Informational Parent Meeting Cedar Hill School October 22, 2013

 The term “report card" is used to describe any systematic listing and evaluation of something for information.

 A typical report card communicates the quality of a student’s work.

 Today's student report cards go way beyond the simple letter grades.  In the past, our schools sent home accounts of each subject's content, student progress, social behavior, work habits, learning skills, and more.

 And that means we need to rethink the amount and detail of information we provide to parents about the progress of their child in meeting the standards by the end of the grade.

 A standards-based report card lists the most important skills students should learn in each subject at a particular grade level.

 On many traditional report cards, students receive one grade for reading, one for math, one for science and so on.  On a standards-based report card, each of these subject areas is divided into a list of skills and knowledge that students are responsible for learning.  Students receive a separate mark for each standard.

 Letter grades are calculated by combining how well the student met his/her particular teacher's expectations, how s/he performed on assignments and tests, and how much effort the teacher believes s/he put in.  Letter grades do not tell parents which skills their children have mastered or whether they are working at grade level. 

Example: Because one fourth-grade teacher might be reviewing basic multiplication facts, while another is teaching multiplication of two- or three-digit numbers, getting an A in each of these classes would mean very different things. The parent of a child in these classes would not know if the child were learning what he should be to meet the state standards.

   Standards-based report cards provide more consistency between teachers than traditional report cards, because all students are evaluated on the same grade-appropriate skills. Parents can see exactly which skills and knowledge their children have learned. The marks on a standards-based report card show only how well the child has mastered the grade-level standards, and do not include effort, attitude or work habits, which are usually marked separately.

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Effort (Grade K-5)

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Standard (Grade K-5)

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Letter Grade (Grade 3-5)

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Goals and Objectives as per IEPs

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Grades include modifications and accommodations

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Comments explain child’s progress toward meeting the standard.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

KEY: EFFORT Demonstrates perseverance in completing tasks and goals

1 = Outstanding 2 = Satisfactory 3 = Inconsistent 4 = Minimal

KEY: STANDARDS An explanation of your child’s progress toward grade level standards ES = Exceeds Standard

The student independently and consistently exceeds grade level concepts and skills, with high quality work reflecting higher thinking skills.

MS = Meets Standard

The student demonstrates proficiency of grade level concepts and skills, with accuracy, quality and independence.

PS = Progressing Toward Standard

The student demonstrates progress toward grade level concepts and skills, given support and assistance.

BS = Beginning Demonstration of Standard

The student demonstrates a beginning understanding of grade level concepts and skills, given support and assistance.

DS = Does Not Yet Meet Standard

The student does not yet meet this grade level standard.

N/A = Not Assessed at This Time

KEY: ACADEMIC SUBJECT AREAS A+ = 97 – 100 B+ = 87 - 89 C+ = 77 - 79 A = 94 – 96 B = 84 – 86 A- = 90 – 93 C = 74 - 76 C- = 70 – 73 D+ = 67 – 69 B- = 80 – 83 F = 59 and below D = 64 - 66 D- = 60 - 63 An asterisk (*) next to any area indicates modifications.

English Language Arts

Correlates with Common Core State Standards EFFORT in English Language Arts

Reading

Asks and answers questions about key details in fiction and informational texts Retells familiar stories, including key details, and demonstrates understanding of their central message Explains major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types Compares and contrasts the adventures and experiences of characters in stories Identifies the main topic and retells key details of an informational text Asks and answers questions about unknown words in an informational text Identifies basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures) Demonstrates understanding of the organization and basic features of print based on 1 st grade reading and content Demonstrates understanding of spoken words, syllables, and sounds based on 1 st grade expectations Knows and applies grade-level phonics and word analysis skills in decoding words Reads grade-level text with sufficient accuracy and fluency to support comprehension MP1 1 BS BS BS BS BS BS BS BS BS BS BS MP2 MP3 MP4

English Language Arts

Correlates with Common Core State Standards EFFORT in English Language Arts

READING Reading Literature

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

Informational Text

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

Speaking and Listening

Comprehension and Collaboration Presentation of Knowledge and Ideas

Foundational Skills

Phonics and Word Recognition Fluency

WRITING

EFFORT in Writing Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

Writing Language

Convention of Standard English Knowledge of Language Vocabulary Acquisition and Use BS BS BS BS BS BS BS MP1 2 B MP2 BS BS BS BS B 2 BS BS BS BS BS BS BS BS MP3 MP4