Implementing a K-6 Implementing a K-6 Standards-Based Reporting Standards-Based Reporting System in a Large School System in a Large School District: Lessons LearnedDistrict: Lessons Learned

WERA Spring ConferenceWERA Spring Conference

March 29, 2007 March 29, 2007

Kent School DistrictKent School DistrictQuick ProfileQuick Profile

• Southern King County• 26,711 Students (headcount)• 37% Free/Reduce Lunch• 42% Minority

– (Asian 15%, African-American 10%, Hispanic 10%)

• 14% English Language Learners• 114 Home Languages• 28 Elementary Schools (K-6)• Great variance in demographics from school to

school

Purpose of SBRSPurpose of SBRS

To communicate student To communicate student performance in meeting the state performance in meeting the state and district standards for learningand district standards for learning

Belief StatementBelief Statement

• We believe the Kent School District reporting system will provide timely, accurate and meaningful information of a student’s progress and application of knowledge and skills toward achievement of the state and district standards.

ResearchResearch

• Thomas Guskey– 1996 ASCD Year Book– Live Seminars on Tape– Developing Grading and Reporting Systems

for Student Learning Book– Scoring Rubrics in the Classroom Book– Improving Student Learning with Standards,

Assessments and Grading

Additional ResearchAdditional Research

• Visitations to other districts

• Robert Marzano– Comprehensive Guide to Designing

Standards-Based District, Schools and Classrooms

– Assessing Student Outcomes– Transforming Classroom Grading

11stst Year – 2003-04 Year – 2003-04

• Development of– New Report Card – separating academic

reporting from behaviors– Parent, student and staff surveys– Rubrics– Glossary of terms– Support groups– Curriculum sub-groups– Communication plan

22ndnd and 3 and 3rdrd Years – 2004-2006 Years – 2004-2006

• Increased number of SBRS participants from 80 to 120

• 4 Schools went school-wide 2nd year and 5 the 3rd year

• Continuation of curriculum document development

• Focus on Assessment tools

Emerging Issues for 2006-07Emerging Issues for 2006-07

• 11 Schools – school-wide• 5– teacher participating – at least 2 per school• Better communication• Staff development• Honor Roll• Development of guidelines for aligning

assessments with GLEs as they are released• Common Format for documents and access for

updates resources

Users Self-Reported Stage of Users Self-Reported Stage of Integration of SBRSIntegration of SBRS

0%

5%

10%

15%

20%

25%

30%

Awareness Preparation 1st Mech Use Routine Use Refinement Integration Renewal

““It is not the boulder that It is not the boulder that stops the mountain climber, it stops the mountain climber, it

is the pebble in the shoe.”is the pebble in the shoe.”

Boulders Boulders • Understanding

“There is a great difference between knowing something and understanding it.” Charles Kettering

• Communication“If the finished parts are going to work together, they must be developed by groups that share a common picture of what each part must accomplish. … the challenge of management and team-building is to make that communication happen.” K. Eric Drexler, U.S. researcher, lecturer

• Resources“That stuff, that stuff can drive you nuts.” Marlon Brando in On the Waterfront

Understanding IssuesUnderstanding Issues

• Meeting standard vs. averaging

• The sudden need for reflection on grading practices (“What did you do under the old grading system?”)

• Perceived threats to traditions (e.g. awards)

• Grades as rewards or punishments

Resources IssuesResources Issues

1. Alignment of existing materials to standards

2. Assessments, rubrics, and anchor sets desired by EARL by subject by grade level for each trimester

3. Demands for even finer granularity.

The Demand for Documents The Demand for Documents

How will we know where students are

relative to the standards?

What does a 4, a 3, a 2, a 1 look like?

What are the standards?

Establish standards (e.g. GLEs)

Develop

Trimester

Assessments

Develop Rubrics and Anchor Sets

Communication IssuesCommunication Issues

• Teachers↓ From 4 pilot schoolwide sites↓ To 11 schoolwide “Orphans” in 18 sites

• Administrators– Finding time

• Parents– Not really a problem

Pebbles in the ShoePebbles in the Shoe

• Evidential requirements• Report card technology• Guidelines for report card comments• Trend vs. average• Students served above or below grade level

(e.g., Highly Capable Program, Special Needs)• Honor Societies, Presidential Awards …• End of year standards vs. on-track standards

ResourcesResources

• Developing Grading and Reporting Systems for Student Learning by Thomas R. Guskey and Jane M. Bailey, Corwin Press, Inc. 2001

• ASCD Year Book 1996, Communicating Student Learning, Edited by Thomas R. Guskey, ASCD

• Assessing Student Outcomes, Robert J. Marzano, Debra Pickering, Jay McTighe, ASCD, 1993

• Transforming Classroom Grading, Robert J. Marzano, ASCD, 2000

““If you can keep your head If you can keep your head about you when all about about you when all about you are losing theirs, it's you are losing theirs, it's possible you just haven't possible you just haven't grasped the situation.“grasped the situation.“

----Jean KerrJean Kerr,,

American author, playwrightAmerican author, playwright