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Will there be another teacher task force to  follow up with this decision?  Where is the information from the 2018 Teacher task force available for review?  

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Will there be another teacher task force to  follow up with this decision?  Where is the information from the 2018 Teacher task force available for review?  

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How would we record on the report card that a standard has not yet been taught. Ex. subtraction in kinder comes after the 1st trimester

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If we are teaching specific standards based on current curriculum/programs, how do we give students the opportunity to show proficiency early in the year? Especially if we are supposed to "teach with fidelity?"

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If we are teaching specific standards based on current curriculum/programs, how do we give students the opportunity to show proficiency early in the year? Especially if we are supposed to "teach with fidelity?"

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Will there be a breakdown to what constitutes a 1, 2, 3, 4 or is it personal judgement? For example, the end goal for kindergarten is to count to 100 by 10's and 1's. How high do you need to count for a 2? It seems very inconsistent across the district. Examples and requirements should have been added before the launch.

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Is the WAPT the screener that they get prior to the ACCESS test?

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Are there any resources available to help teachers make sure they have an assessment or data that supports each of the standards in order to put a grade on the report card?

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Are there any resources available to help teachers make sure they have an assessment or data that supports each of the standards in order to put a grade on the report card?

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Can you repeat what you said earlier about taking off the E,S,M,I marks?

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Can you repeat what you said earlier about taking off the E,S,M,I marks?

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It appears the science is not NGSS aligned.

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I am not finding the link on how to get the scores for ACCESS

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How is it informative to parents and students to show grade based on end of year standards? Of course they will not be proficient, that is a given. Students (especially younger ones) make TREMENDOUS developmental gains over a school year. Point in time grading gives more information than EOY grading.  How do we communicate to parents ACTUAL academic growth? 

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How is it informative to parents and students to show grade based on end of year standards? Of course they will not be proficient, that is a given. Students (especially younger ones) make TREMENDOUS developmental gains over a school year. Point in time grading gives more information than EOY grading.  How do we communicate to parents ACTUAL academic growth? 

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Clarification: In the box for access scores, do we place all Access scores for overall and access domain areas? This comes directly from their ACCESS scores. The individual progress comes through the trimester goal domain, correct?

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Were teachers that actually fill out these report cards a part of the "team?"

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Were teachers that actually fill out these report cards a part of the "team?"

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Will there be rubrics for teachers to use that help us determine what a 1, 2, 3, 4 would be?  What determines how close a child is to proficiency?

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Will there be rubrics for teachers to use that help us determine what a 1, 2, 3, 4 would be?  What determines how close a child is to proficiency?

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There is no longer a fluency section in Foundational Skills section for 5th grade. How are we going to report on that?

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It is a 3rd grade standard for multiplication and division fluency. Students are still working on this in 4th grade and it is not on the report card. Math automaticity in multiplication and division is still needed for 4th grade!

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At the end of the math section. Is this just information for parents?

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It's time consuming and not always appropriate to assess students on end of the year goals at this point.  However, giving a student a 1 or 2 simply because of lack of opportunities to demonstrate the end of year skill seems unfair.  Thoughts or suggestions? 

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It's time consuming and not always appropriate to assess students on end of the year goals at this point.  However, giving a student a 1 or 2 simply because of lack of opportunities to demonstrate the end of year skill seems unfair.  Thoughts or suggestions? 

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Was this piloted and the kinks worked out before fully implementing it? 

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Was this piloted and the kinks worked out before fully implementing it? 

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It maybe hard for parents to identify areas of need for their student since it based toward the end goal. How are we to show the difference between normal progression and needs extra work?

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This seems like a lot more work on the teacher end.

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Will mid-terms use the same language? Parents have already seen the old midterms and may confuse them. Mid-terms potentially can be changed to address areas of need instead of the progress toward the end goal.

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My teachers are concerned that they already sent home 3's on the mid-term and the report card is going to look very different!

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My teachers are concerned that they already sent home 3's on the mid-term and the report card is going to look very different!

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Grading for standards that don't spiral...

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Grading for standards that don't spiral...

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Math standards can be taught explicitly in a specific SS module only, the question is how should we grade (when not assessed) on a standard that won't be spiraling through the Math program?
For example: Volume is taught in trimester 1 only with SS (5th)

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I have kind of always struggled with the 1,2,3,4 in some areas. So much of it seems subjective. What one teacher thinks is a 3 I may think it is a 2. I am looking under the Language L.4.6 and the wording is (a lot) how do we grade for this? I was hoping that our report cards would be easier to use and it kind of seems more complicated. Sorry...

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I don't want to give a grade when we haven't covered the whole standard.  I prefer NA to a grade, when it hasn't be taught completely or at all.

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Do special education teachers only enter Tier III grades or grade level standards/grades as well?