Elementary Progress Report Talking Points: November 8, 2011

  1. The report card is a pilot, These guidelines are a draft developed by the ELAC after hours of research and discussion. If you have additional ideas, please put them out on the table today so your whole grade level can benefit from your expertise.
  2. Standards Based Report Card: The “grades” are awarded based on each student’s progress toward the standards at the CURRENT GRADE LEVEL.
  3. Standards: The standards for the grade level in which the student is currently enrolled. For example: All 5th graders are graded on 5th grade standards even if they are working in an above level or below level program.
  4. CCSS: Attached here and offer clear descriptors of what is expected in each report card category. Examine the match between the report card and the standards categories. They are nearly an exact match.
  5. Thus Far: What is expected of a student this time of year if they are on target to reach the grade level standard by the end of theyear.
  6. A score of 4: A 4 does not mean above grade level. It means…when doing grade level work, this student has a thorough understanding, consistency and automaticity that is beyond what would be expected for satisfactory performance.
  7. On/above/below: math, reading and writing each receive an O-A-B based on the level the student is working at on a daily basis.
  8. Qualities of a Learner: These are the descriptors right from MM/BAW. The data tools in MM/BAW can be sued the help collect data but the qualities are measured across all content areas – not just reading.
  9. Adaptations and Modifications vs. Accommodations
  10. If a student has Adaptations and/or Modifications to the regular education curriculum this means the grade level standards are being reduced or changed in some way (adapted/modified). It would not be possible for these students to get a 4 because they are not even exposed to all of the standards. It would be unlikely that they could get a 3 but in some cases (example: a below level reader might get a 2 in reading related to their below level comprehension, but could get a 3 in Foundational skills because their decoding and word recognition is grade level)
  11. Accommodations: If a student has accommodations in place (extended time, taking tests in small chunks, review guides, frequent breaks, etc), it is possible that they could earn a 3 or 4. They are being exposed to all of the content, just in a different format or under different conditions.
  12. Goal sheets: Will explain progress toward the IEP/GIEP goals to families.
  13. Introduce the 1-2-3-4 scoring developed by your team.
  14. Follow up support in the computer lab in your building. Bring your questions or just come and work on your report card and know that we are there if you get stuck. IES: Nov. 8, RES Nov. 10, WES Nov. 14