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Tuesday, November 12, 2013

Artifacts, Report Cards, and Learning-November 12, 2013


Sexton Mt. Families:                                                                                                                                                  

Clifford’s visit this morning caused quite a bit of excitement.  In addition to the Book Fair kick off today, we also had vision and hearing screenings for some grade levels.  Some students viewed a Veterans’ Day display with artifacts from Mr. Pfaff’s family.  After a long weekend, students fell back into learning quickly despite starting the school week with so much change.

It was certainly nice to see so many families last week for conferences.  I got to sit in on a few conferences and I always enjoy learning more about kids from parents and teachers.  We know that when schools, families and community groups work together to support learning, children tend to do better in school, stay in school longer and like school more.  A synthesis of research on parent involvement over the past decade, also found that, regardless of family income or background, students with involved parents are more likely to:
   Earn higher grades and test scores, and enroll in higher-level programs
   Be promoted, pass their classes, and earn credits
   Attend school regularly
   Have better social skills, show improved behavior, and adapt well to school
   Graduate and go on to post-secondary education (see A New Wave of Evidence, Southwest Educational Development Laboratory, 2002).

At your conference, you set goals and learned about your child.  The next formal communication regarding your child’s progress will be the report card.  The report card will be sent home in December.  The format for the report card is changing this year so I wanted to share information about the changes between now and December.  Last week I shared information about the MATH section of the report card.  This week I’ll share information about BEHAVIORS and WRITING.

The two columns below show the old report card language and the new report card language.  When you look at the columns below, what similarities and differences do you notice?  Parents at the PTC meeting noted that in some areas the old descriptors were general whereas the new descriptors are specific.  In the area of writing, parents noted the old report card had the general writing traits compared.  The new report card shows what the writer needs to include in a piece so traits are embedded in each piece. Parents at the PTC meeting noticed that the performance key and academic key were similar.  Parents thought it was important to stress that scores for the ACADEMIC LEARNING TARGETS on the new report card show proficiency on year-end targets.   They noticed that the effort grade had been removed from each content area and was instead listed in the Behavior Progress section of the report card. 

What similarities and differences do you notice?

Old Report Card
New Report Card

WRITING (grades 1-5)
Ideas and Content
Organization
Sentence Fluency
Conventions
Word Choice
Voice



WRITING (Grade level specific)
2nd Grade Example
Writes opinion pieces on a topic or book, stating an opinion with supporting reasons
Writes informative/explanatory texts to introduce a topic and develop points
Writes narratives to recount a well elaborated event or a short sequence of events including details to describe actions

4th Grade Example
Writes opinion pieces on topics or texts, supporting a point of view with reasons and information
Writes informative/explanatory texts to examine a topic and convey ideas and information clearly
Writes narratives to develop real or imagined experiences using descriptive details and clear sequences

Performance Key:
E=Exceeding
M=Meeting
D=Developing
N/A=Not applicable at this time
**  Modified Curriculum/Assessment


Some teachers considered end of year expectations.  Other teachers considered end of trimester expectations.
Academic Key:
4=Highly proficient
3=Proficient
2=Nearly Proficient
1=Developing
N/A=Not Assessed this trimester
**  Modified Curriculum/Assessment

All teachers will use the academic key to show proficiency on end of year targets.

Trimester Progress Key
This is the area to pay close attention to since it shows if your child is making the progress we would expect in order to meet end of year targets.
+  significant
   steady
  minimal

Because the scores in each area will be based on the end of year grade level targets, it’s important that you know what students are expected to know and be able to do by the end of the school year.  Students and parents can view the Learning Targets and Rubrics for most subjects by going to the Beaverton School District website at https://www.beaverton.k12.or.us and then use the tabs across the top to go to “DISTRICT” > “DEPARTMENTS” > “TEACHING & LEARNING.”  Once there, click on the LEARNING TARGETS / CURRICULUM tab on the left.  We have not yet finished all of our work to develop Learning Targets and Rubrics but you will see that we have come a long way and we hope to have this work completed for every subject within the next year.

House Bill 2220 requires school districts to provide parents with a report indicating their student’s achievement measured against Oregon State standards at the student’s grade level.  The grades must be based solely on the student’s academic performance and cannot be influenced by student behavior.  According to the Oregon Department of Education HB2220 FAQ page, “the purpose of HB2220 is to provide students and parent an accurate assessment of a student’s academic performance.  Many Oregon students receive what seem to be acceptable grades only to find that they have not acquired the skills and knowledge necessary to meet the requirements in the essential skills of reading, writing and mathematics.  Some students with good high school graces are surprised that they must enroll in remedial course in college or universities when they believed they were ready for success in higher education.”

You will notice on our report card that behaviors (or effort as reported on the old report card) are in a different section.  The key and targets are below.


Behavior Learning Targets-KEY
Old Report Card
New Report Card
Effort Key:
O=Outstanding
S=Satisfactory
I=Improvement Needed
Behavior Key:
C=Consistently
G=Generally
R=Rarely/Sometimes


Behavior Learning Targets
Old Report Card
New Report Card
Personal Development/Work Habits
§  Completes work on time
§  Uses class time effectively
§  Writes legibly
§  Listens attentively
§  Follows directions
§  Demonstrates organizational skills
§  Works for quality and accuracy
§  Uses originality and creativity
§  Uses appropriate media and technology
§  Follows school rules
§  Accepts responsibility for own behavior
§  Cooperates in learning groups
§  Respects rights, feelings and property of others
§  Resolves conflicts effectively
Behavior Learning Targets:
§  Manages responsibilities
§  Self-directed learner
§  Classroom interactions

There will be an attached document that shows the supporting targets for each of these areas.  NOTE the Behavior Learning Targets are K-2 and Grades 3-5 so behavior marks on the report card are for the current trimester.




Grades K-5 Behavior
     MANAGE Responsibilities
Grades K - 2
Grades 3 - 5
BLT1:   Manages responsibilities as a student
n  BST 1.1 Uses class time appropriately
n  BST 1.2 Prepares for class with necessary materials and is ready to learn
n  BST 1.3 Follows directions timely and accurately
n  BST 1.4 Demonstrates quality work
n  BST 1.5 Makes safe and appropriate choices

BLT1:   Manages responsibilities as a student
n  BST 1.1 Uses class time appropriately
n  BST 1.2 Prepares for class with necessary materials and is ready to learn
n  BST 1.3 Follows directions timely and accurately
n  BST 1.4 Demonstrates quality work
n  BST 1.5 Breaks down large tasks into smaller, manageable parts
n  BST 1.6 Uses a system for organizing assignments
n  BST 1.7 Makes safe and appropriate choices
     Self-Directed Learner
Grades K - 2
Grades 3 - 5
BLT 2:  Self-directs Learning
n  BST 2.1  Develops a plan to achieve goals, with teacher support
n  BST 2.2  Persists with a task over time   
n  BST 2.3  Utilizes a variety of sources to find help
n  BST 2.4  Advocates for self
BLT 2:  Self-directs Learning
n  BST 2.1  Uses rubrics to accurately assess progress toward learning targets
n  BST 2.2  Develops a plan to achieve goals, with teacher support
n  BST 2.3  Persists with a task over time
n  BST 2.4  Utilizes a variety of sources to find help
n  BST 2.5  Advocates for self
     Classroom Interactions
Grades K - 2
Grades 3 - 5
BLT 3: Communicates and works effectively within a team or group
n  BST 3.1 Actively participates in group work
n  BST 3.2  Listens respectfully and acknowledges the contributions of others
n  BST 3.3  Shares ideas clearly
n  BST 3.4  Contributes to creating a safe learning environment
n  BST 3.5 Adapts to changes in the group process with a positive attitude
BLT 3: Communicates and works effectively within a team or group
n  BST 3.1 Actively participates in group work
n  BST 3.2 Listens respectfully and acknowledges the contributions of others
n  BST 3.3 Shares ideas clearly
n  BST 3.4 Contributes to creating a safe learning environment
n  BST 3.5 Adapts to changes in the group process with a positive attitude
n  BST 3.6 Respects different points of view
A link to the video that describes the whole report card is below:


Please feel free to contact me if you have question regarding changes in our reporting tool.  While I am sure you will notice more similarities than differences in the report card, I want to make sure that you are familiar with parts of this reporting tool before the first report card comes home in December. 

Thanks for sharing your children with us!

Fondly,

Dr. Teresa Clemens-Brower
a.k.a.  Mrs. C.-B.
Principal

THANK YOU-We are so lucky to have an active and involved community willing to do special things for our kids.  When we work together, our kids benefit.
  • §  Thanks to Lori Laraway for organizing treats for the staff during conferences.  Thanks also to all who contributed to the feast! Snacks are very much appreciated on the long days!
  • §  Thanks to the Wallin family for a tall table and chairs.  We are experimenting with different levels of work surfaces to accommodate different learning styles.
  • §  Thanks to the Yau family for the donation of underwear for our health room.   We will always be willing to take donations of new underwear sized 6-10.
  • §  Thanks to Robyn Fuenmayor for all of her hard work on the Book Fair planning and set up!
  • §  Thanks to Sandy Goff for organizing Dining for Dollars events. 


Wish List-These are things or jobs that make a difference to our kids, teachers or school. Send in items or let Mrs. CB know if you can volunteer.
       Swiffer duster refills for small handled dusters will be put to good use in our computer lab.  Please send donations to the office.
       Donations of Bistro Height tables (Tables this height provide students with an opportunity to stand and work. 
       Donations of headphone extenders can be put to good use in the computer lab.
       Donations of lap desks (hard surface on one side with microbead bolster lap pad on the back) can be put to use in classrooms.

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