STANDARDS BASED REPORT CARDSA 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.

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…

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DISTRICTS ARE CUSTOMIZING THEIR OWN STANDARD BASED REPORTSSAN DIEGO: THIRD GRADE PAGE 1 OF 2

2 pages!

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NASHVILLE, TENNESSEE SECOND GRADE STANDARDS BASED REPORT

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STOUGHTON, MASSACHUSETTSGRADE 4 SBAR

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RICHMOND, CALIFORNIATHIRD GRADE STANDARDS BASED REPORT CARD

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ILLINOIS

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EXAMPLE OF A STANDARDS CHECKLISTGEORGIA

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STANDARDS BASED REPORT CARD STANDARDS BASED REPORT CARD Ja

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VIDEO CLIP INTRODUCTION TO STANDARDS BASED REPORT CARDS FROM A SCHOOL DISTRICT IN PENNSYLVANIA

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WHAT DOES THE PROPOSED NEW REPORT CARD LOOK LIKE (ALBERTA, CANADA)

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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!

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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.”

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NOTE TO PARENTS ON HSBRC:

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HAWAII DEPARTMENT OF EDUCATION STANDARDS BASED REPORT CARD:

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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.

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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.

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EFFECTSREACTIONS

IN THE CLASSROOM IN THE COMMUNITY

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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

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Janice Summers and Lisa Weight, April, 2010

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

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

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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

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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.

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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.

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“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, 2009

READERS’ COMMENTS

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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.

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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?

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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.

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NEWS COVERAGE ON NEW REPORT CARD

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