The primary purpose of a report card is to communicate student achievement, with achievement being defined as performance measured against accepted standards and learning outcomes. Ken O’Connor 2007
What is a Standards-Based report card, and why is it used?
A Standards-Based report card gives information about a student’s achievement of Westside’s Learning Standards (Outcomes and Indicators) which are aligned with the Nebraska State Standards.
- A student’s achievement is measured against the standard rather than simply being compared to other students.
- It gives more detailed and accurate information about a student’s academic achievement.
- A Standards-Based report card provides clarity and consistency for reporting achievement within Westside Community Schools.
- There is worldwide consensus among experts that Standards-Based reporting increases the focus on learning.
How do the marking codes reflect the change to a Standards-Based report card?
Marking codes on a Standards-Based report card reflect the student’s mastery of District adopted standards not an average of scores. The codes do not align with letter grades.
How are marks determined in a Standards-Based system?
When determining marks, teachers consider a “body of evidence” and use professional judgment. Marks are based on the indicators for each content area and reflect only academic achievement, not behaviors. Teachers base achievement marks on summative assessments. These assessments evaluate student learning at the end of teaching to an objective or at the end of a unit of study. Formative assessments (quizzes, homework, teacher’s observations, activities) are used to monitor student learning. The results allow teachers to make on-going instructional decisions and allow students to get feedback and monitor their learning. Formative assessments and practice (homework) are used to collect evidence of learning not to determine marks.
Who is responsible for a grade if a child receives services in EY (Excellence in Youth), ELL (English Language Learners), Pre-Algebra or Special Education?
Classroom teachers will work collaboratively with EY, ELL, Pre-Algebra and Special Education staff to determine the final report card marks. If a student has an IEP that designates an alternate assessment, the student will not receive a report card.
If a student receives all 3’s, does that mean the student is performing above grade level?
No, a 3 means the child has mastered the grade level standard.
Why is behavior separated from content marks?
To accurately portray student achievement, behavior is separated from achievement. Behavior is reported under Social Skills and the Skills of a Successful Learner. For example, a student may demonstrate mastery of the Standard but has late homework or off-task behavior. In the past, this child may have received a lower grade due to the late homework and behavior concerns, this is not acceptable in a Standards-Based system.
How do teachers mark the report card if the standard hasn’t been taught and/or assessed?
A blank will designate that a standard has not been taught or assessed. There may not be a mark in every box each quarter. At some point in the year all statements should have a mark reflecting the student’s individual achievement.
What if a child does not receive a “3” for a standard by the end of the year?
The expectation is that students will demonstrate mastery of all standards. However, teachers, students and parents must work together to address the areas of need. Extra practice, summer programs, or extra help at home may be suggested.
How will student achievement be reported to parents?
Student achievement will be shared in many ways throughout the year. Communicating student achievement will continue to be the focus of conferences. Conferences will still be held during the first and third quarters. Teachers are still encouraged to utilize other means to report student’s mastery of Standards. Communicating evidence of learning can be shared with phone calls, notes, emails, sharing of portfolio samples and parent meetings.