STANDARDS-BASED REPORT
CARD FOR SFUSD
ELEMENTARY SCHOOLS
Rationale, What’s New?,
Timeline, Guidelines for Use,
Frequently Asked Questions
Standard 5 of the California Standards for
the Teaching Profession:
Assessing Students for Learning
AFTER 6 YEARS OF USING THE SBRC…
SFUSD teachers have:
 used the SBRC to plan instruction and interventions
 applied their professional expertise in completing the SBRC
 discussed the SBRC with students and families
 given feedback and asked questions about the SBRC
This presentation is intended to ensure all SFUSD elementary teachers and
administrators receive the same information to support their work with the
SBRC.
It will not address every possible scenario- your professionalism is needed
and expected in order to meet the particular needs of your students and
families.
WHY USE A STANDARDS-BASED
REPORT CARD?
 Promotes equity through student achievement and accountability.
 It is an objective tool to measure a student’s progress toward proficiency in the
California State Content Standards.
 Provides clear information for students, teachers, and caregivers on what
students are expected to know and be able to do by the end of each grade level.
 Supports students, teachers, and caregivers in monitoring progress toward
mastery of grade-level standards.
 In the SBRC, students are NOT graded on their effort, average scores, nor their
performance compared to their peers. Teachers identify Proficiency Levels (1-4)
rather than letter grades.
FYI …
 As we are presenting, please note down any questions,
comments, and/or concerns on a post it and place them
in the Parking Lot at the end of the presentation. Write
your NAME, SITE, AND EMAIL ADDRESS ON YOUR POSTIT.
 We will respond to post-it comments as soon as possible.
 Please explore the SBRC website for resources and more
information (see packet).
 If you have further questions, you may email the SBRC:
sbrc_committee@sfusd.edu
IS THE SBRC SUMMATIVE OR FORMATIVE?
BOTH!
SUMMATIVE
FORMATIVE
 Performance levels at the  Performance levels
end of each trimester
should be used to
determine where further
reflects the student’s
proficiency in that
support or challenge is
standard at that point in
needed.
time.
The goal is for all students to achieve a “3” (or higher) in
each standard by the end of the school year.
BASIC GUIDELINES FOR COMPLETING THE SBRC
Identify which standards you taught and assessed
during the trimester.
Use assessment sources for those standards, along
with rubrics on Data Director, to determine a
student’s proficiency level toward meeting that
standard.
PROFICIENCY LEVELS
1
2
3
Needs more
time/practice to
develop
Approaching the
standard
(support &
interventions are
needed to meet the
standard)
(needs more
(consistently)
practice and
support to meet the
standard)
4
Meets the standard Exceeds the
standard
(consistently and
flexibly applies the
concept in a variety
of situations)
GUIDELINES FOR COMPLETING THE SBRC, CONT’D
 Mark all standards that have not yet been taught and assessed with a slash “/”.
 For any student at a proficiency level “1,” include in the Comments section
what you are doing to support progress in that standard.
2ND & 3RD TRIMESTERS:
 Any Language Arts or Math Skill in which a student was previously at a level 1 or 2
should be re-taught and re-assessed each trimester until meeting proficiency.
 If a non-math or ELA standard has not been re-assessed during the trimester, mark it
with a slash (“/”).
 A rating should NOT BE simply carried over from the previous period, as a student’s
understanding may have changed.
BE PREPARED AT CONFERENCES TO SHARE THE STUDENT WORK AND ASSESSMENTS
USED TO DETERMINE THE REPORT CARD MARKINGS.
Talk with a
partner:
What can you
learn about the
student’s learning
and the teacher’s
actions from this
portion of the
Standards Based
Report Card?
What questions
do you have for this
teacher about this
report card?
WHAT’S NEW THIS YEAR?
To Address Teachers’ Valuable Feedback:
K-5 TRIMESTERS INSTEAD OF QUARTERS:
1st Report Period: August 20th-November 2nd
Parent Conference Week: 11/13-11/19
2nd Report Period: November 5th-February 8th
Parent Conference Week: 2/25-3/1
3rd Report Period: February 11th-May 31
GRADES 6-8 IN K-8 SCHOOLS
Report periods will be every 6 weeks to align with the middle school
calendar.
ALIGNMENT WITH CLA AND K/1 ASSESSMENT SCHEDULE:
You will have your assessment data in time to use it in report card
preparation. See attached calendar.
WHAT’S NEW THIS YEAR?
To Support Communication Between Home and School:
Students and families should not be surprised by
performance levels in November.
 Teachers use many informal & formal assessments and know early on where
students really struggle. Teachers know their students!
 For students identified as far below proficiency in Math & Language Arts
standards based on these assessments, teachers must make a MidTrimester Communication with students and families by October 5th.
 Principals will lead discussions at their sites regarding the process for this
Mid-Trimester Communication.
CHECK YOUR UNDERSTANDING!
Read each question as it appears. Use the information from the presentation to
discuss the best answer.
•A lot of my students have mostly “2”s on the 1st trimester report card. Is
that okay?
Yes, because they are working toward being proficient by the end of the
year. BUT, any student with a “1” or “2” in an ELA or Math standard
should be supported with interventions and re-teaching and the standard
should be re-assessed each trimester to work toward proficiency.
•If the student got a “3” in the first trimester, do I put a “3” in the other
two marking periods if I never taught that again?
No. Only put a level for those trimesters when the standard was taught
and assessed. If you did not return to that standard with that student, put
a “/” (slash). If you did return to that standard with that student, assess
again and mark the appropriate level.
CHECK YOUR UNDERSTANDING!
• What if I only taught 1 lesson related to the standard by the time I
have to fill out the SBRC? Do I fill in a performance level?
No. Slash that standard because you have not sufficiently taught the
standard and fairly assessed it. You can explain this to families at
conferences.
• By the 3rd week of school, I see that my 4th grade student uses no
punctuation in her writing. Should I wait until the parent conference
in November to talk to the family about it?
No. Nothing should be a surprise for families in November. There should be
on-going communication between the teacher and parents, including a
Mid-Trimester Communication.
• Is a proficiency level “4” the same as an “A”?
No. A “4” means the student understands the concept so well and so deeply
that he/she can flexibly apply it in new situations. You would use your
knowledge of the student, the content, and the rubric as a guide for
marking a “4.”
FREQUENTLY ASKED QUESTIONS
What if I only partially taught the standard (e.g. standard is to know
value of all coins but teacher has only covered pennies and nickels)?
• Recommendation: Slash the standard but make a note in the
comments section on the students’ progress toward mastering the
standard.
• However, this may be something to discuss at your site and handle
how the site best sees fit.
What do I do if students are at proficiency level 3 or 4 before the
end of the year?
• If a student meets or exceeds the standards (“3” or “4”) in the early
part of the school year, Challenge/Extension activities may be
planned to extend understanding and application of the standard.
This is an opportunity for school staffs to work together to meet
these students’ needs.
FREQUENTLY ASKED QUESTIONS
Will the report card have the Common Core Standards on it?
•
Not this year, but there are drafts that may be ready to pilot for next
year.
Will the CLA and K/1 assessments match the trimester format and
content?
•
The CLA and K/1 assessment windows will be aligned with the
trimester schedule. Every year the testing and curriculum offices
attempt to align the content of the CLA with the report card
schedule more effectively.
FREQUENTLY ASKED QUESTIONS
Will the rubrics be revised?
• There are rubrics for each standard in the Report Card section of Data
Director. They are suggestions and may be used to guide your
decisions in determining proficiency levels. They need revision, and
any input or suggestions you have will be appreciated. They will not
be revised for this year, but possibly for the ‘13-’14 school year.
Do these changes affect the Immersion and Bilingual Program
report cards?
• This presentation is only intended to guide the use of the General
Education Standards Based Report Card. Sites with Biliteracy and
Dual Language Immersion Pathways may need to contact the
Multilingual Pathways Department regarding report cards for other
languages. The current resources available are being modified to
align to the changes being made this year to the General Education
Standards Based Report Card.
Next Steps in the Report Card Discussion:
ELD SECTION FOR ENGLISH LEARNERS
Informs parents of their child’s ongoing ELD progress.
Completed each trimester for any student designated as an English Learner by
their ELD teacher.
Formative assessments by grade level available on the SFUSD SharePoint site
in addition to ELD assessments used at your site can help teachers complete the
ELD section.
Principals may use appropriate EL funds and/or modify the schedules and
responsibilities of teachers with high numbers of EL students to support the
extra time needed for assessment and completion of the ELD report card
section.
Found on Data Director.
Multilingual Pathways Department supports this section of the report card.
More information will be provided at the Principals’ Meeting on August 29th.
NEXT STEPS FOR PRINCIPALS…
Lead this presentation and discussion with site staff
Make the Power Point materials available to site
staff as a reference tool
Provide time for on-going conversation regarding
implementation of the SBRC and Mid-Trimester
Communication
Direct future questions and comments to the SBRC
at sbrc_committee@sfusd.edu
SBRC: DISTRICT-LEVEL SUPPORT
Feedback, questions, and comments are welcome and
appreciated. Feel free to contact the SBRC Committee, whose
members are SFUSD classroom teachers and District staff:
Hoover Liddell
555 Franklin
John Burke
Susie Siegel
Emily Ellingson
Jilma Ortiz
Research, Planning &
Accountability
Yick Wo
Grattan
Alvarado
Kathy Bradley
Angie Estonina
Craig Berger
Sara Saldana
Academics &
Professional
Development
Multilingual
Pathways
Teacher Support &
Development
Teacher Support &
Development
SBRC Committee Email:
sbrc_committee@sfusd.edu