Standards Based Report Cards
North Providence School Department
Parent Expo
October 8, 2014
New Parent Portal and
Electronic Gradebook
Common Core State Standards
Common Core State Standards (CCSS) are a shared set of
national learning expectations in mathematics and
language arts that define what students should understand
and be able to do at each grade level by the end of the
school year.
Rhode Island adopted these standards along with the majority of
states.
What is a Standards-Based Report Card?
A standards-based report card lists the most important skills
students should learn in each subject at each grade level.
NPSD’s new Standards-based report cards are completely aligned
with the Common Core State Standards.
NPSD’s previous report cards had the same skills for each grade
level with a rating scale of outstanding, satisfactory, needs
improvement, unsatisfactory.
Report Card Samples
Video
Essential Components:
1. A description of what a student should know and be
able to do at a given grade level.
2. A curriculum framework/roadmap a teacher uses to
ensure that they teach to the standards.
3. Assessments a teacher uses to measure the extent to
which a student has met the standards.
4. A reporting tool which communicates accurately a
student’s progress towards meeting standards of their
given grade level throughout the school year.
Case Study
Fifth graders, Olivia and Patrick both
received a D- on their report cards
What does this mean?
Case Study (continued)
Second Trimester Grades
Emily
84
80
75
85
83
B
David
91
100
100
82
85
A-
Olivia
62
59
58
55
66
D-
Betty
87
95
83
92
88
B+
Patrick
0
7
98
100
95
D-
Karen
98
94
89
100
93
A
Scoring Based on a 4 Point
Scale
Student scores will be based on a 4 point scale.
This represents categories as follows:
4- Exceeding the Standard
3- Meeting the Standard
2- Approaching the Standard
1- Not Meeting the Standard
Exceeding the Standard (4)
A “4” on indicates the student’s progress exceeds
standards because s/he has demonstrated mastery in terms
of knowledge, and
– Applies that knowledge in ways that go beyond expectations.
– Typically, very few students would be at this level of
performance.
– In terms of behavior, students receiving a “4” demonstrate
academic and social maturity beyond their years and those
of their age/grade appropriate peers.
Meeting the Standard (3)
On a standards-based report card, a mark of “3” is the expected
goal for students, which indicates that the student is:
– meeting the requirements of the academic standards for
his/her grade level.
– Marks of “3” and “2” both indicate that a student is working
within the expectations of his/her grade level.
– The difference is the level of independence and support a
student needs to demonstrate mastery.
– The expectation is that most students will achieve a “3” by
the end of the year for each grade-level standard.
– Learners are scored on their progress made toward mastery
of those expectations set forth for each marking period.
Approaching the Standard (2)
A “2” indicates that the student’s progression of skills and
information is in the expected range, but…
– Requires support and assistance to meet the requirements
of the academic standard for his/her grade level at this time.
– In terms of behavior, a student would receive a “2” for any of
the academic or social behaviors when s/he inconsistently
demonstrates or needs reminders to meet the age/grade
appropriate expectations
Not Meeting the Standard (1)
A “1” indicates that the student is not meeting the requirements of
the grade level standard at this time.
– The instructional level is characterized as requiring
maximum teacher support and
– differentiation/accommodations or even modifications.
– In terms of behavior, receives a “1”. When behaviors are
interfering with their learning and possibly the learning of
others.
The new Standards Based Report Card
• Aligns with RIDE & CCSS
• Aligns standards, instruction, and assessment into a complete
framework for teachers
• Measures how well a students is doing in relation to the grade
level standards rather than the work of others students.
• Provides parents with better understanding of their child’s
strengths & weaknesses.
• Gives more specific information about what students should
know & be able to do in all academic areas.
• Allow students to play an active role in their level of
achievement through the use of rubrics & awareness of
standards.