Standards-Based Reports Cards, PK-5

A standards based report card communicates student progress toward meeting end of the year learning standards. Teachers assess student performance against these learning standards, which are specific and observable grade level skills articulated in the Walpole Public Schools elementary curriculum. Teachers do this by measuring individual student performance against the identified concrete learning standards, rather than in relation to the performance of other students.

Our report cards reflect the learning standards as outlined in the current Massachusetts State Frameworks. From the very beginning of the school year, the standards based report card keeps teachers, parents, and student focused on the desired outcomes for year-end learning goals.

The Walpole Public Schools place a strong value on home-school partnerships, and we view the updated report card as an important tool in furthering our shared understanding about student growth in both the academic areas and student responsibility skills, including each child’s unique approach to learning.

Samples

Parent/Guardian Guide to Standards-Based Report Cards

Academic Standards Indicators

A standards based report card uses academic performance indicators that are observable and objective. The standards themselves are grade level, end of the year benchmarks that specify what each student should know and be able to do at each grade level. They serve as a basis for our curriculum, instruction, and assessments, reflecting a child’s individual achievement.

Learning expectations increase in rigor and depth from one marking period to the next as students move toward grade level mastery. Greater complexity, more sophisticated reasoning, and deeper understanding develops during the learning progression to achieve end of year mastery. Standards are instructed and learned on a gradual continuum of proficiency with measurable targets on the path to end of year mastery, and the report card performance levels reflect this learning progression.

Report Card Sample

Sample Standards-Based Report Card

Academic Performance Levels

The following performance levels (aligned with MCAS descriptors) are used to indicate academic performance:

Exceeds Expectations (E): The student consistently exceeds the end of year standard by demonstrating an above and beyond grade level understanding and applies their knowledge at a higher level.

Meeting Expectations (M): The student consistently meets and demonstrates independent proficiency of the standard expectations at this time of year along the learning progression for that standard. A level M in Term 1 indicates the student is currently on target for meeting grade level expectations by the end of the year. A level M in Term 2 denotes that the student has successfully achieved the end of year standard.

Partially Meeting Expectations (P): The student is partially meeting and progressing toward the standard expectations and learning targets at this time of year. A level P in Term 2 denotes that the student has partially met the end of year standard.

Not Yet Meeting Expectations (N): The student is not yet meeting standard expectations at this time of year and shows limited evidence of learning progression toward understanding the standard. A level N in Term 2 denotes that the student has not met the end of year standard.

Student Expectations Indicators & Progress Levels

Skills indicated in the Student Expectations section of the report card provide an essential foundation for life-long learning. The application of these skills helps to create a positive learning environment for all students in our schools, and they are introduced, developed, and supported throughout the Walpole Public Schools. Levels are used to indicate progress in these areas as follows:

Meeting Expectations (M): The student meets communicated expectations

Partially Meeting Expectations (P): The student partially meets communicated expectations

Not Yet Meeting Expectations (N): The student is not yet meeting communicated expectations

Standards Based Terminology

Assessment: The ongoing process of gathering data or giving feedback about a student's performance in order to determine a student’s strengths and weaknesses, improve instruction, and document progress.

Benchmark: A reachable target for student learning at various points of the year, as defined by samples of student work.

Curriculum Framework: A document that defines the standards for each content area and provides descriptive statements that indicate how the standards are applied at each grade level.

Rubric: A tool used to score or rate a student’s oral or written performance. A rubric identifies specific characteristics used to determine the degree to which a standard has been met.

Standards: A statement that identifies what students should know and be able to do. Learning Standards for each content area, subject and grade span are identified in the Massachusetts Curriculum Frameworks. These can be viewed online at the Massachusetts Department of Education’s website.

Frequently Asked Questions

What is the purpose of the report card?

The purpose of the report card is to convey student progress and achievement of learning standards in regards to academics and student responsibilities addressed during each term.

How frequently will report cards be distributed?

The report card will be distributed two times per year, midyear and end of year. Student progress is reported four times per year. There are two parent-teacher conferences scheduled in October and March.

How will the performance ratings of Exceeding (E), Meeting (M), Partially Meeting (P) or Not Yet Meeting (N) the standard be determined?

Students’ current performance of the learning standards are determined by both their oral and written work, teacher observations, formative assessments, common assessments and rubrics.

Is an “E” performance level the same as a traditional “A” letter grade?

No, an “E” should not be equated with an “A.” When a student achieves a Level M, they have met the expectation of the grade level standard at that time of year. To achieve a Level E, a student must demonstrate understanding and performance beyond expected end of year proficiency and exceed the grade level standard. Level Es are challenging and achieved much less frequently.

Since the standards are an end-of-year expectation, how can my child achieve a Level M in Term 1?

A key tenant of standards based grading is understanding where each student is on the road to mastery, not just at the end of the year, but constantly throughout the year. Although most of a grade level’s standards are targeted for complete mastery in the second half of the year, students can achieve an M in Term 1 by meeting benchmark learning targets expected at the midpoint of the year.

➢ What This Might Look Like in Math:

In Kindergarten, students are on track (at a performance level M) for meeting the “Count to 100 by ones and tens” end of year standard if they are able to:

  • Count to 20 by ones by early November

  • Count to 40 by ones by January (end of Term 1 benchmark)

  • Count to 60 by ones and 100 by tens by March

  • Count to 100 by ones and tens by June

In the above example, in Term 1, a student would earn a P if counting to 21-39 because they are making progress toward the end of Term 1 benchmark. A student would earn an N if counting to 20 or less because they are not yet meeting grade level standard expectations at this time of year.

➢ What This Might Look Like in English Language Arts:

In Grade 3, students are on track (at a performance level of M) for meeting the “Asks and answers questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers” end of the year standard if they are able to demonstrate this standard consistently throughout the first two reading units, as well as on our diagnostic reading assessment, iReady.

Please note that a student may meet the midyear grade level learning target for a standard, but as expectations increase during the next marking period, the student may not demonstrate the same level of proficiency moving toward the end of year standard; thus a student might receive an M in Term 1, but then receive a P in Term 2.

* Indicates that M is the highest achievable level. Shaded gray: Not assessed in this term.