Elementary Report Cards
We are pleased to introduce our newly revised K-5 report cards. Our goal was simple:
To create a clear, concise, and meaningful communication of individual student progress
Although the goal was simple, the task itself was complex. The process started several years ago with a district-wide group that studied research about fundamental grading practices. The research supported the development of the report card that you are reviewing today.
Last year, a team of professionals examined K-5 standards, aligned assessment evidence for every indicator, and reviewed many other district models of reporting. The draft was then examined by not only our teachers, but also a group of 35 parents who provided honest feedback. We then used this feedback to make further adjustments and refinements to produce the report card that you see today.
Some highlights of the new report card:
- Performance descriptors have changed to become more informative
- Work Habits and Social Development are the first areas you read
- Content headers name transferrable skills that are achieved over time
- Standards are more descriptive, exact, and clear
- Assessment evidence is mapped to each standard for consistency across the grade level
- Related Arts reports content and has an area for comments, and
- Multi-disciplinary outcomes- referred to as capacities, are reported in each of the five major areas of critical thinking, creative thinking, communication and collaboration, self-direction and global thinking.
These capacities, or multi-disciplinary outcomes, are some of the “soft-skills” that prepare our students to engage in a complex society as “thinkers and doers”. Students explore and grow their abilities in these areas in addition to mastering the content standards of the discipline.
As teachers use the performance descriptors of:
M Meets Expectations
N Needs Support
it is important to understand that the standard that is reported on will have advancing expectations as the curriculum progresses throughout the year. Therefore, the assessments reflect the progression of content and will inform the marking of the standard.
In the example below you can see the third grade math standard:
Solves one and two step word problems …
- Unit 1 Two-Digit Addition & Subtraction Checkpoint
- Unit 2 Post Assessment
- Unit 3 Three Digit Addition & Subtraction Checkpoint
- Unit3 Round Ball Hundred
- Unit 3 Post Assessment
- Unit 4M Post Assessment
- Unit 4M Measurement Checkpoint
- Unit 4M Time Checkpoint
- Unit 5 MPS Strategy Match & Division Checkpoint
- Unit 5 Creating a Division Story
- Problem Assured Learning Experience
- Unit 5 Multiplication and Division Checkpoint
- Unit 5 Post Assessment
This standard would be marked in the fall using evidence from addition and subtraction word problems, but by the spring of third grade advances to the use division and multiplication in word problems. Thus, it is possible for students to start the year with an S for Strength and end the year with a D for Developing.
As always, your classroom teacher will be able to address any questions or concerns that you might have about your child’s progress. They will continue to show artifacts at conferences that are illustrative examples of academic strengths and goals.
We hope you find this report card a meaningful communication of progress and a good addition to the information that you have already received about your child in their current grade. Please do not hesitate to contact myself, your principal, or your classroom teacher with any questions.