Report Cards, Conferences & Conversations

1. Report Cards, Conferences & Conversations Dorchester School Curriculum Night Grades 3-5 October 29, 2008

2. Alignment of Report Card to Our Instruction • Curricular and instructional improvements, including the expanded use of assessments and small-group, differentiated instruction, have required revisions to our report cards. • The implementation of a balanced literacy approach to language literacy instruction, as well as a more integrated approach to library media, computer technology, and science instruction also support the revision of the report card. • Tonight we’ll review those changes & offer suggestions to structure your conference conversations.

3. Report Card Scheduling & Narratives • Report cards are issued four times a year- once each marking period- in grades 3-5. • In order to improve home-school communication and individual student progress, narratives are included on all report cards. • However, fall conferences replace narratives for the first marking period; report card narratives will be included on the 2nd, 3rd & 4th marking period report card.

4. Areas of Academic and Social Progress • Language Literacy • Reading/Reading Readiness • Writing • Spelling • Penmanship • Mathematics • Science • Social Studies • Work Habits • Special Areas • Homework Habits

5. The Common Language of Balanced Literacy • Reading/Reading Readiness • Phonemic Awareness • Phonics • Vocabulary • Fluency • Comprehension • Assessment helps inform daily instruction enabling teachers to more closely align to individual student needs. • READS- Diagnostic & Evaluative Test given twice a year to aid in assessing student progress • Theme Progress Tests • Benchmarks & Running Records to aid in student placement for guided reading groups • Guided reading groups- small, flexible groups of students who meet regularly to focus on specific comprehension strategies or reading skills.

6. Balanced LiteracyKey Comprehension Strategies • Making Connections (background knowledge) • Determining Importance (main idea/supporting details) • Inferring (predict and draw conclusions) • Creating Images (create pictures in mind) • Questioning (enhance meaning of text) • Synthesizing (sequence/summarize) • Monitor understanding (reread/reflect) • Fix-Up Strategies (use pictures, read on, decode) • Comprehension is assessed on two primary levels: • Literal (what is obvious, in the text) • Inferential (what is not, related to prior experience and making meaning)

7. The Common Language of Writing • The Writing Process • Pre-writing, drafting, conferencing, revising, editing, and publishing • Traits of good writers • Voice • Organization- the structure • Conventions- rules of grammar, punctuation, spelling • Generating Ideas • Word Choice & Vocabulary • Sentence fluency • Both reading and writing skills are on-going and spiral from year-to-year- each grade level utilizes the same language.

8. The Common Language of Mathematics • A focus on number sense, application, and problem solving. • Our goal is for students to think mathematically and develop skill in communicating mathematical thinking by applying factual knowledge and strategies. • Students take a pre-test to assist the teacher in individualizing instruction. Students may work in small groups depending upon their needs.

9. Common Language of Science and Social Studies • Integrated, interdisciplinary reading and writing opportunities are based upon non-fiction Social Studies and Science concepts. • Social Studies and Science vocabulary is a component students’ literacy experiences. • Communication and sharing of ideas and participation in experiments are the cornerstones of the Social Studies and Science curricula. • Students in grades 3-5 receive expanded Science instruction in the Science Lab and enhanced Social Studies opportunities through enrichment.

10. Work and Homework Habits • Specific student work habits such as attentive listening, cooperation, and respecting others are indicated in the Work Habits section of the new report card. • Academic progress is assessed separately from work habits, though the connection between the two cannot be underestimated. • Homework habits are likewise an area which may impact academic progress, but are also assessed independently.

11. Grades 3-5 Special Areas • Include: • Art • Music • Physical Education • World Language • Special Area teachers will utilized the same progress codes as classroom teachers. • Integrated into classroom content areas: • Library Media • Computer Technology • Students apply library media research skills and technology applications through their content areas. You will note these progress codes under various disciplines throughout the year.

12. Grades 3-5 Letter Codes • Letter codes include: • A (93-100%) Exceeds grade level expectations • A- (92-90%) • B+ (87-89%) Meets and sometimes exceeds grade level • B (83-86%) expectations • B- (80-82%) • C+ (77-79%) Meets grade level expectations • C (73-76%) • C- (70-72%) • D+ (67-69%) Does not meet grade level expectations • D (63-66%) • D- (60-62%) • F 59% and below Consistently fails to meet grade level expectations • Students receive letter codes in content areas with supporting detail and progress codes for the indicators (example coming).

13. Improved Progress Codes • Developmental Progress Codes • 4 = Student is consistently exceeding the standardfor the grade level. Student grasps, applies, and independently extends key concepts, processes, and skills above grade-level. • 3 = Student is meeting the standard for the grade level. Demonstrates proficiency and with limited errors, grasps and applies concepts, processes, and skills. • 2 = Student is making progress towards the standardfor the grade-level. The student is beginning to grasp and apply key concepts, processes, and skills. • 1 = Student is making minimal progress towards the standardfor the grade-level. The student is working below grade level.Improvement is needed. • NI = Not Introduced • NA = Not Assessed or Not Applicable during this Marking Period • The progress codes’ purpose is to communicate individual student growth and achievement. • Progress Codes are developmental. • Our goal is for all students to demonstrate continued progress. • Each student progresses at his or her own rate. • NI and NA may be used if the indicator has not been formally assessed in a given marking period.

14. Two Differing Assessments- one report card • Letter Codes • Represent academic achievement to date • Include student achievement on tests, quizzes, class work, and projects • Relate to assessments of covered curriculum • Are not directly correlated to progress codes and indicators • Progress Codes • Represent developmental progress towards grade level objectives • Demonstrate growth overtime • Relate to year-long goals and individual student growth towards those goals • Are not directly correlated to letter grades

15. Grade 4 Mathematics ExampleLetter Codes & Progress Codes

16. Common Language forConferences & Conversations • The following slide includes ideas for conversation starters with your child’s teacher. • Ideas are based upon an understanding of the common language and the individual student’s academic and social development and progress. • Report cards, conferences, and conversations assist both teachers and parents in the communication of the continued achievement of each child.

17. Conversation Starters • Does my child enjoy school and the learning process? • How do my child’s work or homework habits affect his/her academic progress? • What comprehension strategies or skills are strengths for my child? Which are weaknesses? • How does small group instruction benefit my child in math? In reading? In writing? • How can I support my child academically at home? • How much should I help with homework or assignments?

18. Thank you for AttendingReport Cards, Conferences & Conversations Grades 3-5 Report Cards Samples will be available on the school website shortly. Your feedback regarding the revised school report cards is appreciated.