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Elementary Standards-Based Progress Report and Reporting System
The purpose of our Elementary Standards-Based Reporting System is to provide consistent and accurate information and feedback to students and their families on a student’s progress toward meeting grade-level learning standards.
In the spring of 2018, a committee of teachers, administrators, and parents worked together to revise the District’s Elementary Standards-Based Progress Reports as well as the process of communicating and collaborating with families. Changes were made to the report, adding specific learning standards in a language and format that will provide more explicit, meaningful feedback. This includes:
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moving from quarterly reporting to trimester. This extended grading period provides teachers the opportunity to collect additional evidence of student progress and allows for growth in academic and social-emotional standards/expectations.
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the creation of standards/indicators that highlight the most important concepts/skills studied while still allowing space for focused narrative comments.
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identifying indicators of effort, learning habits, and behaviors for success that recognize the importance of social and emotional learning.
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the development of companion rubrics to ensure greater clarity, accuracy, and consistency in the reporting of student growth against NYS Next Generation Standards as well as provide a clearer picture of student progress at different points in the school year.
Progress Report and Parent/Teacher Conference Dates for 2022-23 are as follows:
Term 1: September 7- December 2
- Wednesday, December 7th- Progress Reports sent home with students.
- Thursday, December 8th - Parent/Teacher Conferences - 3:00 pm - 7:00 pm- Schools will share specific information with families.
- Friday, December 9th - Parent/Teacher Conferences - 8:00 am - 3:00 pm (Note: There will be no instruction for students on this day)
Term 2: December 5- March 17
- Progress reports sent home with students- Wednesday, March 22nd
- Note: Parents should contact their child's teacher if they have any questions about their child's progress.
Term 3: March 20- June 21
- Progress Report Mailed Home- Monday, June 26th
Click the links below for more information and specific grade-level samples of the new progress reports:
Parent Presentation- New Progress Report
Sample Progress Reports
Companion Rubrics -
Frequently Asked Questions
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Why are there no letter grades?
Our standards-based progress report’s Indicator of Academic Performance and Behavior (4,3,2,1) provides information about student achievement without the need for traditional letter grades. Letter grades often follow a teacher’s individual assessments and expectations and do not necssarily show a student’s performance toward NYS Next Generation Standards.
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How does a standards-based report card help parents?
Standards-based report cards enable parents to receive accurate information based on cumulative student progress throughout the trimester. In addition, they promote more detailed and meaningful conversations at parent/teacher conferences, allow for careful and precise monitoring of student achievement, and reflect grade-level standards and expectations so parents gain a complete idea of student progress.
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What is the difference between a grade of 1, 2, and 3?
Learning is a process and it should be expected that repeated exposure and experiences are necessary to gain ownership of new skills and strategies. An assessment score of 2 indicates the student is developing or progressing towards the standard. Once a student demonstrates thorough understanding and performance is characterized by the ability to consistently apply skills with accuracy and quality, he or she would receive a 3. Students earning a 1 are experiencing difficulty with the concept/skill even with consistent teacher prompting and support.
To better illustrate, the performance scale for our standards-based reporting system is summarized below:
4- Exceeds Grade Level Standard and Expectation
The student independently and consistently exceeds marking period standards. Earning a “4” means the student has advanced understanding and exceeds grade-level expectations at this point in the school year. A student receiving a “4” is distinguished, demonstrating academically superior skills in that specific area. This student shows initiative, challenges himself or herself, and demonstrates this advanced skill and knowledge at school. A “4” indicates unusually high achievement.
3- Secure and Meeting Grade Level Standard and Expectation
The student meets marking standards. Earning a “3” means the student has a 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 academic expectations. A “3” is something to be celebrated!
2- Developing and Progress Towards Meeting Grade Level Standard and Expectation
The student demonstrates progress toward meeting marking period standards. Earning a “2” means the student has basic or some understanding and partially meets grade level expectations. A student receiving a “2” understands the basic concept or skill, but has not yet reached the proficient level and still need some teacher support. A “2” should indicate to parents that their child may need some extra help or extra time to practice/understand that concept or skill.
1- Beginning or Limited Progress toward Meeting Grade Level Standard
Earning a “1” means the student demonstrates limited progress toward meeting marking period standards. A student receiving a “1” has academic delays according to our grade level standards, and interventions may be needed to learn and stay on track.
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Why are some areas marked NA?
It is possible that while a standard is introduced and assessed throughout the year, it may not be reported until later in the year when students have had more time to demonstrate sufficient understanding.
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What evidence helps determine a student's achievement against learning standards?
As students work toward achieving grade level expectations teachers carefully consider the following in determining progress in all academic and special areas:
- a collection of work overtime;
- daily written or oral tasks;
- application of understandings, behaviors and skills (i.e. literacy continuum, reading and writing progressions, math investigations, etc.)
- periodic assessments (checks for understanding, conferring, quizzes, tests, performance tasks).
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What if a child is not even progressing toward a grade-level standard?
If a student is working below a grade level standard and needs to be taught that corresponding standard at a lower grade level, the student would receive a 1 (beginning to meet the standard) on the progress report. This is because the skills needing to be taught are actually prerequisite skills necessary to eventually meet the grade-level standards.
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How can parents explain to their children why they did not get a 4?
Before answering this question, it is important to understand the concept of "exceeding" the standard.
Exceeding is not the equivalent of a traditional A or 94-100% accuracy on a test. 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 benchmark expectations. When a student demonstrates his/her ability to apply a thorough in-depth knowledge of basic and extended concepts and skills with performance characterized by self-motivation, and the ability to apply skills with consistent accuracy, independence, and a high level of quality, the student would earn an “4” for exceeding performance.
Benchmarks and specific criteria have been established to help teachers identify students that are consistently and independently working beyond grade-level expectations (see the grade level companion rubrics more details). When a student or parent thinks a score of 4 is warranted, parents and teachers need to have an honest conversation. When speaking to children, adults need to help explain that some concepts and skills are more difficult to grasp than others, but given time students can continually challenge themselves. 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. Remember, a score of 4 indicates a strength being recognized that is above and beyond.
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Can a student perform at a level 2 and then move to a level 1 in the next marking period?
Yes, this is possible since in some cases the expectations change from one marking period to the next as students move toward the end of a grade-level standard. This means: a student may be progressing toward the grade-level expectation during the first trimester, but as the expectations increase, the student may not demonstrate the same level of proficiency during the next trimester.
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How are English Language Learners (ELL) who are still acquiring English language speaking and literacy skills graded?
Students are assessed at their current grade level using the appropriate grade-level standards-based progress card. During parent conferences, teachers will discuss with parents the child’s current level of English proficiency as well as the child’s opportunity to learn the content and/or ability to demonstrate the appropriate grade-level standards. ENL teachers will also provide twice year a specific report focus on a student’s progress on language skills related to a student specific language level.
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How are students with Individualized Education Plans (IEPs) evaluated on the progress report?
Students with Individualized Education Programs (IEP) must be provided with the same opportunity to receive feedback in relation to expectations for grade-level standards, just as students who not receiving this support. We understand some students have needs that impact learning, and as a result, some may not achieve certain grade-level standards without special services and supports. For students with accommodations, the content of the standard remains the same, but the method for learning and demonstration of mastery of a standard may be adjusted. For all students with an IEP, an additional supplemental progress report is provided that identifies how students are performing on appropriately challenging learning tasks as outlined in the goals and objectives of their IEP.
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More Information About the NYS Next Generation Standards- http://www.nysed.gov/next-generation-learning-standards