What is Standards-Based Reporting? Standards-based reporting is designed to accurately portray student proficiency/mastery and to present a “picture” of the child as a learner. In SBR grades are based on • standards not assessment methods, • levels of proficiency not points, and they are • not contaminated by non-achievement factors.
What is a standards-based system? In a standards-based system, teachers report what students know and are able to do in relation to the Colorado and District Standards. The system includes: • The improvement of student achievement of required learning
outcomes in all content areas, • The mastery of defined learning outcomes instead of the
accumulation of points, • The reporting of student achievement toward meeting learning
outcomes at a given time by analyzing recent trend information based on various forms of evidence,
• A record keeping system that provides teachers with information that allows them to adjust learning practices to meet the needs of students, and
• A system that encourages student reflection and responsibility. Source: Adams12 Five Star Schools, CO
English B Good work Mathematics C Needs improvement Science B Pleasure to have in class Social Studies A Excellent Physical Education A Keep up the great work Art D More effort needed Music F Come in for extra help
The purpose of this report card is to communicate with parents and students about the achievement or progress toward established learning goals for each quarter. Grades reflect how well students have met these goals in each class, indicating areas of strength and areas where additional time and effort are needed. Medford (OR) School District
This progress report is one component of communicating with you about your child’s progress in school. Through this report system along with parent teacher conferences, work samples and formal evaluations, we believe you will have a good understanding of your child’s progress in school.
This progress report key reflects how your child is performing relative to end of year grade level standards. At the beginning of the year, most students are developing a level of understanding relative to these standards. As the year progresses, most students will make progress toward mastering these outcomes.
The teaching staff and administration believe teachers and parents must work together to ensure students achieve their full potential. We hope that this report will encourage you to discuss questions and concerns you might have about your child’s progress in school.
We look forward to our continued partnership with parents in providing the very best education for your child.”
Underpinning Issue #1: FAIRNESS What does FAIR mean ?
“All students are given an equal opportunity to demonstrate what they know and can do as part of the assessment process. Adaptations to assessment materials and procedures are available for students including but not restricted to students with learning disabilities, to allow them to demonstrate their knowledge and skills, provided that the adaptations do not jeopardize the integrity or content of the assessment.”
Adapted from Manitoba Education and Training at http://www.edu.gov.mb.ca/metks4/curricul/assess/aepolprod/purpos~2.html
Motivation 1.0 - the ancient drive to survive Motivation 2.0 - rewarding good work with pay, benefits and promotions - centres on "Type X behaviour” where people are motivated mostly by external rewards.
Pink believes it is time for a "full scale upgrade" to Motivation 3.0 - intrinsic rewards that play to the intrinsic satisfaction of the activity. Motivation 3.0 is based on what Pink calls "Type I behavior," where the main motivators are the freedom to do what you want, the opportunity to take a challenge and fulfillment by the purpose of the undertaking. Source- review by Richard Eisenberg in USA Today, January 25, 2010
“All kids start out as curious self-directed Type I’s. But many of them end up as disengaged, compliant Type X’s. . . . If we want to equip young people for the new world of work - and more important, if we want them to lead satisfying lives - we need to break Motivation 2.0’s grip on education and parenting. . . . Unfortunately, as with business, there is a mismatch between what science knows and what schools do. . . We’re bribing students into compliance instead of challenging them into engagement.” Daniel Pink, 2009, Drive, Riverhead Books, New York, 174
“Don’t use grades punitively… Without exception, experts in the area of student grading recommend that grades not be used in a punitive sense. When a teacher uses grades as punishment for student behaviors, the teacher establishes an adversarial relationship in which grades are no longer meaningful to students as indicators of their accomplishments. The punitive use of grades only increases the likelihood that students will lose respect for the evaluation system; consequently the appeal to students of subverting such a system will be heightened.”!
Source: Cizek, G. J. 2003.Detecting and Preventing Cheating; Promoting Integrity in Assessment, Corwin, Thousand Oaks, CA, 2003, 100 in O’Connor, K.,
“I define professional judgment as “decisions made by educators, in light of experience, and with reference to shared public standards and established policies and guidelines.” Cooper, D. 2011. Redefining Fair. Solution Tree, Bloomington, IN. 13
Underpinning Issue #3: OBJECTIVITY AND PROFESSIONAL JUDGMENT
Essential Components of SBR Grades based on: 1. Content standards (what) 2. Performance standards based on proficiency levels NOT % or bell curve. 3. Achievement only; behaviors reported separately 4. Summative assessments (clear purpose) 5. Multiple opportunities to demonstrate proficiency with emphasis on more recent achievement 6. Quality standards-based assessments
1. Content Standards • How many • Level of specificity - strand or benchmark • Grade level specific or several grades • Parent friendly or state language • ‘Grades’ for standards with or without subject grade
'Academic Performance Indicators for Content Areas Exceeds Standard + Meets Standard = Progressing Toward Standard ^ Not Yet Making Sufficient Progress - Not Assessed This Marking Period n
'Reading 3D Benchmarks by Grade
BOY MOY EOY Kindergarten RB C D (6)
1st Grade D G J (18) 2nd Grade J L M (28) 3rd Grade M O P (38) 4th Grade P R S (44) 5th Grade S T U (50)
'Reading Level 1 2 3 4 Current Instructional Reading Level
'Academic Performance Indicators for Content Areas Exceeds Standard + Meets Standard = Progressing Toward Standard ^ Not Yet Making Sufficient Progress - Not Assessed This Marking Period n
'Reading 3D Benchmarks by Grade
BOY MOY EOY Kindergarten RB C D (6)
1st Grade D G J (18) 2nd Grade J L M (28) 3rd Grade M O P (38) 4th Grade P R S (44) 5th Grade S T U (50)
'Reading Level 1 2 3 4 Current Instructional Reading Level
Student Name ID Grade Counselor Term Period End Date School Year April May 111111 10 Staci Fischer 4 June 7, 2013 2012-2013
Period / Term(s) Course Teacher Term 1 1234 English 4 Davis 1 2 3 4
Overall Grades B B B B
Achievement Standards
Reading Informational Text MAS MAS MAS MAS Reading Literary Text MTS MTS MTS MTS Writing MTS MTS MTS ADV Language MAS MAS MAS MAS Speaking and Listening MTS MTS MTS MTS
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
2 1234 Anatomy / Phys Warren 1 2 3 4 Overall Grades C C B C
Achievement Standards
Organization of Living Systems BEG BEG ADV ADV Matter and Energy ADV BEG ADV BEG Interdependence BEG BEG BEG ADV Scientific Writing ADV MTS MTS MTS Reading Scientific Texts MTS MTS MTS MTS Scientific Writing APP APP ADV APP
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
3 1234 Weller 1 2 3 4 Overall Grades A B A B
Achievement Standards
Vocal Performance MAS MAS MAS MAS Music Reading MTS MTS MTS MTS Musical Concept Analysis ADV ADV ADV ADV
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
4 1234 Spanish 2 Wallace 1 2 3 4 Overall Grades A B A B
Achievement Standards
Communication MAS MAS MAS MAS Knowledge of Culture & Viewpoints MTS MTS MTS MTS Language (Vocab, Conjugation, etc.) MTS MTS MTS ADV
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
Period / Term(s) Course Teacher Term
5 1 Basic Compt 2 Mr. Richmond 1 2 3 4 Overall Grades A A
Achievement Standards
Typing MAS MAS Application Management MTS MTS Basic Skills MTS MTS
CRL Standards
Independence & Initiative M M Work Completion & Work Habits NI M Cooperation & Participation M M Absences 4/M 2/M
5 24 Algebra Intermed Reed 1 2 3 4 Overall Grades A A
Achievement Standards
Number and Quantity MTS MTS Interpreting and Building Functions MAS MAS The Real Number System MTS MTS Linear, Quadratic, & Exponential Models MTS MTS Statistics and Probability ADV ADV
CRL Standards
Independence & Initiative M M Work Completion & Work Habits M M Cooperation & Participation M M Absences 2/M 1M
5 4 Auto Service 1 Veverka 1 2 3 4 Overall Grades B
Achievement Standards
Mechanics MAS Functional Skills MTS
CRL Standards
Independence & Initiative M Work Completion & Work Habits NI Cooperation & Participation M Absences 12/NI
6 13 Algebra Intermed Reed 1 2 3 4 Overall Grades C C
Achievement Standards
Number and Quantity MTS MTS Interpreting and Building Functions MAS MAS The Real Number System MTS MTS Linear, Quadratic, & Exponential Models MTS MTS Statistics and Probability ADV ADV
CRL Standards
Independence & Initiative M M Work Completion & Work Habits M M Cooperation & Participation M M Absences 2/M 1M
SOUTH MEDFORD HIGH SCHOOL 1551 CUNNINGHAM AVE MEDFORD OR 97501
TO THE PARENT / GAURDIAN OF:
APRIL MAY 123 MAIN STREET MEDFORD OR 97501
Grade Report Medford School District 549C
Medford, Oregon
The purpose of this report card is to communicate with parents and students about the achievement or progress toward established learning goals. Grades reflect how well students have met these goals in each class, indicating areas of strength and areas where additional time and effort are required.
Student Name ID Grade Counselor Term Period End Date School Year April May 111111 10 Staci Fischer 4 June 7, 2013 2012-2013
Period / Term(s) Course Teacher Term 1 1234 English 4 Davis 1 2 3 4
Overall Grades B B B B
Achievement Standards
Reading Informational Text MAS MAS MAS MAS Reading Literary Text MTS MTS MTS MTS Writing MTS MTS MTS ADV Language MAS MAS MAS MAS Speaking and Listening MTS MTS MTS MTS
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
2 1234 Anatomy / Phys Warren 1 2 3 4 Overall Grades C C B C
Achievement Standards
Organization of Living Systems BEG BEG ADV ADV Matter and Energy ADV BEG ADV BEG Interdependence BEG BEG BEG ADV Scientific Writing ADV MTS MTS MTS Reading Scientific Texts MTS MTS MTS MTS Scientific Writing APP APP ADV APP
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
3 1234 Weller 1 2 3 4 Overall Grades A B A B
Achievement Standards
Vocal Performance MAS MAS MAS MAS Music Reading MTS MTS MTS MTS Musical Concept Analysis ADV ADV ADV ADV
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
4 1234 Spanish 2 Wallace 1 2 3 4 Overall Grades A B A B
Achievement Standards
Communication MAS MAS MAS MAS Knowledge of Culture & Viewpoints MTS MTS MTS MTS Language (Vocab, Conjugation, etc.) MTS MTS MTS ADV
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
Period / Term(s) Course Teacher Term
5 1 Basic Compt 2 Mr. Richmond 1 2 3 4 Overall Grades A A
Achievement Standards
Typing MAS MAS Application Management MTS MTS Basic Skills MTS MTS
CRL Standards
Independence & Initiative M M Work Completion & Work Habits NI M Cooperation & Participation M M Absences 4/M 2/M
5 24 Algebra Intermed Reed 1 2 3 4 Overall Grades A A
Achievement Standards
Number and Quantity MTS MTS Interpreting and Building Functions MAS MAS The Real Number System MTS MTS Linear, Quadratic, & Exponential Models MTS MTS Statistics and Probability ADV ADV
CRL Standards
Independence & Initiative M M Work Completion & Work Habits M M Cooperation & Participation M M Absences 2/M 1M
5 4 Auto Service 1 Veverka 1 2 3 4 Overall Grades B
Achievement Standards
Mechanics MAS Functional Skills MTS
CRL Standards
Independence & Initiative M Work Completion & Work Habits NI Cooperation & Participation M Absences 12/NI
6 13 Algebra Intermed Reed 1 2 3 4 Overall Grades C C
Achievement Standards
Number and Quantity MTS MTS Interpreting and Building Functions MAS MAS The Real Number System MTS MTS Linear, Quadratic, & Exponential Models MTS MTS Statistics and Probability ADV ADV
CRL Standards
Independence & Initiative M M Work Completion & Work Habits M M Cooperation & Participation M M Absences 2/M 1M
SOUTH MEDFORD HIGH SCHOOL 1551 CUNNINGHAM AVE MEDFORD OR 97501
TO THE PARENT / GAURDIAN OF:
APRIL MAY 123 MAIN STREET MEDFORD OR 97501
Grade Report Medford School District 549C
Medford, Oregon
The purpose of this report card is to communicate with parents and students about the achievement or progress toward established learning goals. Grades reflect how well students have met these goals in each class, indicating areas of strength and areas where additional time and effort are required.
2. Performance Standards • number of levels - 2 to 101, proficiency or numbers • labels - words or symbols or both • descriptors - clarity, richness - problem words - exceeds, all - progression between levels - consistency within a level • achievement, growth or progress • links to letter grades, grading scale • when - at time of report or year end standards
O’Connor, K., How to Grade for Learning, Third Edition, Corwin, 2009, 75 O’Connor, K. How to Grade for Learning: Linking Grades to Standards,Third Edition, Corwin, 2009. 75
3. Work Habits/Behavior • Title/ sub titles (not ‘effort’ - please!) • How many? • What? • Description/explanation • Performance standards - quality, frequency • Who reports - overall or by subject?
Summative - Assessment/evaluation designed to provide information to be used in making judgment about a student’s achievement at the end of a sequence of instruction, e.g. final drafts/attempts, tests, exams, assignments, projects, performances.
Formative - Assessment designed to provide direction for improvement and/or adjustment to a program for individual students or for a whole class, e.g. observation, quizzes, homework, instructional questions, initial drafts/attempts.
Diagnostic - assessment which takes place prior to instruction; designed to determine a student's attitude, skills or knowledge in order to identify student needs.
“The ongoing interplay between assessment and instruction, so common in the arts and athletics, is also evident in classrooms using practices such as non-graded quizzes and practice tests, the writing process, formative performance tasks, review of drafts and peer response groups. The teachers in such classrooms recognize that ongoing assessments provide feedback that enhances instruction and guides student revision.” McTighe, J., “What Happens Between Assessments,” Educational Leadership, Dec. ‘96-Jan. ‘97, 11
Things to Do/Checklist • Communicate • Survey current practices • Communicate • Discuss survey results, identify strengths, weaknesses • Decide priorities • Communicate • Commit to grades on achievement only - behaviors separate, no penalties, summative only, no homework • Identify (power) standards • Communicate • Decide on performance standards • Communicate • Design report card as part of a communication system • Communicate
Guidelines for Standards – basedExpanded Format Report Cards
1. Part of an overall communication system that includes formal and informal opportunities to communicate student achievement, progress and behaviors (postcards, phone calls, conferences, etc.)2. Focus on primary purpose – communication about achievement of specific standards.
3. Separate achievement from behavior/work ethic/habits of mind.4. De-emphasize overall subject grades; emphasize achievement of specific
standards/benchmarks.5. Clearly describe the performance standards appropriate for each characteristic
(achievement of standards, progress, work habits, etc.)6. Distinguish clearly between achievement, growth, and progress.7. Understandable by students and parents:
- language readily understood;a. - format and design that enhances comprehension ( one page, two
sides, ‘clean’).8. Easy for teachers to use:
a. electronic template with pop-up menusb. easy to duplicate (8.5x11 or 11x14)c. flexible enough to meet diverse needs;d. readily available, preferably cross platform software.
9. Frequent enough to provide timely information but not so frequent thatreporting overburdens teachers – not more than 3 times per year
10. Information on lates/tardies and absences for school and each class.11. Opportunities for parents, students, and teachers to be involved:
- comments focused on strengths and areas for improvement;- student self assessment/reflection;- parental action and responses; and
1. Part of an overall communication system that includes formal and informal opportunities to communicate student achievement, progress and behaviors (postcards, phone calls, conferences, etc).
7. Understandable by students and parents: - language readily understood; - format and design that enhances comprehension (ideally one page, two sides, ‘clean’). 8. Easy for teachers to use: - electronic template with pop-up menus; - flexible enough to meet diverse needs; 9. Frequent enough to provide timely information but not so frequent that reporting overwhelms parents and overburdens teachers (not more than 3 times per year).
10. Information on lates/tardies and absences for school and each class. 11. Opportunities for parents, students, and teachers to be involved: - comments focused on strengths and areas for improvement; - student self assessment/reflection; - parental action and response; - next steps for parents, teachers, and students.
