A standards-based report card:
- Assesses student performance against a specific and observable grade set of skills;
- Enables teachers to clearly define for students what it is that they should know, understand, and be able to do;
- Measures each student against the identified grade level ‘end of year’ standard;
- Is clear and specific about the academic standards and pro-social learning indicators;
- Is aligned to the Massachusetts State Framework as indicated through the Common Core Curriculum Standards;
- Supports consistent assessment and reporting across the district;
- Does not measure how the student performs compared to other students.
Teachers use multiple sources of information to assess student growth toward standard-mastery including: classroom observations, classwork, frequent formative assessments, summative/cumulative assessments, and for each standard on the report card, there is an accompanying rubric. These rubrics are based on ‘end of year’ expectations. Many students will be ‘approaching’ standards in January for Semester 1, as the entire standard may not have yet been covered. Students will be eligible to receive “mastery” on the final report card, after the entire standard has been taught.
Academic Performance Standards:
M - *Mastery - The student consistently, accurately, and independently demonstrates proficiency in the grade level standard
A - Approaching - The student is progressing towards mastery and demonstrates basic concepts and skills, may vary in consistency, accuracy, and/or independence in the grade level standard
D - Developing - The student is beginning to demonstrate basic concepts and skills; may lack consistency, accuracy, and/or independence, towards the grade level standard
N - Not yet demonstrating the grade level standard
*Mastery does not mean the teaching and learning ends; rather, it indicates the student has reached a level of performance expected of that grade level with consistency, accuracy, and independence. Instruction and learning will focus on gaining a deeper understanding by solving more complex problems within the standard and across standards, more challenges applying the standard, and more opportunities for critical thinking within the standard (think Bloom's Taxonomy).
Pro-Social Learning Indicators (Personal Development/Classroom and Community Skills; Approaches for Learning)
3 - Demonstrates most of the time
2 - Demonstrates some of the time
1 - Requires ongoing intervention to develop skill
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