Frequently Asked Questions
Standards-Based Report Cards
1. What is the purpose of the Standards-Based Report Cards (SBRC)?
The Standards-Based Report Card represents what the local school district has identified what is important to report to all stakeholders (i.e. parents, teachers and administrators, students). However, the Standards-Based Report Card and Rubrics do not absolve the teachers from his/her responsibilities of teaching all of the identified state curriculum. Furthermore, the Standards-Based Report Card is designed to inform and provide more detailed and accurate feedback to parents regarding their child’s progress towards mastery of specific learning standards at their grade level for each nine week grading period.
2. How many assessments are enough to determine student mastery of the standards or elements listed on the Report Card?
All of the Performance Levels for (“Meets” 3) the standard include the words “consistently and independently”. Therefore, one assessment is rarely enough to demonstrate a full grasp of any element(s) in English, Language Arts, Math, Science or Social Studies. Several assessments over a period of time are the best way for a teacher to get a true and accurate picture of the academic range of what a student can do.
3. How and where will students be assessed and evaluated on their proficiency of the identified curriculum standards and elements?
Students should be assessed in naturally occurring classroom contexts. The following represents some of the opportunities for this to occur:
· Center Time and Work stations
· Outdoor Activities
· Classroom Routines
o Calendar Time
o Lunch Room
· Teacher Directed Instruction
· Directed Reading time
· Directed Math time
· Language Arts time
o Guided reading
o Guided Writing
· Writing pieces across the content
· Independent Reading time
· Playing games
· Reading books aloud
4. How soon can a student attain a 3 “Meets” on the Report Card? (i.e. Is it possible during the 1st 9 weeks?)
If the teacher has sufficient documented evidence that a student has mastered a particular concept/skill that has been taught and assessed during the nine week period, a student can achieve a 3 “Meets” on his/her report card during the first nine weeks. Obtaining a 3 during the first three grading periods does not mean that students have reached the goal of proficiency, rather, their progress is meeting the expectations for that period of time. If students continue on that path, they should reach proficiency (the goal) by the end of the year. Final grade level proficiency can only be determined at the end of the year.
5. Can a student perform at the “Meets level” as indicated by the report card and go down on the Report card during a subsequent 9 weeks?
Yes. The Standards-Based Report Card provides information on student performance for a nine week grading period. As more elements of the standards are introduced and assessed, it is possible that a student may not continue to receive a 3 for a particular standard. Teachers will provide standards-based instruction to help avoid this from happening. Grades placed on the report card should be indicative of tangible assessment and documentation of the child’s performance over a period of time (i.e. It is better to err on the side of time if by the conclusion of the grading period, if there have not been enough opportunities for the student to demonstrate mastery of a standard or element).
6.How often will progress reports come home?
Progress Reports should be expected to come home at the midpoint of each grading period.
7. How will student progress be monitored and reported?
Teachers will use the grade reporting key that is found on the report card that includes:
1 (Emerging);students require additional support and interventions to achieve the standard.
2 (Progressing);students are making progress towards but have not met the standard.
3 (Meets);students have met the expected goal for the grading period.
4 (Exceeds);students are beyond the expected level at that point in time relative to the standard. Due to the nature of some standards, it may not be possible to exceed.
Assignments will provide the teacher with data along with assessments (formal and informal), projects, etc. that in turn will provide the tangible evidence for the teacher to assign report card grades.
8. How will we translate the report card to a weekly report?
A sample template is on the county website for schools to use to set up this communication with parents. Schools may feel that it is necessary to add more information for the sake of communicating to parents.
9. What expectations should be in place for grades provided by special area teachers (P.E., Art, Music)?
Special area teachers are expected to provide a performance grade and a Behavior Grade for each grading period using the Key for Academic Performance and the Key to Initiative, Work Habits, and Special Areas.
10. Once a student has earned a “3” based on documented evidence, will a teacher continue to assess his/her progress over subsequent 9 week grading periods?
Yes. The goal is to ensure that the child has mastered the concept over a period of time.
11. What can I do to help my elementary child achieve mastery on the standards?
A. Ask your child specific questions about school and listen to his/her answers.
B. Read the information provided from the school on standards.
C. Provide experiences your child can build upon.
D. Know what standards are being taught each nine weeks and what the expectations are for your child to reach mastery.
E. Provide learning games, puzzles and books.
F. Visit the library and read to and with your child.
G. Keep your child well rested.
H. Establish a regular homework routine.
I. Guide television and movie viewing.
J. Ask open ended questions including , “why” and “how” questions about various concepts presented.
K. Make sure your child comes to school on time each and every day.
L. Establish healthy eating habits.
12. How will I know if my child has met the local promotion criteria?
In grades K-8, the county has established PPR (Promotion, Placement and Retention) rubrics that denote the academic areas used to determine if a student has met the local promotion criteria. If the student has not met the local promotion criteria the options of Placement or Retention are then determined by a committee that includes the principal (his/her designee) parent and the teacher. Subsequent data collection and documented meetings must have been completed as criteria when considering a student for retention. (Please see Retention Criteria)
13. What does “NE” represent on the Standards-Based Report Card?
Please remember that the “NE” boxes references when a particular standard/element has not been evaluated for a 9 week period.
14. What does “N/A” represent on the Teacher and Parent Rubrics?
Non-applicable. This lets parents and teachers know that there is not a correlating standard in the subsequent grade that could be used to afford students the opportunities to demonstrate the ability to exceed that particular standard.