Joint Primary PTA Meeting: Presentation of New Report Cards Presentation of New Report Cards October 27, 2010 Garden City Public Schools
Why the Change? � The last report card revision was over 10 years ago. � A gap existed between the instructional practices and A gap existed between the instructional practices and what the school was reporting . � An increase in the formalized home/school communication was needed.
Where did we begin? � Collected samples of report cards from comparative districts � Formed a committee consisting of parents, teachers F d i i i f h and administrators from all schools � Identified the constituent groups that needed to be � Identified the constituent groups that needed to be informed of the progress � Determined the venues to articulate the development Determined the venues to articulate the development of the document
How did the document evolve? Initial steps: � Discussed charge of committee � Analyzed samples from comparative Analyzed samples from comparative districts � Identified positive attributes of Id tifi d iti tt ib t f samples
How did the document evolve? Next steps: � Examined NYS Standards � Examined NYS Standards � Created framework � Identified performance levels � Determined frequency of distribution q y � Thoroughly examined one content area at a time at a time
How did the document evolve? Further development: � Created subcommittees for Special Created subcommittees for Special Area subjects � Articulated feedback from A ti l t d f db k f constituent groups � Refined language in content areas � Recursive and open ended process � Recursive and open ended process
Comparisons Current Report Card Proposed Report Card Level of Performance � Performance Levels P Proficient – Your child fi i t Y hild 3 � 1 Below the Standards consistently demonstrates � 2 Approaching the understanding of skills Standards presented, at this time p , � 3 Meeting the Standards Developing – Your child is 2 developing an appropriate � 4 Exceeding the Standards understanding of the skills � Effort � Effort i t introduced, at this time d d t thi ti � I Improvement Needed 1 Beginning – Your child requires frequent teacher � G Good assistance to apply skills at assistance to apply skills, at � E Excellent ll this time
Comparisons Current Report Card Proposed Report Card � Science � Science and Social Studies � Uses inquiry and observation skills q y were not reported on in d i to generate hypothesis � Applies skills: gathers, classifies, Kindergarten measure, records data � Interprets data and draws logical conclusions conclusions � Communicates ideas using scientific vocabulary � Social Studies � Understands the concepts of self � Understands the concepts of self, community citizenship and cultures � Analyzes and interprets documents � Makes connections and transfers knowledge into themes � Communicates ideas using social studies vocabulary
Comparisons Current Report Card Proposed Report Card � Special Area Instruction � Art � Demonstrates understanding ART of grade level art concepts Participates in lessons (including shapes, colors, LIBRARY LIBRARY li lines, composition, aesthetics iti th ti Participates in lessons and judgment) � Uses art materials MUSIC appropriately (scissors, i t l ( i Participates in lessons pastels, crayons, paint, PHYSICAL EDUCATION watercolors, glue and markers) markers) Participates in lessons Participates in lessons
Comparisons Current Report Card Proposed Report Card � Personal Growth Social Emotional � Behaviors that Promote � Accepts new situations Learning with ease � Transitions between learning g tasks � Work Habits � Social and Emotional � Follows directions Development Development � Behaves appropriately outside classroom environment (e g specials environment (e.g. specials, fire drills, lunch/recess)
Comparisons Current Report Card Proposed Report Card � Mathematics � Mathematics � Student understands numbers and multiple ways of representing these p y p g � Understands number numbers � Understands number relationships relations � Determines sums and differences by � Uses mathematical various means � Understands algebraic patterns and U d d l b i d operations geometric properties � Expresses reasoning in � Collects, organizes, displays and analyzes data problem solving � Determines what can be measured Determines what can be measured and how � Demonstrates an � Students will organize their thought understanding of process through various modes of measurement communication (e.g. pictures, words numbers or object) words, numbers or object) � Understands relationships and make connections to real life situations
Comparisons Current Report Card Proposed Report Card Areas Reported Areas Reported � Reading � Reading R di � Text, Strategies, Comprehension � Writing � Writing � Listening � Speaking and Listening � g g Speaking 4 Level Rubric with descriptors at each level : Reading Random skills assessed with no Emergent descriptors ‐ for example: p p Early Beginner Early Beginner Advanced Beginner � Comprehension Strategies Early Independent � Print Awareness Look at Literacy as a Continuum, not a random y � Motivation to Read � Motivation to Read set of skills
Proposed Report Card ‐ Reading Emergent Early Beginner Advanced Early Independent Beginner *Reads simple *Reads easy *Reads text with *Reads text with texts with one beginning several lines per increased or two lines per or two lines per readers, readers, page with page with substance which substance which page generally with supporting may contain *Illustrations several lines per illustrations supporting directly page *Contains many illustrations correspond to *Illustrations high frequency *Literary xt t text t provide id words d l language Tex *May “read” important *Some emerges from memory information repetition of *Clearly evident *Repetition of events theme or plot events or words *Simple theme *Can rely solely and plot with on print for natural language meaning patterns
E Emergent t Early Beginner E l B i Advanced Ad d Early Independent E l I d d t Beginner *Knows a few *Contains many high *Has substantial *Uses cueing familiar words frequency words sight word systems (such as *Demonstrates *Simple theme and vocabulary letter ‐ sounds) to awareness of letter plot and natural *Uses picture clues problem solve text sounds language patterns for support difficulties with some Strategies *Requires emerge *Uses range of independence considerable *Uses picture clues strategies, including *Reads fluently and assistance to read occasionally short vowel sounds with expression *Has expanded sight and regular spelling *Shows evidence of word vocabulary y p patterns confidence and *Uses some letter ‐ *Begins to self independence sound skills correct *Self correct *Requires assistance regularly to read *Relies mostly on *Relies more on *Infers character *Retells with pictures for meaning pictures for meaning print for meaning print for meaning emotions and emotions and awareness of awareness of *Demonstrates basic with some use of motivations sequence, details, understanding of pictures *Relies mainly on and other story text in discussion *Identifies main print for meaning elements hension and/or drawings idea/story plot *Retells with some *Makes connections and/or character and awareness of from text to: self, settings in retellings settings in retellings sequence and sequence and text and world text, and world Compreh general sense of *Infers the message story or theme of text *Makes connections *Recognizes author’s from text to self intent *Self ‐ monitors with meaning meaning *Determines importance
How have we communicated the expectations of the Garden City instructional program to the y p g parents? � In the spring, the teachers reviewed their � I th i th t h i d th i curriculum and summarized. � During the summer curriculum guides were � During the summer, curriculum guides were developed. � At Back To School Night curriculum guides were � At Back To School Night, curriculum guides were distributed to all parents.
What’s Next? � October 2010 – PTA Meetings at Primary Schools � Staff Development Meeting – October 27, 2010 � Joint Primary PTA Meeting – October 27, 2010 � First Distribution – December 10, 2010
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