standards-based grading and reporting information for parents
TRANSCRIPT
Standards-basedGrading and Reporting
Information for Parents
Our discussion will address—
• standards-based grading and reporting
• the rationale for implementing standards-based grading and reporting in MCPS
• the alignment between Curriculum 2.0 and standards-based grading and reporting
• components of the Curriculum 2.0 report card
What is Standards-based
Grading and Reporting and Why are We Implementing It?
What is standards-based grading and reporting?
It is a comprehensive system that:
• aligns instruction and assessment to standards
• aligns grades to standards
Standards-based teaching and learning:
• links instruction and grading to standards
• provides an accurate reflection of what students know and are able to do
• increases student achievement
Why are we implementing standards-based grading
and reporting?
How are Curriculum 2.0 and Standards-based
Grading and Reporting Aligned?
Curriculum 2.0 Instructional Cycle
IDENTIFY learning goals
PLAN for instruction based on student need
INSTRUCT, ASSESS, PROVIDE FEEDBACK to student
GRADE based on evidence of learning
REPORT student achievement
IDENTIFY learning goals
PLAN for instruction based on student need
INSTRUCT, ASSESS, PROVIDE FEEDBACK to
student
GRADE based on evidence of learning
REPORT student achievement
Identifying Learning Goals
Curriculum 2.0 Organization
Measurement Topics
• Related learning goals are organized into Measurement Topics.
• Each content in Curriculum 2.0 contains two or more Measurement Topics.
Measurement Topics
Common Core State
Standards
MathReading Writing
align with
ScienceSocial Studies
ArtMusic
Physical Education
MarylandState
Curriculum
Measurement Topics in:
Measurement Topics in:
ESOL
Measurement Topics in:World-Class Instructional Design and Assessment
Curriculum 2.0align with
align with
Measurement Topics
ScienceLife Science
Earth and Space Science
Engineering and Technology
Physical Science
Parent’s Guide to Curriculum 2013–2014
Plan Instruction
IDENTIFY learning goals
PLAN for instruction based on student need
INSTRUCT, ASSESS, PROVIDE FEEDBACK to student
GRADE based on evidence of learning
REPORT student achievement
Proficiency Statements
• Every Measurement Topic has a corresponding proficiency statement.
• A proficiency statement provides clarity on what students should know or be able to do by the end of the year within a Measurement Topic.
Proficiency StatementScience, Grade 5
Engineering and Technology
Students demonstrate proficiency of Grade 5 standards for this measurement topic by:• Understanding Explanations- Explaining relationships among
technology, humans, and the natural world. Understanding the engineering design process and its application to real-world situations.
• Generating Evidence- Deciding what evidence is needed to investigate a scientific question or address a technological problem. Applying the engineering design process to address a technological problem.
• Reflecting on Knowledge- Using and interpreting scientific and technological knowledge to revise thinking based on new evidence or ideas about products or systems.
• Participating Productively- Representing information and ideas clearly and convincingly based on scientific evidence and technological concepts or designs.
Instruct, Assess, and Provide Feedback
REPORT student achievement
IDENTIFY learning goals
PLAN for instruction based on student need
INSTRUCT, ASSESS, PROVIDE FEEDBACK to student
GRADE based on evidence of learning
REPORT student achievement
Grading Student Understanding
IDENTIFY learning goals
PLAN for instruction based on student need
INSTRUCT, ASSESS, PROVIDE FEEDBACK to student
GRADE based on evidence of learning
REPORT student achievement
In progress (I)
In progress toward meeting the grade-level standard.
Exceptional (ES)
Exceptional at the grade-level standard.
Meets the grade-level standard by demonstrating proficiency
of the content or processes for the measurement topic.
Proficient (P)
Levels of PerformanceInstruction begins at the grade-level standard. How the student performs at the grade-level
standard determines level of proficiency.
How
the s
tud
en
t resp
on
ds
Instruction on the
Measurement Topic
Not yet or minimal (N)
Not yet making progress or making minimal progress toward meeting
the grade-level standard.
IDENTIFY learning goals
PLAN for instruction based on student need
INSTRUCT, ASSESS, PROVIDE FEEDBACK to student
GRADE based on evidence of learning
REPORT student achievement
Reporting Student Achievement
What are the Components of the
Curriculum 2.0 Report Card?
Standards-based Report Card
Subject
Measurement Topic
Standards-Based Report Card
Science (Grade 5)
P
P P
P
ES
IP
P
Reporting the Reading Level
Kindergarten, Grade 1, and Grade 2
Reporting the Reading Level
Grade 3, Grade 4, and Grade 5
Math Enrichment/Acceleratio
n
Learning Skills
KindergartenPersonal and Social
Development
• Follows classroom rules and routines
• Interacts easily with peers
• Shows initiative and self-direction
• Uses classroom materials appropriately
Grades 1 – 5 Work Habits
• Rules and Procedures
• Task Completion
Kindergarten – Grade 5Thinking and Academic
Success Skills
• Analysis• Collaboration• Effort/Motivation/Persistence • Elaboration• Evaluation• Flexibility• Fluency• Intellectual Risk Taking• Metacognition• Originality• Synthesis
Learning Skills: Codes
Code Description
DEM Demonstrating
PRG Progressing
N Not yet evident
Questions?
Additional Information
• Your child’s teachers
• School principal
• A Parent’s Guide to Curriculum 2013-2014http://www.montgomeryschoolsmd.org/curriculum/elementary/guides.aspx
• Curriculum 2.0 website: http://www.montgomeryschoolsmd.org/curriculum/2.0/