Understanding the Standards-Based Report Card
Standards Based Reporting
Posted on 11/29/2014
standards-based reporting

UNDERSTANDING THE STANDARDS-BASED REPORT CARD

Jersey Unit School District No. 100 adopted the standards-based reporting system in 2010, beginning with that kindergarten class. The purpose of the standards-based reporting system is to provide parents, teachers and students with more accurate information about students' progress toward meeting the specific skill standards for the various content areas taught at each grade level. By monitoring the concrete skills and knowledge listed on the report card, families will know whether students are being exposed to the same curriculum and learning what they should in each grade. Standards-based report cards provide families with specific academic information that reflect students’ competencies, specifically documenting their performance in the following categories:   

  • Meets National Core Standard (M): Student consistently understands and applies key concepts, processes, and skills for grade-level standards.
  • Progressing Toward National Core Standard (P): Student is working to understand and apply key concepts, processes, and skills for grade-level standards.
  • With Assistance (WA): Student requires extra support in understanding key concepts, processes, and skills for grade-level standards.
  • Area of Concern (AC): Student does not understand and/or cannot apply key concepts, processes, and skills for grade-level standards.
  • Not Assessed (NA): Student has not yet been assessed in area of key concepts or skills for this grading period.

Student competencies in skill areas will be assessed each quarter. Families will be provided with specific information regarding what students know and are able to do. We encourage all parents/guardians to communicate with their student’s classroom teacher during the school year. Extending the school day by working with your student on key concepts and skills learned at school will assist in increasing their knowledge and skills, which will promote academic success. Working collaboratively as a team is a priority, as we want to provide your student with the best education that will ultimately lead to achievement and grade readiness.   

Below are some of the standards-based reporting categories and their descriptions to help you understand skill area competencies and their importance.

READING/LANGUAGE ARTS

Reads on Level

District No. 100 uses the Lexile reading tool as a benchmark for reading ability (www.lexile.com). Ensuring that students are reading at their level is important. Students are assessed using multiple measures which can be further assessed in the following skill areas: comprehension, decoding and word awareness, fluency, and vocabulary. Students are assessed using iStation, a reading program that measures skill areas to determine competencies as well as deficiencies, and then provides interventions in areas where students struggle.

Demonstrates Comprehension Skills

A student’s ability to understand what he/she reads is known as comprehension. Teachers will assess student comprehension skills through day-to-day classroom observation, anecdotal records, a student’s ability to answer questions about text and retelling of a story or event, writing in response to what was read, and through group processes.

Uses Decoding and Word Awareness Skills
Students develop the understanding that letters – when combined – produce sounds, a systematic process for reading skill-building. Teachers will work with your student on the combination of sounds by reading letters, process words automatically and rapidly (fluency), and using context to help with meaning. Additionally, recognizing patterns and applying principles of letter/sound relationships assist students in decoding words. Students are assessed in this area through the use of individual and group activities and assessments. iStation is also used to measure this skill.

Exhibits Fluency

Fluency is a student’s ability to read effectively with speed and accuracy. In addition, proper expression and intonation are necessary.  With practice, students can increase their fluency. Oral fluency assessments and iStation will be used to assess reading fluency. Parents can assist in building their student’s fluency by listening to their student read aloud. 

Acquires and Utilizes Grade Level Vocabulary

Students participate in classroom activities with the integration of technology and small groups to build grade-level vocabulary. High frequency words are introduced and students learn to recognize them in reading passages, which also increases fluency.

Encouraging students to read at home is a simple way to increase their comprehension, decoding and awareness skills, enhance fluency, and build vocabulary.  One way to promote reading in the home is to use the “Find a Book” program athttp://www.lexile.com/findabook/.  Students can locate a book they want to read, document their reading experiences, and maintain a log of all the books they read over a period of time. They can also submit a pledge that will help them stay true to their goal.

WRITING

Produces Different Forms of Writing

Students are introduced to various forms of writing: narrative, relating an experience; expository, informing or explaining a process, event, etc.; persuasive, writing that convinces the audience of a specific point of view.

Demonstrates Conventions of Print (Parts of Speech, Grammar, Punctuation, and Spelling)

Students practice writing, demonstrating an understanding of the eight parts of speech (noun, verb, adjective, adverb, preposition, pronoun, conjunction, interjection) proper use of grammatical foundations, appropriate punctuation, and correct spelling.

Edits and Publishes “Writer’s Workshop”

Students participate in writing “labs,” in which they begin with pre-writing exercises that include brainstorming and building graphic organizers, and then expand to the development of ideas into organized text, and conclude through the revision process in which changes are made based on feedback provided by peers and the teacher.

Demonstrates Research Skills

Students begin to enhance learning opportunities by researching traditional and digital texts for information on specific topics.

LISTENING/SPEAKING/VIEWING

Students will listen to others, speak in both large and small venues, and view texts, things, and people, taking note of them and surrounding contexts to expand experiences and build on prior knowledge and skills. Rubrics will be used to measure competencies in these areas.

Follows Directions

Students will understand the importance of following oral and/or written instructions. This skill is assessed by the teacher through anecdotal note-taking.

Listens Attentively

Students will use active listening skills both in and out of the classroom: Outside of the classroom – in the hallways, during non-core classes, at recess, etc.; inside of the classroom- using eye contact, providing signals that illustrate understanding, raising your hand, etc. This skill will be assessed through both formative assessment opportunities as well as classroom anecdotal note-taking.

Exhibits Conversation Skills

Students will be required to converse with adults and peers during the school day, both verbally and nonverbally. Students will be assessed based on their ability to communicate effectively. This skill will be assessed using speaking/writing rubrics and anecdotal note taking.

Demonstrates Understanding of and Responds Appropriately to Auditory Information

Through the use of face to face communication that occurs both inside and outside the classroom, students will exhibit understanding of communication delivered through auditory means. This will be assessed using formative assessments in the classroom as well anecdotal note-taking. 

Organizes and Conveys Information Orally

Students will develop competencies in delivering information orally. First, the student will practice organizing information internally before responding. Finally, students will understand the importance of listening to others, creating a response that is appropriate and responding in a way that illustrates understanding of message.  This skill is assessed through formative assessment opportunities, summative assessment opportunities through the use of rubrics, and anecdotal note-taking. 

MATHEMATICS 
(Each report card is based on standards outlined for specific grade levels. Provided below are examples from the second grade report card.)

Masters Math Facts 0-9

Students will be working on math facts, understanding numbers and their connections with other numbers. This is an important fundamental process for students. Being able to identify numbers accurately, adding two and more numbers together, and finding a sum will allow them to progress to more difficult concepts.

Understands Numbers and Place Value to 1000

Students will be able to read, write, and represent whole numbers using symbols, words, and models, and demonstrate understanding of the place value of a digit in a whole number. In addition, students will express whole numbers using expanded notation

Represents and Solves Mathematical Problems

Students will be exposed to various mathematical problems that will enhance their understanding of reading, setting up mathematical problems, and using skills to solve. 

Demonstrates Ability to Estimate and Measure Lengths

Students will measure the length of an object using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes, describe how the two measurements relate to the size of the unit chosen, and estimate lengths using units of inches, feet, centimeters, and meters.

Recognizes, Constructs, and Describes Shapes and their Portions

Students will identify and draw shapes such as triangles, quadrilaterals, pentagons, hexagons, and cubes, partition a rectangle into rows and columns of same-size squares and count to find the total number of them, and divide other shapes into two, three, or four equal shares, describing the whole as two halves, three thirds, four fourths. Students will understand that equal shares of identical wholes need not have the same shape.

Distinguishes Attributes of Time and Money

Students will be able to tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. as well as solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Represents and Interprets Data

Students will use gathered data using a line plot, where the horizontal scale is marked off in whole-number units. They will draw a picture graph and a bar graph to represent a data set with up to four categories.  

PHYSICAL EDUCATION

  • Performs Gross Motor Skills
  • Demonstrates Movement Concepts in General Skills
  • Demonstrates Eye/Hand/Foot Coordination
  • Demonstrates Appropriate Behavior
  • Physical Fitness Challenges

More information pertaining to Standards-Based reporting can be found at http://www.isbestandardsbasedreporting.com/.

Please check back soon, as the standards-based report card for each grade level (K-4) will be published online in the near future.