Click to listen. The purpose of the standards-based report card is to clearly communicate student performance toward grade level standards and expectations to families.
Click to listen. The change to a Standards-Based reporting system comes from the belief that our previous report card and reporting system did not fully communicate what students are expected to know and be able to do as set forth in the state and national standards. This new reporting system will benefit students, teachers and families. It will allow students to be more aware of what is expected of them. It will provide families 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 and that the standards-based reporting system will assist in this endeavor.
Click to listen. Elementary school families will receive trimesterly (12 week) report cards. Some teachers will opt to send additional progress reports home with students more frequently. In addition, parents that have set up their Aeries Parent Portal will be able to track progress via that site.
Click to listen. If your child received all A’s in the past you can most likely expect them to receive 3’s or 4’s in the new reporting system. However, you may see some occasional 2’s in the gradebook along the way, especially when new concepts are being introduced and learned. Learning in many instances is cumulative and understanding grows and develops. As we align our grading practices, and at the same time implement more rigorous national standards, we may see that the obtainment of 4’s is more rare. This is not an indication that your child has changed or is struggling, it is an indication of higher and more aligned standards across our system, state, and even nation.
A four means that a student is significantly exceeding the standard. Our goal for all learners is to earn the grade mark of 3, to show that they are meeting our challenging grade level standards and expectations. In the new system, a 3 is to be celebrated! Within this goal of all learners earning 3’s, we also need to continue to recognize individual student performance, goals and achievements. For some students the goal of a 4 is the correct reach and the system should challenge and motivate them to demonstrate their understanding in ways to earn the score of 4, significantly exceeding the standard.
It is difficult to compare letter grades with the number system because the marks stand for completely different things. In a standards based system the score represents what is learned – where the student is in relation to the expectation or standard. In a letter grade system the grade mark indicates how many points a student has accumulated, through assignments, extra credit, participation, etc. In that system, the goal of the student was to gather as many points as possible to get to an A. Now we are looking at where student work is in relation to a standard (performance expectation), rather than an accumulation of points.
Click to listen. 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, motivation, instruction, and support 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 demonstrating mastery is to be celebrated. A score of 4 indicates a strength being recognized that is above and beyond the grade level expectations.
Click to listen. Another change for students is understanding the concept of extending the Standard. Extending 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 receive 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.
Click to listen. We understand this change to standards-based reporting is a major shift in thinking, but it would be a mistake to try to convert the rubric scores of 1,2,3,4 to letter grades of A,B,C,D,F. The rubric scores represent a measure of learning completely different from the "points earned" system of letter grades. Performance Levels indicate what a student has learned or needs to learn. Please do not be tempted to provide an analogy or equivalent measure - the two systems are quite different and there is no correlation.
Click to listen. Research has shown that letter grades do not motivate students to learn. On the contrary, research has found three consistent effects of using - and especially, emphasizing the importance of - letter or number grades:
Intrinsic motivation is the most powerful kind of motivation - when a student is involved in the learning process by knowing their strengths and where they need to improve, the student can work with teachers and parents to set meaningful goals of excellence, strive to achieve the goals, and experience success.
Click to listen. Currently, the state of California has adopted Common Core State Standards (CCSS) for ELA and Math, and they were fully implemented in 2014-15. Next Generation Science Standards (NGSS) were adopted in 2013, but will not be fully implemented until the 2018-2019 school year. For more information about these standards, visit http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
As for social studies standards, ... stay tuned.
"Students at the Extending level of performance have an in-depth understanding of grade level performance standards expected at this point of the school year." A "4" indicates the student has advanced understanding and exceeds grade level expectations. A student receiving a "4" demonstrates academically superior skills in that specific area. This student applies learning and concepts in new and varied ways, challenges him or herself to think deeply to make connections, and demonstrates this advanced knowledge at school.
"Students at the Achieving level of performance are consistently meeting the grade level performance standards expected at this point of the school year." A "3" indicates the student has proficient understanding and meets grade level expectations. We want all of our students to reach a level "3." A student receiving a "3" is right on track with our high academic expectations. A "3" is something to be celebrated!
"Students at the Progressing level of performance are partially meeting the grade level performance standards expected at this point of the school year." A "2" indicates the student has basic understanding and is partially proficient at meeting grade level expectations. A student receiving a "2" understands the basic concept or skill, but has not yet reached the proficient level. Performance is not yet consistent with regard to accuracy, quality, and level of support.
"Students at the Beginning/Standard Not Met level are not yet meeting grade level performance standards expected at this point of the school year." A "1" indicates a student has minimal understanding and does not meet grade-level expectations. Performance is inconsistent even with guidance and support, will need additional support and/or interventions to learn the materials and progress toward meeting standard.