Central Elementary moving towards Standards-Based Education & Grading

Dear Central Elementary Parents & Guardians,

I want to thank you for being patient with us as we work through the transition from traditional report cards to a standards-based education and report card.  As you know, Central Elementary has gone through several changes with multi-age classrooms and a stronger emphasis on the grade level learning standards of the Iowa Core.  Along with developing clear learning targets, we also needed to change the way we reported learning and growth.  In order to truly put an emphasis on learning and not simply the progression through school/grade levels, we have been working the first half of the school year to evolve into standards-based learning and report cards.

Difference between Traditional & Standards-Based

Below is a quick comparison between traditional grading and standards-based grading.  As you can see, the biggest difference is a move from a body of work over a selected period of time with unclear learning objectives, to clear learning targets that separates behavior from academics and provides multiple opportunities for students to achieve the target.

Traditional Grading System	Standards-Based Grading System
1. Based on assessment methods (quizzes, tests, homework, projects, etc.). One grade/entry is given per assessment.	1. Based on learning goals and performance standards. One grade/entry is given per learning goal.
2. Assessments are based on a percentage system. Criteria for success may be unclear.	2. Standards are criterion or proficiency-based. Criteria and targets are made available to students ahead of time.
3. Use an uncertain mix of assessment, achievement, effort, and behavior to determine the final grade. May use late penalties and extra credit.	3. Measures achievement only OR separates achievement from effort/behavior. No penalties or extra credit given.
4. Everything goes in the grade book – regardless of purpose.	4. Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes.
5. Include every score, regardless of when it was collected. Assessments record the average – not the best – work.	5. Emphasize the most recent evidence of learning when grading.

Adapted from O’Connor K (2002).  How to Grade for Learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press.

In a traditional report card, teachers assign a grade to a single subject, example: reading, math, and science.  Each of these subjects includes a broad spectrum of objectives to be studied and mastered in a school year.  A single subject grade offers no information about what was specifically learned in the subject area, giving parents no indication of what students must still work on.  Let me use math as an example:

In a traditional report card, Blake gets the following grades in a quarter.

Test 1, Single addition                                                          98%

Test 2, Multi-figure addition                                           94%

Test 3, Single subtraction                                                  65%

Test 4, Multi-figure subtraction                                   60%

1^st Quarter Math Grade                                                  79% or C+

As a parent I see Blake is getting a C+ in math, but what does that really tell me?  Looking at each learning objective separately, Blake mastered addition, yet struggled with subtraction.  Yet in a traditional report card I would only see Blake is getting a C+ in math.  Now let me use another example of how “behavior” affects a grade in a traditional report card.  In this example homework is worth 10 points, test are worth 25 points:

                  Homework 1                                         0/10 (didn’t hand in)

                  Homework 2                                         5/10 (handed in late so received half credit)

                  Homework 3                                         0/10 (didn’t hand in)

                  Test 1                                                          24/25

                  Homework 4                                         0/10 (didn’t hand in)

                  Homework 5                                         5/10 (handed in late so received half credit)

                  Test 2                                                          25/25

                  1^st Quarter Grade                            54/100, 54% or an F

This student has clearly mastered the learning target, yet in a traditional grading system this student would receive an “F” due to homework not being completed or handed in on time.  That "F" has to do with behavior and does not accurately show that the student has actually mastered the learning target.  In a standards-based grading system, this same student would have been given extended learning opportunities due to mastery of the learning target.  In a standards-based grading system, the above “F” example will look like this at Central:

                  Learning Target: I can round numbers to the nearest ten or 100.

                  Pre-assessment                          7/10 (struggled rounding to the nearest 100)

                  Formative assessment 1          (Not graded but informs the teacher that the student now understands rounding to the nearest 100 and is ready for a summative assessment)

                  Post-assessment                        10/10 (Student gets advanced into rounding to the nearest 1000, etc.)

                  1^st Quarter Grade                    3- Proficient or possibly 4- Advanced, depending on how the student does in extended learning. (Behavior would be graded separately)

Central teachers have been working very hard and we are excited about this move to a clearer focus on student learning.  The new standards-based report cards will be sent home February 26.  I will host a parent meeting in the auditorium on February 27 at 12:30 PM.  This meeting will be a chance for us to answer any questions you may have about the new report cards or standards-based grading in general.  Again, I thank you for your continued patience and support.

Sincerely,

Nick Trenkamp

Superintendent/Elementary Principal

Thank You Bus Drivers!

Today a group of our bus drivers joined us for our monthly Caring Commitment Safety (CCS) assembly.  Our concentration was on bus behavior and safety.  We don't get to thank our bus drivers enough for the work they do in getting our children to and from school safely.  Please help me thank them when you see them.

Also, thank them for being such great sports and joining us in our game!

Dollars for Scholars Committee

The Central Dollars for Scholars Committee is looking for new members.  The Dollars for Scholars Committee is an excellent way to support Central students as they pursue opportunities after graduation.  Please contact Mrs. Metcalf or myself if you are interested or would like more information.

Update on School Start Date

Battle for Local Control Begins

Bills to repeal the start date and the DE guidance on start date waivers were released this week.   IASB is supporting HF 13 and SSB 1058 which would strike all language referencing a school start date and leave that to the decision of individual school boards.  HF 13 was approved by a subcommittee this week and will be considered by the full House Education Committee in the near future.   Representatives of the tourism industry continued to press the case that early starts have a negative impact on state revenues and that there is no proven connection to student achievement.  The subcommittee heard from several superintendents as well as a coalition of public and non-public school groups.
It is vital that you continue to communicate with your legislators about the importance of maintaining local decision-making about a school's calendar.

The Iowa Department of Education released the Guidance on Start Date Waivers.  It's safe to say, no district will ever be able to meet the standards in the guidance.  Your advocacy is needed to ensure local control over your calendar is retained and written with the best interests of students in mind.

Call to Action- Support Public Education

The Central Community School District needs the help and voice of all our supporters.  This past week Governor Branstad gave his Condition of the State Address and released his budget recommendations.  Estimates suggest the governor recommends an increase to public school funding of only 1.25%.  Iowa law currently requires the legislature to set per pupil funding 30 days from the release of the budget.  This law was enacted to ensure education funding remains the top priority of the state.

Old News: During the 2014 Legislative Session, the Senate, multiple times, affirmed a 6% increase in the cost per pupil, but no action was taken in the House.  Iowa Code 257.8 requires action within 30 days of the release of the Governor’s budget.  The legislature is out of compliance with Iowa law, and thus is not prioritizing the education of Iowa’s children.

TALKING POINTS: This Legislature must set the 2015-16 cost per pupil at 6%.

·       In the history of the 44-year formula, in only two instances has the per pupil increase been lower than this year’s 1.25% proposed in the governor’s budget.  World-class schools take something more than third-class funding.

·       Iowa ranks 35^th in the nation in per pupil funding, $1,612 below the national average per student in expenditures.  Yet, Iowa ranks 9^th in the nation in reserve funds on hand, has the 12^th highest growth rate in gross domestic product, and ranks 9^th in growth of per capita personal income nationwide.  Our schools have not recovered from the economic downturn and record low funding rates of the last several years.  For rural schools in particular this has meant staff layoffs and program reductions.

·       A 1.25% cost per student increase would mean -$72,222 for the Central Community school district.   The Governor’s 1.25% increase is also misleading to the public.  In that increase he includes Teacher Leadership funds, which every school district does not receive, including Central.  When Teacher Leadership funds are removed from the 1.25%, Central’s actually increase is .8%.  Iowa has a long history of being equitable to its citizens, yet our governor is proposing a plan that is not equitable for all Iowa students.  For example, of the 8 urban education centers making up the Urban Education Network of Iowa, all 8 received TLC funding.  Meanwhile many rural schools did not receive TLC funding.  Rural schools deserve equal treatment and equal funding.

·       Annually school operational expenditures typically rise 3.5%.  Operational expenses include keeping on the lights, meeting academic expectations, paying staff, covering the increased costs of insurance, transportation cost, retirement benefit costs, books and programs.  Facing in excess of $70,000 in negative new money means Central and other Iowa school districts will have to cut vital programs serving our students.

ACTION: All Central stakeholders and supporters have a voice.  Please help us by contacting your legislatures and the Governor and ask them to follow the law and to prioritize funding, at a minimum rate of 6%, for the education of Iowa’s children. 

Office if the Governor:

1007 East Grand Ave., Des Moines, Iowa 50319
Phone: 515.281.5211  Fax: 515.725.3527

Email and call your legislatures:

Darrel Branhagen: Darrel.Branhagen@legis.iowa.gov, (515) 281-3221

Patti Ruff: patti.ruff@legis.iowa.gov, (515) 281-3221

Michael Breitbach: michael.breitbach@legis.iowa.gov, (563) 933-6486

Please contact me if you would like more information.  Together we can make a difference!

Sincerely,

Mr. Nick Trenkamp

Superintendent/Elementary Principal

Central Community School District

Central Twitter Chat & Professional Development 1-16-15

Yesterday while students had the day off, Central teachers were hard at work.  We invited JMC to educate elementary teachers on using the grade book and report cards for our new standards based report card.  The Middle School/High School staff met with NICC to discuss offering more dual credit classes (which is something heavily requested in our parent survey).  Dual credit classes will allow our students to receive both high school and college level credit.

Before lunch I presented to the staff and utilize Twitter to enhance the discussion, in a round about way an in-house Ed Chat.  Anyone call follow our conversation at #centcs.  I also created a Storify where you can see the tweets in order of first to last.  The Storify also contains my presentation. 

As you can see, Central has accomplished a lot.  I am very proud of our staff and their engagement and willingness to learn and be stronger teachers.

Make-Up Day

Well our new calendar is working as it is supposed to so far!  With cancelling school on January 7th, we will get to make up that day on January 14th.  Our new calendar keeps the make-up day in the same quarter as the missed day, keeping our quarters and learning time equitable.

A lot of discussion to come in regards to the State setting a mandatory start date, but hopefully we can keep our calendar format going forward.  I will wait until I receive guidance from the State before exploring 2015/16 calendar options.