There’s something
new in The Creek:
Standards
Based Report
Cards.
Elementary Report
Cards have changed.
The traditional way of
determining grades
has been replaced.
Why? Because the
standards based style
of reporting student
progress provides
students and parents
with more targeted and
accurate information
regarding the
students’ progress
toward meeting what is
expected of students
at their grade level.
Swartz Creek Community Schools Report Card – Fourth Grade
Key:
4 = Exemplary – Student exceeds grade level expectations with independence and a high level of quality.
3 = Proficient – Student meets grade level expectations with consistent accuracy and quality.
2 = Developing – Student is developing an understanding of, but is not yet meeting, grade level expectations.
1 = Limited – Student is not demonstrating an understanding of grade level expectations
WORK HABITS AND CITIZENSHIP
NA = Not assessed at this time
M = Modified curriculum
READING
Commit to Learning
Shows best effort in daily work
Uses class time wisely
Completes and returns homework on time
1st
2nd
3rd
4th
Respect Others
Works cooperatively with others
Respects self, others, and property
1st
2nd
3rd
4th
st
nd
rd
th
Everyone is Responsible
Organizes time, tasks, and materials
Produces work that is neat and organized
Listens and follows directions the first time
1
Everyone is Safe
Behaves in a safe manner
1st
Kindness Counts
Includes others in work and play
Uses good manners
Uses kind words and encourages others
1st
2
2nd
2nd
3
3rd
3rd
4
4th
4th
Student is reading
Above Grade Level
At Grade Level
Below Grade Level
Reads Independently – sustains independent reading
with appropriate text
1st
2nd
3rd
4th
1st
2nd
3rd
4th
1st
2nd
3rd
4th
Accuracy – uses appropriate decoding skills to solve
unknown words
Fluency – reads smoothly, with expression and
phrasing
Comprehension – uses a variety of strategies to
understand the text
WORD STUDY
Sp-ells grade level words correctly
WRITING
Content and Ideas – writing has details and is on topic
Organization – writing has a clear beginning, middle,
and end
Style and Voice – writing has interesting language to
engage the reader
Conventions – writing has appropriate capitalization,
punctuation, spelling, and grammar
Writes Independently – applies writing process for a
variety of purposes
Handwriting – prints neatly
So how is the new standard based report card different than the
traditional report card? How were the old traditional grades
determined ?
Swartz Creek Community Schools
Standards Based Report Cards
The second ingredient is
PARTICIPATION
EFFORT
EFFORT
WORK TIME
EFFORT
WORK TIME
ATTITUDE
EFFORT
WORK TIME
ATTITUDE
ATTENDANCE
EFFORT
C+
WORK TIME
ATTITUDE
ATTENDANCE
?
C+
EFFORT
WORK TIME
ATTITUDE
ATTENDANCE
NO, it doesn’t.
We need to SEPARATE the academic
achievement from other non-academic
topics like:
•COMPLETES WORK ON TIME
•WORKS INDEPENDENTLY,
•USES TIME WISELY,
•WORKS COOPERATIVELY,
and so forth.
For scoring
ACADEMIC SUBJECT AREAS
we use a four point
RUBRIC.
What is a RUBRIC?
A rubric is a scoring guide;
a set of scoring criteria.
The teacher uses the scoring guide to assign
a performance level to a student’s work.
Swartz Creek Community Schools’ Academic Rubric
4- EXEMPLARY- Student exceeds grade level expectations with
independence and a high level of quality.
3- PROFICIENT – Student meets grade
level expectations with consistent
accuracy and quality.
2- DEVELOPING – Student is developing an understanding of,
but is not yet meeting, grade level expectations.
1- LIMITED- Student is not demonstrating an understanding of
grade level expectations.
NA - Not Assessed at this time
M- Modified Standard
Here’s a humorous adult example of a rubric.
Your assignment is to clean
and organize your
refrigerator.
Find your performance level by using the
following rubric (scoring guide).
SCORE:
1
Items stick to the shelves when
they are picked up. The smells
linger long after the refrigerator
door is closed. Several items need
to be thrown out, Tupperware
and all.
SCORE:
2
Some of the shelves are wiped
clean, although there are some
crusty spots. There are some
suspicious smells. Items are in
containers, but there seems to be
some green stuff growing in some of
the Tupperware.
SCORE:
3
The refrigerator is wiped clean. All
items are relatively fresh, and in
some type of container and are
orderly and sitting upright.
This is what we’re looking for: a
neat, clean and orderly refrigerator:
this is the “STANDARD” or
“BENCHMARK”.
SCORE:
4
The entire refrigerator is sparkling and
smells clean. All items are fresh, in proper
containers (original or Tupperware, with
tight sealing lids), and are organized into
categories on the shelves for easy access.
This is the EXCEPTIONAL; the
one in a hundred refrigerators.
This goes beyond the standard,
that is, what is normally expected.
Here is an example
of an actual rubric
that is used in fifth
grade:
Reading
Response
Scoring Rubric.
3
A
on this rubric
is grade level work
and meets the
expectations.
Rubric
for Communicating Effectively in Written Form
4
The student uses all necessary conventions of
writing (capitalization, punctuation, spelling,
grammar) without error. Additionally, includes
some conventions that are not necessary but
add to the overall quality of the communication.
3
The student uses all necessary conventions of
writing (capitalization, punctuation, spelling,
grammar) without error.
2
The student does not use some required
conventions of writing or demonstrates errors
in the use of some conventions. The
communication demonstrates an attempt at
using the necessary conventions of writing but
has significant errors or missing parts.
1
The communication demonstrates little or no
attention to the use of necessary conventions
of writing.
0
No judgement can be made.
Swartz Creek Community Schools Report Card – Third Grade
Key:
4 = Exemplary – Student exceeds grade level expectations with independence and a high level of quality.
3 = Proficient – Student meets grade level expectations with consistent accuracy and quality.
2 = Developing – Student is developing an understanding of, but is not yet meeting, grade level expectations.
1 = Limited – Student is not demonstrating an understanding of grade level expectations
WORK HABITS AND CITIZENSHIP
Commit to Learning
Shows best effort in daily work
Uses class time wisely
Completes and returns homework on time
1st
2nd
3rd
4th
Respect Others
Works cooperatively with others
Respects self, others, and property
1st
2nd
3rd
4th
NA = Not assessed at this time
M = Modified curriculum
Accuracy – uses appropriate decoding skills to solve
unknown words
Fluency – reads smoothly, with expression and
phrasing
Comprehension – uses a variety of strategies to
understand the text
WORD STUDY
Everyone is Responsible
Organizes time, tasks, and materials
Produces work that is neat and organized
Listens and follows directions the first time
1st
2nd
3rd
4th
Everyone is Safe
Behaves in a safe manner
1st
2nd
3rd
4th
Kindness Counts
Includes others in work and play
Uses good manners
Uses kind words and encourages others
1st
2nd
3rd
4th
1st
2nd
3rd
4th
1st
2nd
3rd
4th
1st
2nd
3rd
4th
1st
2nd
3rd
4th
Spells grade level words correctly
WRITING
Content and Ideas – writing has details and is on topic
Organization – writing has a clear beginning, middle,
and end
Style and Voice – writing has interesting language to
engage the reader
Conventions – writing has appropriate capitalization,
punctuation, spelling, and grammar
Writes Independently – sustains independent writing
Handwriting – writes neatly
READING
Student is reading
Above Grade Level
At Grade Level
Below Grade Level
Reads Independently – sustains independent reading
with appropriate text
MATH
Identifies value of a digit in a number (place value)
Adds multi—digit numbers accurately
Subtracts multi-digit numbers accurately
Multiplies fluently to 10
Standards–based
Report Cards
also have
NON-ACADEMIC
TOPICS
for evaluation.
These are
important
traits or behaviors
that will improve
ACADEMIC
ACHIEVEMENT
One kettle holds the academic topics:
reading, writing, word study, science, social
studies, and math.
The other holds the non-academic topics
such as “shows best work in daily effort”, “uses
class time wisely”, “completes and returns
homework”, etc.
No longer will a student’s reading grade include credit for non-academic things like
“turning in work on time”, “working well in groups”, “participating in classroom
discussions” and so on.
NOW, the reading grade will be the result of reading assessments (tests) and other
reading performance tasks. This information will tell you whether your child is
meeting the grade level standards for reading performance. That is, reading at,
above or below grade level expectations.
After the teacher studies the results of assessments and performance tasks in
reading and mathematics, he or she develops a plan of improvement that is
crafted just for your child.
This plan is called an Academic
Improvement Plan or AIP.
The teacher will present and explain this plan to you at conferences. The
teacher may also ask you to participate in the plan in some way, such as
reading daily with your child, or to quiz your child on his or her math facts.
The next and final slide in this
presentation gives you a look at the
AIP form that will be given to you at
Parent-Teacher Conferences.
Questions? As a first step you can call
the principal of your child’s school.
A.I.P. Goals and the
plans to achieve those
goals are discussed with
parents at:
Fall
Parent-Teacher Conferences
in November and
Spring
Parent-Teacher Conferences
in March
MLG102510