STANDARDS-BASED REPORT CARDS
The George Ross Mackenzie Elementary School is working diligently to improve communication about the expectations for learning through a Standards-Based report card for grades Pre-Kindergarten-6. The change to a Standards-Based report card comes from the belief that our previous reports cards did not fully communicate what students are expected to know and be able to do as set forth in the New York State Next Generation Learning Standards in English Language Arts (ELA) and Mathematics. This new report card will benefit students, teachers and parents/guardians. It will allow students to be more aware of what is expected of them and it will provide parents with a more detailed outline of the expectations in each of the major academic areas. We believe that your understanding of what is expected of your child and how well he or she is progressing towards the goals at his or her grade level is very important. We look forward to working together to provide your child with the knowledge and tools to be successful and to reach his or her full potential.
The Eldred Central School District recognizes that teachers require more “time” to teach, while students require additional time to learn more rigorous standards. With this in mind, George Ross Mackenzie Elementary School is moving to a trimester report card. Students will receive report cards three times a year (December, March and June). All report cards in grades K-6 will be provided in an electronic format through SchoolTool™ which include individual teacher comments.
What is Standards-Based grade reporting?
A Standards-Based grade reporting system is designed to inform parents about their child’s progress towards achieving specific learning standards. The New York Next Generation Learning Standards establish high and challenging performance expectations for all students. They describe what students should know and be able to do, and serve as the basis for the George Ross Mackenzie Elementary School’s curriculum, instruction and assessment model.
Why was the report card changed to Standards-Based?
The report card was changed to provide more information to parents about student progress on the Next Generation Learning Standards. On the previous report cards, students received 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 further expanded by a list of skills and knowledge students are responsible for learning. Students receive a separate mark for each indicator.
What is the purpose of the Standards-Based report card?
The purpose of the Standards-Based report card is to provide feedback that is more detailed to parents regarding the progress their children are making towards specific content indicators at each grade level. This report card allows parents and students to understand more clearly what is expected at each grade level. With this understanding, parents will be better able to guide and support their child helping him/her to be successful in a rigorous academic program.
How does the Standards-Based report card compare to the traditional letter grade system?
Students in grades 3-6 will see the biggest change to their report cards as we move away from traditional letter/number grading and move to a Standards-Based report card. Letter/number grades are often calculated by combining how well the student met a teacher’s expectations, how the student performed on assignments and tests, how much effort the teacher believes the student put in and how the student is doing in comparison to classmates. Letter/number grades do not tell parents which skills their child has mastered or whether he or she is working at grade level. The Standards-Based report cards measures how well an individual student is doing in relation to the grade level standards, not the work of other students. This will give parents a better understanding of their child’s strengths and weaknesses and encourage all students to do their best.
How can your child exceed the Standards?
Another change for students is understanding the concept of exceeding the Standard. Exceeding is not the equivalent of an A on a traditional report card. For example, if a fifth-grader received A’s on every math test during the marking period, he or she would probably have received an A on a traditional report card. If those math tests measured only the concepts fifth graders are expected to master, those A’s would be the equivalent of meeting the standard on a Standards-Based report card; the student is doing what he or she should be doing very well, but not necessarily more. Standards-Based report cards encourage students to demonstrate their ability to apply skills and knowledge beyond grade level expectations. Performance is characterized by self-motivation and the ability to apply skills with consistent accuracy, independence and a high level of quality.
My child has an IEP, how will he or she be assessed?
There are modifications and accommodations in your child’s IEP to support his or her progress on grade level standards as assessed on a Standards-Based report card. A lack of indicated progress on the report card would require further exploration of additional modifications and accommodations. Parents will continue to receive their child’s IEP Progress Report based on his or her measurable annual goals.
How do you expect parents to explain to their children why they did not get a 4?
It is important that parents and teachers have honest conversations with students. Some concepts and skills are more difficult to grasp than others, but given time and motivations students can continually challenge themselves. Attitudes are contagious and it is important that adults involved convey to the child that learning is a process that needs to be respected. A score of 2 while learning a new skill or concept is appropriate. A score of 3 (Proficient) is to be celebrated. A score of 4 indicates a strength being recognized that is above and beyond the grade level expectations. Moving to a Standards-Based report card will do away with Honor Roll and Principal’s List. Students will be recognized for their achievements in other ways.
How are these grading standards marked?
The Standards-Based report card will include specific standards relating to the knowledge, skills and effort a student should meet by the end of the school year.
Grades PreK-6 Standards-Based Report Card Grading Scale
Mark | Mark Description | Mark | Effort Mark Description |
|---|---|---|---|
4-Exemplary | Student is exceeding grade level expectations taught in this reporting period | 4 | Always demonstrates an excellent approach to all activities in class and at home, presenting work to the best of his/her ability at all times. |
3-Proficient | Student consistently demonstrates an understanding of concepts, skills and processes taught in this reporting period | 3 | Mostly demonstrates an excellent approach to all activities in class and at home, presenting work to the best of his/her ability at all times |
2-Developing | Student is not yet consistent in demonstrating an understanding of concepts, skills and processes taught in this reporting period | 2 | Seldom demonstrates an excellent approach to all activities in class and at home, presenting work to the best of his/her ability at all times |
1-Emerging | Student does not demonstrate an understanding of grade level concepts, skills and processes taught in this reporting period. Student is significantly below grade level expectations. | 1 | Rarely demonstrates an excellent approach to all activities in class and at home, presenting work to the best of his/her ability at all times. |
NA-Not Applicable | The teacher has not yet introduce this specific stand or measured student progress toward meeting the standard in the reporting period. | ||