Mt. Diablo Unified School District Elementary Report Card Committee August 10, 2011

1. Mt. Diablo Unified School DistrictElementary Report Card CommitteeAugust 10, 2011

2. Goals for the Day: • Agree upon purpose of report card • Determine quality indicators for report card • Investigate formats • Think about next steps

3. Looking Back & Looking Ahead:Setting the Context

4. A History of Grading & Reporting • Historically, based on the Bell Curve • Norm-based: Compares students to other students • Accepts that some students will be very successful, some moderately successful, and some unsuccessful: T(c) + I(c) = L(v) • Worked for a sort-and-select society • 1870: 50% of US population employed in agriculture • 2010: less than 1% of US population employed in agriculture • US manufacturing jobs: • 1950: 34% • 2010: 10%

5. Standards-Based Reform • Began in 1983 with publication of A Nation at Risk • In 1994, reauthorization of ESEA was passed, ensuring all states had rigorous standards in all subject areas • In 2001, No Child Left Behind required all states to have a standards-based accountability system, with performance level descriptors • Criterion-referenced: compares student performance to a standard • All students can meet the standard: T(v) + I(v) = L(c)

6. The Challenge • Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe. • Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students. • For students who fail in our educational system, the reality is that there are virtually no paths of opportunity.

7. Our Mission To assure high levels of learning for all students.

8. MDUSD: Our Work This Year Key Messages: • Teachers are the key. It is what happens in the classroom, in the interaction between the teacher and the student, that counts. • The standards are the curriculum. • Standards provide equity: they determine what all students must know and be able to do. • We need to be smart about standards: move from a mile wide/inch deep to targeted, coherent essential learnings. • Data helps teachers make informed, professional decisions. • Teacher collaboration is critical to reaching all students. • We need to be willing to take risks together to discover a system that works for all teachers, students and families.

9. MDUSD: Our Work This Year • Established common vocabulary • Implemented common benchmark assessments • Developed common data analysis protocol • Determined Essential Standards in language arts and mathematics, K-5 • Writing Performance Level Descriptors for all Essential Standards • Exploring new report card

10. Elements of a Comprehensive Assessment System • Instruction is targeted, focused on standards-based learning objectives • Teachers and students understand what is required for proficiency • Classroom assessment is formative (assessment for learning) • Common and frequent formative assessments allow teachers to collaborate for consistency and differentiation • Feedback to students is timely and specific • Data teams meet regularly to examine student work • Report cards represent student performance and progress

11. Purpose of the Report Card • Communicate student progress to parents (academic) • Communicate student behavior to parents (social skills, communication skills, effort) • Provide ongoing record of student achievement for permanent academic files • Provide information for receiving teachers and administrators • Provide feedback to students • Provide consistency of expectations across the system

12. Issues to Consider • Current Report Card Rubric: 4 means mastery of standard • Performance Level Descriptors: 4 means above/beyond proficient (advanced achievement) • How to report EL progress • How to separate behavior from academics

13. Determining our Quality Indicators Activity: “Through the Eyes of Our Stakeholders”

14. What’s New in Report Cards? • Will be accessible if a student moves to another school in MDUSD • Can be completed for individual students or as a whole class with modifications for individual students • Printed in English or Spanish • Able to print report card for one student or whole class at one time • Ability to use prewritten comments or type your own. • Aeries will automatically populate the following information: • Student name • Teacher & principal name • School name and address • CELDT results • Date of report card • Attendance • Days enrolled • Days absent • Days tardy

15. OARS – Report Cards

16. What’s New in Report Cards? • New Scoring Rubric: • Scale – 1, 2, 3 (no 4)

17. Kindergarten – ELA & Math • Reported by Standard

18. 1st – 5th ELA • Reported by strand • Essential Standards listed below strand • In order to earn a score of ‘3’, the student must consistently meet all essential standards

19. 1st – 5th Math • Number Sense is scored by standard • Skills too discrete to combine under one strand • Algebra & Functions; Measurement & Geometry, Statistics, Data Analysis & Probability, and Math Reasoning scored by strand • In order to earn a score of ‘3’, the student must consistently meet all essential standards

20. Physical Education, Art & Music • PE • K – 3 S or N • 4th – 5th 1, 2, 3 • S or N is the scale for Art & Vocal Music K, 1st, 2nd, 3rd 4th & 5th

21. Life Long Learning Skills K - 5 • Assessed using a rubric of: • Consistently (C) • Sometimes (S) • Rarely (R)

22. Intervention/Enrichment K- 5th • Type in any Intervention or Enrichment offered during the trimester • Will need to be entered every trimester

23. ELD K – 5th • RAP scores for T1 & T3 will populate from RAP entered on page 1 • CELDT results will populate from Aeries • Ability to enter R-FEP date when a student has been reclassified • CELDT, ADEPT, & RAP goals will be entered in the beginning of the year. R-FEP (Reclassified Fluent English Speaker) this school year as of _________. *Goals are based on the number of years the English Learner has been in the program.

24. Comments • Prewritten comments to choose from (automatically translated into Spanish on Spanish report card) • Ability to add custom comments by typing in your own (Will not be translated into Spanish on Spanish report card • When typing your own comments, there is an indicator to show how many letters you have left. Approximately 250 allowed

25. Support for Teachers • Resources and discussion at September Data Analysis Days • Support classes will be offered for teachers needing support with technology and on-line reporting • Report card manual to be included in Teacher Reference Binder

26. PLDs • Written for Essential Standards in grades K – 5th • Draft form – input will be asked for during this year as teacher’s use them • When possible, example questions were provided for Advanced, Proficient, & Basic

27. Continuing Work . . . • Content area committees will continue to refine PLDs and Essential Standards • Report card committee will be gathering input from sites and reconvening to update and refine report card • Committee to create district spelling lists, K – 5th • Committee to create district sight word list, K – 5th • Grade Level Days for assessment and curriculum focus • Continued support for BoardMath & BoardLanguage • Continued support for Benchmark assessments and Data Analysis