1. Somerset Primary Data Report/SBG Information Session 2015-2018
Agenda:
Share academic data for the cycle of the last School Improvement Plan ( )
I.e.: How are we performing?
(2) Standards Based Grading:
What is Standards-Based Instruction?
What is the purpose of Standards-Based Reporting?
New report card and new reporting periods
PowerSchool/Unified Classroom
(3) Electing executive committee members of the PTA (some parents have already
indicated that they are willing to take on key position; we need your presence to
vote)
Cambridge Checkpoint
Reading (Fountas and Pinnell Assessment Systems)
Writing (7 Traits)

2. English Language Arts (ELA)
Cambridge Checkpoint
English Language Arts (ELA)
Cambridge Primary Checkpoint tests skills and knowledge at the end of stages 4–6 of the curriculum for English and Mathematics and stages 3–6 of the curriculum for Science.
Scale: 0-6…..0 lowest and 6 the highest
5 or more= excellent understanding of most of the content
3-4 = sound understanding of most of the content
Less than 2 = basic understanding and could use more focus in targeted areas 2
Mathematics
Science

3. Mathematics(overall)
2015
2016
2017
2018
English(overall)
3.7
3.2
3.4
Reading Average
4.1
3.3
3.6
Usage Average
N/A
Writing Average
3.5
3.1
Mathematics(overall)
2.7
2.5
2.4
Geometry & Measure
3.8 3
2.3
Handling Data Avg
2.8
2.1
Number Average
2.2
Science (overall)
Biology
Chemistry
1.3
Physics Average
1.9
Scientific Enquiry
4.5

4. Cambridge English Results 2015-2018
English(overall)
Reading Average
Usage Average
Writing Average
2015
3.7
3.5
2016
4.1
3.3
2017
3.2
3.4
2018
3.6
3.1

5. Cambridge Mathematics Results 2015-2018
Mathematics(overall)
Geometry & Measure
Handling Data Avg
Number Average
2015
2.7
3.8
2.8
2.3
2016
2.5 3
2.1
2.4
2017
2018
3.1
2.2

6. Cambridge Science Results 2015-2018
Science(overall)
Biology
Chemistry
Physics
Scientific Enquiry
2015
3.2
3.5
3.1
1.9
4.5
2016
3.7
3.4
2017
2018
2.5
2.7
1.3

7. Cambridge Science Results 2015-2018
Science(overall)
Biology
Chemistry
Physics
Scientific Enquiry
2015
3.2
3.5
3.1
1.9
4.5
2016
3.7
3.4
2017
2018
2.5
2.7
1.3

8. (Fountas and Pinnell Assessment Systems)
Reading
(Fountas and Pinnell Assessment Systems)

9. INDICATORS OF ACHIEVEMENT:
On-going objective: To raise the reading achievement of all children in the school
INDICATORS OF ACHIEVEMENT:
• 80% of students are reading at or above grade level by Spring 2019 according to the Fountas and Pinnell Assessment Systems.
Year Level
Spring 2015
Percentage Increase/
Decrease
From Spring 2014 to Spring 2015
Spring 2016
From Spring 2015 to Spring 2016
Spring 2017
From Spring 2016 to Spring 2017
Spring 2018
From Spring 2017 to Spring 2018
Primary 1
81% -7
94%
+13
76%
-18
68% -8
Primary 2
69% +8 -1
88%
+20
38%
-50
Primary 3
50%
-36
63%
-25
66%
+28
Primary 4
53% +3
15%
-38
61%
+46 +5
Primary 5
70%
62%
27%
-35
64%
+37
Primary 6
+23%
52%
-24
+29
54%
-27
Lower School (P1-P3)
67%
-12
75%
65%
-10
39%
-26
Upper School (P4-P6)
+14
48%
-22
+16 -3
All Year Levels
89% +1
-28
55% -9

10. Current Year Levels
2015
Percentage Increase/
Decrease ’14-‘15
2016
Decrease ’15-‘16
Spring 2017
Decrease ’16-‘17
Spring 2018
Decrease ’17-‘18
Primary 1 -
76%
38%
-38
Primary 2
94%
88% -6
66%
-22
Primary 3
81%
68%
-13
-30
+28
Primary 4
69%
-19
63%
61% -2
64% +3
Primary 5
50%
-11
15%
-35
27%
+12
54%
+27
Primary 6
53%
-33
62%
+29
+19

11. From Spring 2014 to February 2015 From February 2015 to Spring 2016
Writing
(Fountas and Pinnell Assessment Systems)
Year Level
Feb. 2015
Percentage Increase/ Decrease
 From Spring 2014 to February 2015
Spring. 2016
 From February 2015 to Spring 2016
Spring 2017
Percentage Increase/
Decrease
From Spring 2016 to Spring 2017
Spring 2018
From Spring 2017 to Spring 2018
Primary 1
14% +8 6% -8
12% +6 0%
-12
Primary 2
38%
+16
45% +7
44% -1
16% +4
Primary 3
36%
-14
39% +3
-25
20%
Primary 4
23% +9
+15
29% -9
31% +2
Primary 5
50% +5 -5
-45
Primary 6
47%
+31
71%
+24
62%
-62
Lower School (P1-P3) -2
22%
-10
Upper School (P4-P6)
+14
56%
+18
13%
-34
All Year Levels
34%
+10
35%
-22

12. Standards Based Grading

13. What is Standards-Based Grading?
A system of grading that uses standards-based approaches to educating students, learning standards—i.e.
concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education—
Teachers determine the goals of a lesson, and then they determine how and what to teach students, so that they achieve the learning expectations described in the standards.

14. Purpose
To provide more specialized reporting: precise and specific information about a child’s progress toward a standard
To support common criteria for grading
To support students in answering:
Where am I going?
Where am I now?
How can I close the gap?

15. How does Standards Based Grading Work?
Standards-Based Grading assesses a student’s overall work and most recent work; so, it tells us what a student has learned and what he or she now knows rather than what they knew at the beginning of a quarter or unit.
In other words, it measures students’ knowledge of grade-level content over time by reporting the most recent, consistent level of performance.
So, a student might struggle in the beginning of a course with new content, but then learn and demonstrate proficient performance by the end of the course.

16. Key Components Aligned with BPSS Cambridge curriculum
Scores include a 1, 2, 3, or 4
Attainment Levels are reported quarterly
Learning Skills/Intentions/Success Criteria
Grading to an “End of the Year Standard”

17. “End of the Year Standard”
Student progress will be reported on a quarterly basis toward the “end of the year standard”
Therefore, students may receive a “2” on the report card as they are making progress toward proficiency
The goal is for all students to have at least a “3” in all areas by the end of the school year
Students will receive a “3” on the report card when they have mastered the grade level standard

18. Scoring Scale Mark Interpretation 4 Exceeds grade-level standard 3
Meets grade-level standard 2
Progressing toward grade-level standard 1
Limited progress toward grade-level standard

19. Traditional Assessment Based Grading
Uses a scale of A – F or percents
Points and extra credit are given
Averaging is used
Task completion is important
It is cumulative
Grade book gives information on assignments rather than content.
Based mostly on test grades
Behavior, punctuality, and other non-academic factors are considered
Very subjective
Teachers define the criteria – can be different teacher to teacher
Prior performance is more important than improvement
The grade is the grade
Students are compared to other students