Standards Based Reporting

1. Standards Based Reporting Elementary School 2013-14

2. Purpose • To explain Standards Based Reporting and the philosophy behindAISJ’s reporting system. • To provide parents with a clear understanding of the report card format.

4. The next slide provides a visual that highlights a key concept in standards-based reporting.

6. Raul • Reading at a level 13- 2 points off grade level expectations for January (diagnostic testing tool). • Strong decoder but comprehension displayed is inconsistent. Gives limited detail in oral and written responses. • Family issues which effect his motivation. His teacher notes that Raul is engaged when the subject is of high interest. • He has had some social conflicts with his peers. • He is a bright child but can at times be easily distracted.

7. Vivianne • Started the year reading at a level 10 (diagnostic testing tool). • Is able to complete most tasks independently. • She listens to her peers and is able to articulate her thinking/understanding. • She picks up new concepts easily and demonstrates this regularly.

8. Kai • Kai is reading at a level 5 according to a diagnostic reading assessment. • He had difficulty with fluency while reading and retelling what he had read. • Thrives on one to one and small group instruction and needs explicit, repetitive instruction. • Kai needed a lot of adult support at different times of the year and received student services support for the first 6 weeks as a boost in expression and fluency.

9. Leilani • Leilani is reading at a level 4 • New to AISJ, coming from a school in the States • Found the transition to AISJ difficult and took a while to get comfortable with her classroom, peers and teacher. • Loves learning and school. • Confidence is growing as is her relationship with her teacher.

11. Key Beliefs about standards based reporting • An individual student’s achievement should be compared to preset standards, not against other students. • There is no traditional bell curve. • Students have opportunities to self-assess and reflect on their own progress. • Feedback is given to students on their achievement, according to a standard.

12. Criterion Referenced (Standards Based) • Students are compared to criteria • The desired grade level expectations are attainable • Learning criteria are clearly defined Norm Referenced (Traditional) • Students are compared to other students; rank ordering and bell curve. • Criteria are often unclear or assumed • Students are assessed in relation to other students.

13. What is standards based reporting? • Standards are statements of what children should know or be able to do. • They provide a common framework for each child’s achievement goals. • Standards are designed to encourage the highest achievement of every student. • Countries, States and even Districts all have sets of standards for achievement.

14. AISJ Standards • AISJ has articulated standards that span through Pre-K-12, in each curriculum area. • Our standards are taken from International Benchmarking such as AERO. • Common Core Standards are taken from the same benchmarking and access the same research groups. • Developing grade level expectations that clearly articulate expected outcomes at each grade.

15. Standard 1:Learners understand that the application of reading skills and strategies empower us to comprehend a variety of texts

16. 4-Point Scale

17. Dispositions

18. Grade 3- Language

19. Narrative • Speaks to the whole child • Areas of strength as well as areas for growth • Highlight specific areas that might need further explanation

20. What do you notice? • What strategy is being taught?

23. What else could we asses? Thinks about the purposes for their writing Uses strategies to elaborate and extend the writing Generates drafts Uses specific spelling strategies Selects a topic of interest to others

24. Assessment • Teachers align their assessments to our standards • Assessments that are developmentally appropriate and may include any of the following: • Anecdotal notes • Checklists • Common assessments/rubrics • Pre and post assessments within units such as science or math • Rubrics

25. My Beliefs… • That all children are competent and capable individuals who have a natural curiosity for learning. • That a positive experience in the early years of schooling has a profound effect on self-worth and future attitudes towards learning. • That teachers actively contribute to each student’s learning.

26. My Beliefs… • That performance and work habits should be separated. • That students require clearly communicated feedback on their individual academic progress and work habits. • That learning occurs through a student’s consistent reflection on their own learning. • Learning occurs over time and is individualized.