From the Diocese of Allentown Mission Statement “The Diocese is committed to schools of academic excellence in faith filled environments that foster Communities of faith.” From the Diocese of Allentown Mission Statement

Revised Diocesan Elementary Report Cards Assisting Communication: between Teachers and Parents; between Teachers and Students Report cards and Progress Reports are a way to assist communication between teachers and parents and between teachers and students

Why New Report Cards 1. Why did we change the report cards? Change in PA Standards and the Diocesan Curriculum 2. Why did that change? Because of what our students will need in order to be successful learners in secondary school, college and in the workplace This would have an effect on: IOWA, PSAT, SAT ACT testing, along with local assessments on high school expectations

Instructional Shifts for English Language Arts within the Diocesan School Curriculum Six Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Writing From Sources Academic Vocabulary Also, changes in learning shifts in ELA and Math

Instructional Shifts in Math Six Shifts in Math Focus Coherence (Connect the learning throughout the grades) Fluency-Automaticity Deep Understanding Applications Dual Intensity (Practicing and Understanding)

Diocesan Elementary Curriculum Updates Technology 2012 Religion/Theology 2013 English Language Arts 2013 Math 2014 Science 2015

21st Century Skills 4 “Cs” Learning Skills 4 C’s Critical Thinking Creative Thinking Collaborating Communicating Report cards and assessment reflect the 21st Century Learning Skills

Process Timeline and process Formed a committee of K-8 teachers and administrators in October of 2014 Researched a variety of report cards Spoke with professionals at the diocesan, university, and school districts levels Process The committee worked together as a team. Split into grade groups: K; 1,2; 3-5; 6-8 Came back together on all the topics

Process Began looking at topics and subtopics on the report card and aligned them with the curriculum. Reached out to schools and curriculum committees for input on subtopics for Religion, Math, ELA, Science, and Social Studies. Surveyed schools concerning Comments and proceeded to update them. Began looking at topics and subtopics on the report card that align with the curriculum Reached out to schools and curriculum committees for input on Religion, Science, Social Studies sub topics When the topics and subtopics were finished, we shared what we had with the schools and asked for comments to be sent back to us. Even though many of the suggestions that were sent in, we had already changed during our meetings, we did made some additional adjustments based on the input from the schools.

Survey When the topics and subtopics were finished, we shared what we had with the schools and asked for comments. Many of the suggestions we had already changed in our meetings and made other changes based on the input from the schools. Updated the content on the report cards. 4. Updated the grading.

Grading - Grades 3-8 Each content area subject will have a percentage grade

Grades 3 – 8 Each major subject will have a percentage grade Sub Codes under the Academic Content Areas and Christian Values  Exceeds Expectations  Meets Expectations - Does Not Meet Expectations  Skill Has Not Been Assessed

Grades 3 - 8 For Specialties, Conduct and Effort: O Outstanding 97-99 VG Very Good 90 - 96 G Good 85 - 89 S Satisfactory 75 - 84 N Needs Improvement 70 - 74 U Unsatisfactory below 70

TRIMESTERS

Process for Deciding on Trimesters Contacted Dioceses and School Districts Reviewed the possibility with Dr. Fromuth August Principals meeting –presentation of Trimesters and discussion on strengths and concerns a. High Schools- there will be a presentation at the Studies Directors meeting November Principals Extended Meeting continued the discussion on concerns and came up with some solutions.

Trimesters Three semesters instead of the four semesters we have now. Each trimester is 12 weeks in length Extending the marking period from 45 to 60 days Trimesters begin August, November, March Reports are given November, March and June K-8

Trimesters 1. Longer periods of time to develop meaningful information about student progress 2. More opportunities to build relationships and rapport with students before formal reporting 3. More opportunities to understand student needs and to properly intervene.

Trimesters Second and third semesters are notoriously too short due to days off and weather concerns 2. Teachers will have more time for direct instructions and this will help with pacing of lessons for mastery. 3. Research shows trimester grading periods are more developmentally appropriate for elementary and middle school students 4. Trimesters give teachers more time to assess and gather the data. 

First Trimester First Trimester August 29 First Trimester Begins Week of October 9 Progress Reports Issued Week of October 23 Parent Conferences November 22 Marks End December 5 First Tri. Reports Issued Some schools might need to use the first week in November

Second Trimester November 29 Second Trimester Begins Week of Jan. 15 Progress Reports Issued Prepare 8th grade placement card Parent Conferences: teacher and parent request March 8 Marks End March 15 Second Tri. Reports Issued Week of Jan. 15 Progress Reports Issued Possible Parent Conference scheduled 8th grade Preliminary Record First Trimester and the Progress Report

8th Grade Placement Card Consists of: 1st trimester progress report 1st trimester report card 2nd trimester progress report

Third Trimester March 9 Third Trimester Begins   March 9 Third Trimester Begins Week of April 17 Progress Reports May 30, 31 Final Exams June 1, 2 Final Exams June 8 Closing Exercises

Things to Consider Teachers need to be aware of pacing from the beginning of the year Need to track all students, especially those who are having difficulties. Teachers have to be conscious of the number of assessments per trimester.

ASSESSMENTS

ASSESSMENTS Formative and summative assessments are happening all year Progress Report in the middle of each of the three trimesters Conference after the first Progress Report-end of October Second conference, school discretion, after the second Progress Report

Curriculum and Final Exams Working with the Diocesan Curriculum Committees to come up with reorganization of the curriculum for trimesters Also working with the committees on assessments

Pacing Math Committee- put the curriculum in 3 semesters ELA – in discussion Science – Putting the curriculum in trimesters. Also adding resources

Assessments Requirements: Minimum of FIVE grades (tests, projects, performance assessments) per each content area Homework can be weighted no more than 10% of the grade  

Grading Content Area Specifics:    Religion: Four tests and 1 project or performance assessment Math: Four tests and 1 performance assessment Reading: Vocabulary quizzes/tests should be averaged /weighted as one grade and used as one of the five grades required ELA: Spelling quizzes/tests should be averaged /weighted as one grade and used as one of the five grades required

Grading Science: Labs should be averaged together as one grade and used as one of the five grades required Social Studies: Current Event Reports could be averaged /weighted as one grade and used as one of the five grades required Math and ELA Maintenance sheets could be averaged /weighted as a quiz in addition to the five grades  Individual schools will determine guidelines for honor roll system and post it in the handbook

Mickey McGrath We want to assist our students to have the best academic experience, reach their spiritual and academic potential in an atmosphere of faith, hope and love.