Implementing the
Elementary Report
Card
Teacher Professional Development
August 27, 2013
Framing our Work
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Who we are
Engagement
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2 district goals
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Achievement
Equity
K-3 Literacy
Instructional Model/Teaching and Learning Framework
Standards-Based Report Card
Connect the Dots/Taking it Up
Our Future-Ongoing planning to build a comprehensive elementary program
Instructional Targets
✓ Teachers will understand the reason for implementing a new
report card, and will know the purpose for the report card.
✓ Teachers will be able to define
standards-based and
proficiency and will understand how they are used in the new
report card.
✓ Teachers will demonstrate familiarity with the
reported
standards on their grade-level report card.
✓ Teachers will develop an awareness of the
comprehensive
reporting system and resources available for communication
about student proficiency. Acknowledgements
•  Thank you to the report card
committee that met frequently last
year to develop the report card!
•  Parents and teachers offered feedback;
suggestions were incorporated into
the report card.
•  This is a learning year for us.
Your
feedback and suggestions throughout
the year are important as we refine
and build our process for
communicating student proficiency.
Why do we need a new
report card?
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Standards-based report cards reflect the best practice:
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Instruction, curriculum, and assessment in our classrooms are linked to
standards;
Adoption of Common Core State Standards; the standards on the
report card are from CCSS;
Improved communication with parents and others about what we want
students to learn (standards) and what we want them to be able to do as a
result of their learning (performance/proficiency)
Why do we need a new
report card?
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Our new report card is in compliance with the Oregon
Administrative Rule that all report cards:
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Clearly show the student and parents whether the
student is achieving course requirements (standardsbased) at the student s current grade level;
Be based on the student s progress toward becoming
proficient in a continuum of knowledge and skills; and
Assure that the student s academic grade reflects his/her
academic performance; behavioral performance shall be
reported separately. SCHEDULE
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General information about the standards-based
report card;
Defining proficiency
Understanding the grading system
Sharing resources
Time to review and discuss with your team
What is not new?
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Our elementary report cards included descriptors of the types of
skills students learn in each content area.
Characteristics of successful learners were reported separately
from content areas.
Parents received information about student progress toward
grade level achievement (-, +, X) in each content area.
Teachers used multiple sources of information, including
formative and summative assessments, to determine student
grades.
Primary and Intermediate report cards reflected developmental
differences in the learners. A Notes/Comments section allowed teachers to provide
additional explanatory information about a student.
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What is new?
Each grade has a unique report card.
Student performance is reported on clearly identified
standards for each content area.
These standards are derived from CCSS. They do not reflect
all standards that are taught, but are the standards that are
reported to parents. Students effort/behavior is not a factor in determining
content grades.
PROFICIENCY is the basis for grading
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The system for grading has been changed to Descriptors of
Proficiency using letters, rather than numbers or symbols.
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What is the purpose of our
report card?
To describe the student s current learning progress to the
parents/guardians and others.
To communicate standards that are addressed in the grade
level (what we want students to learn); and
To communicate a student s progress toward proficiency in
demonstrating the standard (what we want students to be able
to do with what they have learned). What is Proficiency ?
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Dictionary says: skillfulness in the command of fundamentals deriving from
practice and familiarity
What does proficiency mean to you? How do you determine proficiency
in your learners?
Defining Proficiency in our new Report Card
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Proficiency is always related to a standard (what the student
should know);
Describes performance (what the student does) when a
student is skilled in the standard;
Students make progress toward proficiency (or beyond) by the
end of the grading period;
Is based of multiple measures and evaluation of current
performance (where the student ends up at the reporting
period); and
Is NOT based on percentages, averages, or behavioral
components (e.g., homework completion, class participation)
4 Levels of Proficiency
•  Limited progress toward end of year grade
level standards
•  Progressing toward end of year grade level
standards
•  Meeting end of year grade level standards
•  Exceeding end of year grade level standards
Descriptors of Proficiency
•  Limited Progress Toward End of Year
Grade Level Standards: The student
demonstrates limited understanding of
concepts and skills
•  This grade would indicate that performance
is well below grade level and the student
will need intervention to catch up.
Descriptors of Proficiency
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Progressing Toward End of Year Grade Level Standards:
The student is progressing and demonstrates basic but
inconsistent application of end of year concepts and skills
This grade would be appropriate for an on-level student in
the Fall and Winter for many of the standards. The student
is making expected progress but is not yet at end-of-year
standards.
It is important to communicate to parents that a P indicates
that a student is on track to achieving a Meets by the end
of the school year. This is not a bad grade!
Descriptors of Proficiency
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Meeting End of Year Grade Level Standards:
The student consistently meets end of year
grade level expectations for concepts and
skills.
• This grade indicates that the student has met the end-of-year target
for the skill or concept. The goal is for all students to receive this
grade (or above) by the end of the year.
• Students receiving this grade in December may need extensions for
the remainder of the year.
•  If you have taught to end of year content standards by the time of
the reporting period, many of your students will receive an “M” (there
may be some foundational standards and math standards that are
completed by December)
Descriptors of Proficiency
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Exceeding End of Year Grade Level
Standards: The student exceeds end of year
grade level expectations by independently
applying and utilizing concepts and skills.
• The student who receives this grade is demonstrating performance
that is above the grade level expectation. • Students who are exceeding are able to apply learning to new
situations and independently use strategies and skills. • A student getting an E on several standards in December may need
to be considered for a TAG evaluation or individualized plan.
Descriptors of Proficiency
•  Not Addressed (NA):
Indicates that
standards were not addressed during this
grading period.
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Use this grade when you have not yet taught and assessed
the standard.
You may also use this if you have just begun to teach the
standard in your classroom at the time of the reporting
period.
Collaborate with your grade level team to determine when
you will use NA on the report card so that there will be less
confusion for parents and students. Gathering Data for Grading
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Use multiple pieces of information - over the course of the
term you may have several assessments of student progress
Consistently applying a score based on proficiency will help
you to determine a grade.
Use the student s Learning Curve to determine the
proficiency grade. For example:
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The student starts out at a lower level of proficiency,
builds over the term, then levels off. In this case, choose
the median of the last few assessments. The student has inconsistent performance over the term.
In this case, choose the median level of proficiency over
the course of the term. •
Resources for
Implementation
District webpage
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Go to instructions Tab, select your grade
Select the Content area
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Math and English are updated
English Language Arts coming soon (sample rubric for each grade)
Social studies
Question and Answer Page for the Report card
ODE, Common Core State Standards, and Smarter Balanced websites
have lots of resources/information for teachers
Familiarizing yourself with the
new report card.
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Time to review the card
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Independently review
Meet with your teem or other grade level partners to discuss the card,
attending to:
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the Proficiency Descriptors
the Reported Standards for each content area
Identifying standards that will/will not be addressed during the first term
Sharing ideas for grading/gathering data Generate questions about the report card.
Share questions/ comments with report card committee.
Comprehensive Reporting System
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The new report card is part of a
comprehensive system of reporting student
progress to parents:
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Know and Do brochures (open house)
Back to School Night
School/Classroom Newsletters
Website FAQ pages
RTI brochures
Parent contact, email and phone
Student Conferences (set to take place
the week following the first report card)
What Now?
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We will continue to work on developing resources for
teachers and putting them on the webpage.
Focus on teaching to standards for your grade, collecting
formative and summative information that will help you
determine student progress toward proficiency. As you near the end of the reporting period, gather
information about student progress on the reported
standards.
Gather feedback from parents about the report card.
Ask questions of and share feedback with your team
members and your principal.
Check on Targets
✓ Teachers will understand the reason for implementing a new
report card, and will know the purpose for the report card.
✓ Teachers will be able to define
standards-based and
proficiency and will understand how they are used in the new
report card.
✓ Teachers will demonstrate familiarity with the
reported
standards on their grade-level report card.
✓ Teachers will develop an awareness of the
comprehensive
reporting system and resources available for communication
about student proficiency. Check on Targets
• Please self-assess your achievement of these targets
using a 4-point scale:
4 = Able to independently apply and utilize; I could teach to others
3 = I am meeting the target and skills as articulated in the target.
2 = I am progressing in my understanding but may need additional
staff development
1 = Limited achievement of this target. I will need more support.
• We will use results to plan further staff development
• Please also write any questions and needs you have on
this sheet before returning it.