EDU+590

EDU 590 - Group Project Topic - Standards Based Report Card

Ruby Basso EDU590 Group Article Review Setting up the Standards Based Report Cards

Kentucky is the first state to incorporate the standards based report cards and the following is a brief summary of what they have done to use as a template for other states to also use it. Missouri has taken a huge step forward by adopting the Common Core State Standards initiative. This is the first part of incorporating the standards based report cards into our schools. By using the CCSS we can then determine the 4-6 clear and precise report standards, from the long line of standards in language arts and mathematics, that we want to focus on and put them into parent-friendly language. Using broad strands will also help in the future when there are minor revisions in curriculum standards by not having to change the format or change the content of the report cards. Teachers will also be able to concentrate on the significant strands to each subject and keep track of the information they need for them. Having separate strands for each subject will allow teachers to really concentrate on what the student is and is not mastering. This will require teachers to keep detailed records but in the long run will be more beneficial. Parents will see what their student is strongest in and what they are struggling with to discuss with the teacher as needed. Process goals such as: preparation, participation, homework, cooperation and respect are also included in this report card to help the parents see how their child handles them. Finally there is a description and comments section. The description area consists of a brief description of what the instruction was during the marking period. The comment area is for the teacher to leave specific comments about each student or ways to help the student at home.

Reference: Guskey T., Swan G., Jung L. GRADES that mean something. Kappan. October 2011. (52-57)

Jennifer Conner EDU 590 Group Article Review

Student Goal Setting

A GPS system is used by many to help people get to where they are going. A GPS tells us where we are, how long it will take to get to where we are going, and what to do if we make a wrong turn. Educators liken goal setting to a GPS system. Teachers help students determine where they are currently at, where they want to be, how they will get there, and a time frame for achieving said goals. An increasing number of schools are embracing goal setting as a means for improving student achievement. For many of the schools, administrators are spearheading the practice of goal setting and students are reaping the benefits. It’s not just administrators that are the driving force behind goal setting, teachers, too, are using goal setting to meet the needs of their students and inspire student learning. Although goal setting can be done for all students, children by the age of 7-8 can form ideas of what they can and can not achieve. Goal setting has been linked to higher grades, lower college dropout rates, and greater well-being in adulthood. Students are also experiencing an increase of intrinsic motivation because they are actively involved in their learning and the learning process. Prior to the process of determining what skills need work, students need to have a clear understanding of the learning targets and how to know they [the students] have mastered the concept addressed by the learning target. All students must see, recognize, and understand the learning target for learning to transpire. Throughout the learning process, teachers are doing multiple checks for understanding and mini-assessments of learning. Student goals setting isn’t effective if the teacher simply comes in, has the students think about where they are academically, and then write a goal. Goal setting is explicit and uses student information, such as test scores, to determine what specific skills need to be targeted for mastery to occur. This process is interactive and requires a teacher to be knowledgable and consistent in the practice. Students are actively involved through analyzing their data and knowledge, with careful guidance from the teacher, and recognizing their weak areas. Teachers often use an item analysis where students determine whether a problem was incorrect due to a simple error or if it is truly not understanding a concept. From this point forward, students can make a reasonable goal to target a specific skill that they want to improve upon. Teachers use detail goal setting forms or SMART (Specific, Measurable, Attainable, and Time Bound) goals for students to pinpoint skills for improvement. From this point on, both the teacher and the student can actively engage in reflection, tracking, and celebration of achieving their goals.

Kelly Reiter EDU 590 Parent and Teacher Communicaiton For many parents who receive their child’s report card, are looking for letter grades that range between an A to F. These letter grades are becoming obsolete in some states and a numbering system is take their place. With No Child Left Behind and many standards being raised the need for a more accurate “grading” scale seemed to be the right move. According to Parenting Magazine, parents were questioning the reason for the switch. The type of grading scale that had been in place based on letter grades, was comparing one student’s performance to that of the rest of the class. Therefore, if a child received a “C”, they were thought of as being in the middle of the class. Standards-based reports compel teachers to evaluate each student according to state-approved goals of what kids should know at each grade level. Teachers base their assessment on how well the child is learning the things that they think are important. (Rodgers, 2011) Standards-based report cards will give the parents a more accurate look to how their child is progressing on skills needed to master for the year. Elementary schools would seem to benefit from this the most do to all of the skills that students need to master which build from year to year and will help make them more successful in the Secondary school. Reading for insistence, in lower elementary, have many skills that are the foundations of a student’s success in overall reading. If Standards-based report cards became a reality in our district this would help parents and teachers better target their child’s strengths and weaknesses. The conferences that would be held between the parent and teacher would become more powerful and would allow everyone to become more actively involved in student success.

References Marzano, R.J., (2011). What teachers gain from deiberate practice. Educational Leadership, 68(4), 82-85. Moss, C.M., Brookhart, S.M., & Long, B.A. (2011). Knowing your learning target. Educational Leadership 68(6), 66-69. Shellenbarger, S. Making kids work on goals (and not just in soccer). Wall Street Journal. March 9, 2011. Stiggins, R.J., Arter, J.A., Chappuis, J., & Chappuis, S. (2011). Classroom assessment FOR learning: Doing it right - using it well. Columbus, OH: Allyn and Bacon Rodgers, L. (2011). What Your Kid's Report Card Really Says. //Parenting//, 64-68.

Stephanie Buck
 * Disadvantages of Standards-Based Report Cards**

__CHANGE__ __COMMUNICATION__ __TRAINING__ __START-UP COSTS__ __FAIRNESS__ __DISTRIBUTION OF RESOURCES__ __DISCRIMINATION AGAINST THE LEARNING DISABLED AND ALTERNATIVE LEARNERS__
 * The traditional grading system has been present in education for more than 100 years. Changing presentation of the information can cause anxiety and resistance among teachers, parents, and students.
 * Many choose the reporting format first, without considering the purpose. As a result, both parents and teachers perceive the change as a fad and the efforts end up being short-lived.
 * Standards-based reports focus on end-of-year goals. A student that normally brings home A’s all year will likely bring home 2’s in the beginning grade periods.
 * Thus, some have found that new benchmarks for each grading period need to be created.
 * Parents have reported a lack of teacher comments, and student recognition for effort and attitude.
 * Teachers must provide opportunities for students to show they can exceed what is expected to truly receive a marking of advanced.
 * Successful implementation demands a close working relationship between educators and parents. Parents need to know precisely what the standards mean and what is expected of students.
 * As school leaders, the administration will be responsible for getting people involved and listening to their concerns.
 * The system can be complicated for parents to understand. Often there are too many standards listed for parents to comprehend the report. This may mean more meetings in the beginning and more time reacting to concerns of parents and teachers as the process evolves.
 * A marking of “Advanced” is not necessarily the equivalent of an A on a traditional report card. Standards-based reports only show the student is doing what he/she should be doing, but not necessarily what they are doing beyond those standards.
 * As with any new program, teachers will need additional training to implement the new grading system effectively.
 * If the district utilizes an electronic grading system, teachers, as well as parents and students, will need time to become familiar with the technology.
 * Teachers, parents, and students will need to be familiar with the curriculum in order to comprehend the grades.
 * Computer software or web-based systems may need to be purchased for tracking and reporting grades.
 * Communicating with staff and parents will also require costs through informational materials and training efforts.
 * Some districts have needed to significantly revise their standards-based report card each year.
 * Teachers in different classrooms and schools may teach at multiple levels of difficulty.
 * Teachers may spend more time stressing the baseline skills instead of including a wide range of subjects.
 * Children at the extreme ends of the performance spectrum will be overlooked. High performers won’t require additional help to perform well, and students who are low performers may not meet the standards even with intensive assistance.
 * Standards-based reports treat equally students with learning disabilities and students with behavior issues who refuse to do the work.
 * A student with an IEP may require a modified curriculum that lowers performance standards. These reports must clearly show the marks are based on different standards.
 * If teachers deliver content primarily through lecture and visuals, students with tactile learning styles may appear to under-perform.

References Guskey, T., & Jung, L. (2006). The Challenges of Standards-Based Grading. //NAESP Leadership Compass//, 4(2), 1-4. Hu, W. (March 25, 2009). Report Cards Give Up A’s and B’s for 4s and 3s. //The New York Times//, A1. Rethinking report cards. Retrieved July30, 2012, from [|__http://www.greatschools.org__]

Dawn Hickman
 * Pros to the Standards-Based Report Cards **


 * give students specific information about how they’re doing and pinpoint where they need to improve
 * can carry over to classroom assignments, too, as the report card influences the way teachers assess student learning throughout the year
 * teachers work together to describe clearly what student work that meets the standards looks like
 * % grade, it doesn’t tell you much about where to go from there but expectations (list of expected standards) of an assignment before starting clearly states where you are at in your learning
 * close the gap in achievement among different groups of students.
 * concrete skills and knowledge are listed on the report card, it is one way to help monitor whether all students are being exposed to the same curriculum and learning the skills they should learn in each grade
 * makes the standards very clear to parents
 * focuses on end-of-the-year goals
 * teachers can provide opportunities for students to show they can exceed what is expected and be truly advanced on a standard-based report card
 * Standards-based report cards provide the added benefit of keeping teachers and parents focused on student learning goals from the very beginning of the year
 * a chance to get help where it's most needed, sooner rather than later
 * The standards based report card shows a higher level of consistency in scoring among teachers and across grade levels
 * belief that all students can learn given the appropriate instruction and opportunity
 * Stronger parent/teacher communication on students strengths and weaknesses

Reference:
 * GreatSchools Staff (2008). //Rethinking report cards//. [ONLINE] Available at: ** [|**http://www.greatschools.org/students/academic-skills/350-rethinking-report-cards.gs#articleCommentsLinkTo**] ** . [Last Accessed Aug. 7,2012]. **