Standards-Based Elementary Progress Reports

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.

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).

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.