Informational Parent Meeting
Cedar Hill School
October 22, 2013
 The
term “report card" is used to describe
any systematic listing and evaluation of
something for information.
A
typical report card communicates the
quality of a student’s work.
 Today's
student report cards go way beyond
the simple letter grades.
 In the past, our schools sent home accounts
of each subject's content, student progress,
social behavior, work habits, learning skills,
and more.
 And
that means we need to rethink the
amount and detail of information we provide
to parents about the progress of their child
in meeting the standards by the end of the
grade.
A
standards-based report card lists the most
important skills students should learn in each
subject at a particular grade level.
 On
many traditional report cards, students
receive one grade for reading, one for math,
one for science and so on.
 On a standards-based report card, each of
these subject areas is divided into a list of
skills and knowledge that students are
responsible for learning.
 Students receive a separate mark for each
standard.

Letter grades are calculated by combining how
well the student met his/her particular teacher's
expectations, how s/he performed on
assignments and tests, and how much effort the
teacher believes s/he put in.

Letter grades do not tell parents which skills their
children have mastered or whether they are working
at grade level.

Example: Because one fourth-grade teacher might be
reviewing basic multiplication facts, while another is
teaching multiplication of two- or three-digit numbers,
getting an A in each of these classes would mean very
different things. The parent of a child in these classes
would not know if the child were learning what he
should be to meet the state standards.
 Standards-based
report cards provide more
consistency between teachers than
traditional report cards, because all students
are evaluated on the same grade-appropriate
skills.
 Parents can see exactly which skills and
knowledge their children have learned.
 The marks on a standards-based report card
show only how well the child has mastered
the grade-level standards, and do not include
effort, attitude or work habits, which are
usually marked separately.
Effort
(Grade K-5)
Standard (Grade K-5)
Letter Grade (Grade 3-5)
Goals
and Objectives as per IEPs
Grades include modifications
and accommodations
Comments explain child’s
progress toward meeting the
standard.
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
KEY: EFFORT
Demonstrates perseverance in completing tasks and goals
1 = Outstanding 2 = Satisfactory 3 = Inconsistent 4 = Minimal
KEY: STANDARDS
An explanation of your child’s progress toward grade level standards
ES = Exceeds Standard
The student independently and consistently exceeds grade level concepts
and skills, with high quality work reflecting higher thinking skills.
MS = Meets Standard
The student demonstrates proficiency of grade level concepts and skills,
with accuracy, quality and independence.
PS = Progressing Toward Standard
The student demonstrates progress toward grade level concepts and skills,
given support and assistance.
BS = Beginning Demonstration of Standard
The student demonstrates a beginning understanding of grade level
concepts and skills, given support and assistance.
DS = Does Not Yet Meet Standard
The student does not yet meet this grade level standard.
N/A = Not Assessed at This Time
KEY: ACADEMIC SUBJECT AREAS
A+ = 97 – 100
B+ = 87 - 89
C+ = 77 - 79
A = 94 – 96
B = 84 – 86
C = 74 - 76
A- = 90 – 93
B- = 80 – 83
C- = 70 – 73
D+ = 67 – 69
D = 64 - 66
F = 59 and below
D- = 60 - 63
An asterisk (*) next to any area indicates modifications.
English Language Arts
Correlates with Common Core State Standards
MP1
EFFORT in English Language Arts
Reading
Asks and answers questions about key details in fiction and informational texts
Retells familiar stories, including key details, and demonstrates understanding
of their central message
BS
Explains major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types
BS
Compares and contrasts the adventures and experiences of characters in stories
Identifies the main topic and retells key details of an informational text
Asks and answers questions about unknown words in an informational text
Identifies basic similarities in and differences between two texts on the same
topic (e.g. in illustrations, descriptions, or procedures)
1
BS
BS
BS
BS
BS
Demonstrates understanding of the organization and basic features of print
based on 1st grade reading and content
BS
Demonstrates understanding of spoken words, syllables, and sounds based on
1st grade expectations
BS
Knows and applies grade-level phonics and word analysis skills in decoding
words
BS
Reads grade-level text with sufficient accuracy and fluency to support
comprehension
BS
MP2
MP3
MP4
English Language Arts
Correlates with Common Core State Standards
EFFORT in English Language Arts
READING
Reading Literature
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Informational Text
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Speaking and Listening
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Foundational Skills
Phonics and Word Recognition
Fluency
WRITING
EFFORT in Writing
Writing
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Language
Convention of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
MP1
2
B
BS
BS
BS
BS
BS
BS
BS
BS
BS
BS
BS
BS
B2
BS
BS
BS
BS
BS
BS
BS
MP2
MP3
MP4