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RES implementing new report card system
By Byron Painter
Editor
A two-year process has culminated in a new way to report grades and progress for Riverton Elementary School students.
Before this year, fourth graders were the only students who received traditional A-F grades; under the new system, second and third graders will also receive A-F grades,
reflecting work ethic and performance, according to third grade teacher Julie Timm, who has served as Assessment Project Team Leader.
In addition, all K-4 students’ report cards will include a list of skills broken down by subject that utilizes a plus-minus scale that shows a student’s progress toward mastering
skills.
Kindergarten and first grade students are only using the plus-minus scale.
A student receiving a plus consistently has mastered a skill, while minus means the student has “not yet” mastered a particular skill.
Last year, on the other hand, Kindergarten and first grade students were using a 4-3-2-1 scale, and second and third graders were using the V/S+/S/S-/U scale.
The process to change the report card began with a teacher survey, which asked teachers what was working and not working, according to Timm.
“We saw a need for something different,” said Timm. “What we were doing was not working.”
For example, parents wanted to correlate a C grade with S on the V/S/U scale, since S was the middle of that scale, but that is not correct.
However, that was not always communicated well, noted Timm, who compared it to speaking “two different languages.”
The project team met with 10 parents per grade level (50 total, K-4) and queried those parents about “what they wanted the report card to do,” said Timm.
Many parents simply wanted a better way to understand how their child was doing in school and also how they could better assist their child.
Based on the parents’ feedback, plus research into the topic, the project team formed a book study, using a book by Robert Marzano, a leader in the educational research field.
From there, Timm said, “we drew many conclusions to guide us.”
After researching report card practices in local schools and similar-sized schools around the state, going down to second grade to start letter grades was ultimately decided.
That also means that Riverton students will have a consistent grading scale from second grade through high school.
There was a pilot last year during third quarter for10 students per grade level; some of the parents involved in the earlier program were also a part of this pilot.
“Everything was really positive,” said Timm of the third quarter trial, though she allowed that “there will probably be adjustments as we go through” the program.
The biggest concerns for teachers going in was how the parents were going to be informed, and also how the teachers would keep track of grades.
Last week, teachers were trained on the gradebook designed by the project team to correlate with the new report card.
During the first week of school, there was a parent meeting held on the new system; almost all of the returned feedback forms were positive.
“We finally felt like we had a path to help the kids,” said Timm.
There will be another report card night at some point in the second quarter, after the first quarter grades are sent home.
Timm noted the new system provides parents “a much clearer picture of what we are doing in the classroom.”
A parent brochure will be sent home with the first quarter grades as well to help parents understand the format of the report card.
Specialist grades have also been changed; last year, the specialists followed the same system as each grade level, but this year there are two different grades in each special
class, one for content and skills and one for participation and behavior.
By Byron Painter
Editor
A two-year process has culminated in a new way to report grades and progress for Riverton Elementary School students.
Before this year, fourth graders were the only students who received traditional A-F grades; under the new system, second and third graders will also receive A-F grades,
reflecting work ethic and performance, according to third grade teacher Julie Timm, who has served as Assessment Project Team Leader.
In addition, all K-4 students’ report cards will include a list of skills broken down by subject that utilizes a plus-minus scale that shows a student’s progress toward mastering
skills.
Kindergarten and first grade students are only using the plus-minus scale.
A student receiving a plus consistently has mastered a skill, while minus means the student has “not yet” mastered a particular skill.
Last year, on the other hand, Kindergarten and first grade students were using a 4-3-2-1 scale, and second and third graders were using the V/S+/S/S-/U scale.
The process to change the report card began with a teacher survey, which asked teachers what was working and not working, according to Timm.
“We saw a need for something different,” said Timm. “What we were doing was not working.”
For example, parents wanted to correlate a C grade with S on the V/S/U scale, since S was the middle of that scale, but that is not correct.
However, that was not always communicated well, noted Timm, who compared it to speaking “two different languages.”
The project team met with 10 parents per grade level (50 total, K-4) and queried those parents about “what they wanted the report card to do,” said Timm.
Many parents simply wanted a better way to understand how their child was doing in school and also how they could better assist their child.
Based on the parents’ feedback, plus research into the topic, the project team formed a book study, using a book by Robert Marzano, a leader in the educational research field.
From there, Timm said, “we drew many conclusions to guide us.”
After researching report card practices in local schools and similar-sized schools around the state, going down to second grade to start letter grades was ultimately decided.
That also means that Riverton students will have a consistent grading scale from second grade through high school.
There was a pilot last year during third quarter for10 students per grade level; some of the parents involved in the earlier program were also a part of this pilot.
“Everything was really positive,” said Timm of the third quarter trial, though she allowed that “there will probably be adjustments as we go through” the program.
The biggest concerns for teachers going in was how the parents were going to be informed, and also how the teachers would keep track of grades.
Last week, teachers were trained on the gradebook designed by the project team to correlate with the new report card.
During the first week of school, there was a parent meeting held on the new system; almost all of the returned feedback forms were positive.
“We finally felt like we had a path to help the kids,” said Timm.
There will be another report card night at some point in the second quarter, after the first quarter grades are sent home.
Timm noted the new system provides parents “a much clearer picture of what we are doing in the classroom.”
A parent brochure will be sent home with the first quarter grades as well to help parents understand the format of the report card.
Specialist grades have also been changed; last year, the specialists followed the same system as each grade level, but this year there are two different grades in each special
class, one for content and skills and one for participation and behavior.
Issue Date: Aug. 14, 2008
