE AGE OF STANDARDS

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  1. STANDARDS BASED REPORT CARDSA NATIONAL TRENDPOWERPOINT CREATED BY LISA WEIGHT AND JANICE SUMMERS, APRIL 2010. A report card revolution has been gaining momentum in the U.S. started by state standards and accelerated by the testing and accountability provisions of NCLB.

  2. IN SMALL DISTRICTS, IN URBAN AREASTHE FACE OF ASSESSMENT HAS CHANGEDIN THE AGE OF STANDARDS • Georgia • Illinois • Maine • Nashville, Tennessee • Rhode Island • Stoughton, Massachusetts • Utah • San Diego, California • Richmond, California • Ohio • Pennsylvania • Washington • Connecticut • Colorado • Florida • Oregon • Michigan • And many more… Janice Summers and Lisa Weight, April, 2010

  3. DISTRICTS ARE CUSTOMIZING THEIR OWN STANDARD BASED REPORTSSAN DIEGO: THIRD GRADE PAGE 1 OF 2 • 2 pages! Janice Summers and Lisa Weight, April, 2010

  4. NASHVILLE, TENNESSEE SECOND GRADE STANDARDS BASED REPORT Janice Summers and Lisa Weight, April, 2010

  5. STOUGHTON, MASSACHUSETTSGRADE 4 SBAR Janice Summers and Lisa Weight, April, 2010

  6. RICHMOND, CALIFORNIATHIRD GRADE STANDARDS BASED REPORT CARD Janice Summers and Lisa Weight, April, 2010

  7. ILLINOIS Janice Summers and Lisa Weight, April, 2010

  8. Example of a Standards ChecklistGeorgia Janice Summers and Lisa Weight, April, 2010

  9. Standards Based Report Card Janice Summers and Lisa Weight, April, 2010

  10. VIDEO CLIP INTRODUCTION TO STANDARDS BASED REPORT CARDS FROM A SCHOOL DISTRICT IN PENNSYLVANIA Janice Summers and Lisa Weight, April, 2010

  11. WHAT DOES THE PROPOSED NEW REPORT CARD LOOK LIKE (ALBERTA, CANADA) Janice Summers and Lisa Weight, April, 2010

  12. ONE PAGE OF AN 11 PAGE REPORT CARD FROM A PRIVATE SCHOOL IN SYDNEY, AUSTRALIA: BASED ON STANDARDS OF NEW SOUTH WALES BOARD OF STUDY 4. Progress on a Scale! Janice Summers and Lisa Weight, April, 2010

  13. HAWAIIAN STANDARD BASED REPORT CARD “The standards-based report card modifications reflect teacher experience, knowledge, and expertise that were gained from years of standards-based grading and reporting, using multiple standards-based reporting formats. Changes to the report card are a result of years of development, field tests, and focus group input.” Janice Summers and Lisa Weight, April, 2010

  14. NOTE TO PARENTS ON HSBRC: Janice Summers and Lisa Weight, April, 2010

  15. HAWAII DEPARTMENT OF EDUCATION STANDARDS BASED REPORT CARD: Janice Summers and Lisa Weight, April, 2010

  16. Janice Summers and Lisa Weight, April, 2010

  17. KENAI PENINSULA BOROUGH SCHOOL DISTRICT • Standards-Based Report Card Teacher Guide • * Standards-based report cards are aligned to the GLE's. A few were chosen for reporting. The other GLE's need to be taught, but will not be reported on the report card. • * If student consistently demonstrates ability to perform the standard, student should be marked proficient. If the student continues to need practice for the skill, then the student is emerging. • * Emerging means anything between introduced and proficient. Janice Summers and Lisa Weight, April, 2010

  18. FROM THE KENAI PENINSULA BOROUGH DISTRICT 2007 TECH PLAN: • Standards-based Report Cards • The district has been moving one primary grade per year to Standards-Based report cards. Grades K-3 is now complete. The • Grades 4-6 will be moving to standards-based report cards district-wide. Standards-based report cards will likely be piloted in • secondary schools first at the proposed Kenai Performance High School. Janice Summers and Lisa Weight, April, 2010

  19. EFFECTS REACTIONSIN THE CLASSROOM IN THE COMMUNITY Janice Summers and Lisa Weight, April, 2010

  20. The Role of Homework in Standards Based ReportingMichigan • Homework is an important part of a child’s academic and personal development • Homework is formative and may not be part of the child’s grade • “Risk-free chance to experiment with new skills” • Apply what students have learned in school • Demonstrate level of understanding to teacher • Remember that parents are frequently involved in homework completion, therefore homework may not reflect a child’s true understanding • Concerns regarding homework completion should be addressed in “Life Skills” as well as the comments section of the report card - Carr, J. and B. Farr. 2000. Taking steps toward standards-based report cards. Found in Grading and Reporting Student Progress in an Age of Standards, pp. 185-208, edited by E. Trumball and B. Farr. - C.U.S.D. Administrative Procedure 6:290 on Homework Janice Summers and Lisa Weight, April, 2010

  21. SOME OF THE DISTRICTS USING TRIMESTERS:MASSACHUSETTS (2008) • Ashland Norfolk • Blackstone Millville Shrewsbury • Dedham Stoughton • E. Brookfield Sudbury • Easton Sutton • Dover- Sherborn Westboro • Grafton Westwood • Haverhill Woonsocket • Lunenburg • Marlboro • Middleborough • Milford All Boston • Nashoba Public Schools Janice Summers and Lisa Weight, April, 2010

  22. CONCERNS (POWER POINT OF PARENT COUNCIL IN A SCHOOL DISTRICT IN ALBERTA, CANADA) • Parents not being part of the development of this new reporting system • The purpose of the new report card is unclear and does not yet meet the needs of parents or other interested parties • The format of this report card is not easily and clearly understood by all stakeholders • The report does not yet meet the needs of all audiences • Many unanswered questions about concrete issues • How do teachers view this new report card Janice Summers and Lisa Weight, April, 2010

  23. CLIPS FROM MANY SCHOOLS • The pilot report card is aligned to the district's curriculum and state standards. It is designed to reflect students' progress based partly on the results of periodic tests used to measure their preparedness for state achievement exams. Scotland, Greenwich Times March 2010 • 2001 was the first pilot year for Standards-based grading and by 2004 all elementary schools adopted it as the basis for all grading in the elementary school. The purpose of the adoption was to improve consistency in the grading process from grade to grade and school to school… Wake Forest District, Raleigh, North Carolina Janice Summers and Lisa Weight, April, 2010

  24. HEADLINES AND LEADS FROM THE PRESS • The Collier County School Board’s education subcommittee agreed with that statement, and unanimously approved a pilot program that would put standards-based report cards in four elementary schools next year. Naples, Florida • The elementary report card was revised during the 2007-2008 school year and piloted in 20 elementary schools during the 2008-2009 school year. The new standards-based, grade-level specific report cards are used in Grades 1 through 5. See report card distribution dates on the Baltimore County Public School calendar for the current school year. Janice Summers and Lisa Weight, April, 2010

  25. CONTINUING NEWS COVERAGE • During the 2006-2007 school year, a group of K-5 educators from across the Burlington School District and across subject areas met to create a new standards-based report card.  • Friedenberg also said the Santa Monica-Malibu Unified School District has significantly revised its standards-based report card each year. He said the first year students received 54 different marks, which proved too many for most parents to comprehend. "A lot of parents said there were so many categories that they couldn't figure out what it meant, so they just looked at the teacher comments," said Friedenberg. For this year, the report card was scaled down to include a smaller number of key standards. Janice Summers and Lisa Weight, April, 2010

  26. “REPORT CARDS GIVE UP A’S AND B’S FOR 4S AND 3S” NY TIMES ARTICLE ABOUT STANDARDS BASED REPORT CARDS IN PELHAM, NEW YORK, MARCH 25, 2009READERS’ COMMENTS Janice Summers and Lisa Weight, April, 2010

  27. Readers’ Comments to the Article ( based on high readership selection) • I teach high school math, and every day I have students tell me, "but I did all my homework, shouldn't I have a B?" Doesn't matter that the answers are wrong, or that no work was shown - too often "I tried, give me a good grade" is the mantra of this generation. • I think the switch to number grades is designed specifically to obscure problems and deficiencies in the school curriculum, by preventing parents from understanding their children's true progress. Janice Summers and Lisa Weight, April, 2010

  28. YET ANOTHER COMMENT: • Learning has its own rewards and does not have to have false rewards of A-B-C or 1-2-3. Teachers have only 24 hours in their days. I’d much rather see my child’s teacher spend time being creative and inspiring (and actually getting to know my kids) instead of designing ways to measure, collect organize, and communicate data on 39 separate skills. Have we lost all common sense? Janice Summers and Lisa Weight, April, 2010

  29. A EUROPEAN PERSPECTIVE ON THE ARTICLE: • In France, students are given numeric grades, on a scale from 1 to 20, where 10 is the minimum required to pass a subject. Furthermore, to evaluate the overall performance of a student, different subjects are weighted by varying coefficients, to calculate an average mark. These coefficients vary based on the concentration the student is pursuing: courses taken by a high-school student seeking a "scientific" diploma count more heavily than classes in history. Janice Summers and Lisa Weight, April, 2010

  30. NEWS COVERAGE ON NEW REPORT CARD Janice Summers and Lisa Weight, April, 2010

  31. Janice Summers and Lisa Weight, April, 2010

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