1. Standards Based Report Cards

2. How the new report card was created?
A report card committee was formed.
Committee members selected the most appropriate method for grading by developing new criteria that is consistent across grade levels
Developed a standards-based report card using Chatham Elementary School’s template and other resources to incorporate the Massachusetts Common Core Standards

3. Traditional vs. Standard Based Report Card
Traditional Report Card
Standards-based Report Card
Students were assessed in each subject area on skills taught.
Students receive multiple grades because the subject areas have been broken into broad categories that encompass the standards students are learning
Performance criteria were different in each grade level and based on a different grading system.
Students receive grades based on numeric level.

4. Similarities Traditional vs. Standard Based Report Card
Students’ grades are representative of the student’s progress at the time the teacher marks the report card. Teachers consider the most current assessment data in determining grades.
Students still receive grades on effort and work habits.

5. Common Core Standards Based Report Card
If Monomoy included all Common Core standards on the report card, it would be quite lengthy and not user-friendly for parents.
Instead, Monomoy correlated everything taught in our curriculum to standards for reporting to parents.
The progress report standards are the same for all grade levels, K-4.

6. Fourth Grade Example GR4--READING
Understands the structure and key ideas of fiction/poetry
Common Core Standards- RL ; RL
Understands the structure and key ideas of non-fiction
Common Core Standards- IT ; IT
Reads grade level texts with accuracy, fluency, and expression
Common Core Standards- RL.4.10; IT.4.10; FS
Understands and utilizes new vocabulary
Common Core Standards- RL.4.4; IT.4.4; L.4.4

8. Levels of Performance
4 EXCEEDING grade level expectations/standards consistently 3 MEETING grade level expectations/standards independently 2 APPROACHING the grade level expectations/standards, with assistance 1 BEGINNING, but not yet able to meet grade level expectations/standards N/A not addressed or formally assessed at this term M Modified work, student is accessing the curriculum at his/her identified level

9. 4- EXCEEDING GRADE LEVEL EXPECTATIONS CONSISTENTLY
Level of Performance ~ 4
4- EXCEEDING GRADE LEVEL EXPECTATIONS CONSISTENTLY
Consistently demonstrates concepts and skills of standards taught during this term
Requires no support when demonstrating understanding
Demonstrates a thorough understanding of grade level content taught and can further apply it to a higher level thinking
Makes no major errors, or omissions when demonstrating concepts or processes taught

10. 3- MEETING GRADE LEVEL EXPECTATIONS INDEPENDENTLY
Level of Performance ~ 3
3- MEETING GRADE LEVEL EXPECTATIONS INDEPENDENTLY
Demonstrates concepts and skills of standard taught during this term
Requires no support when demonstrating understanding
Demonstrates a general understanding of content taught
Makes few errors, or omissions when demonstrating concepts or processes

11. 2 APPROACHING GRADE LEVEL STANDARDS/ EXPECTATIONS WITH ASSISTANCE
Level of Performance ~ 2
2 APPROACHING GRADE LEVEL STANDARDS/ EXPECTATIONS WITH ASSISTANCE
Requires support in order to demonstrate learning of concepts and skills
Requires some assistance to demonstrate partial understanding of content taught
Makes errors or omissions when demonstrating concepts or processes

12. Levels of Performance ~ 1
1 BEGINNING, BUT NOT YET ABLE TO MEET GRADE LEVEL STANDARDS/EXPECTATIONS
Requires consistent support to demonstrate learning of concepts and skills
Demonstrates limited understanding of concepts, skills, and processes taught
Makes frequent and/or major errors when demonstrating concepts or processes