Trimester Progress Indicators
Indicator scale is 1-4 aligning with Common Core scoring guides, writing rubrics, and Smarter Balanced Assessment levels.
4-Exceeds Standards indicates student work consistently exceeds grade-level expectations for the reporting period as demonstrated by in-depth understanding and application.
3-Meets Standards indicates students work consistently and independently meets grade-level expectations.
2-Working Toward Standards indicates student work occasionally meets grade-level expectations but improvement is needed.
1-Not Meeting Standards indicate student work rarely meets grade-level expectations and significant improvement is needed in order to meet standards by the end of the year.
Grades in Language Arts and Mathematics will not be reported at the individual standard level, but rather by strand/domain.
State and Board goals reflect greater emphasis on a well-rounded, holistic education. This report card draft communicates importance on Physical Education standards, by assigning both effort and progress indicators for physical activity (what kids do) and Five Components of Fitness (what kids know).
21st Century Learning
The 4 C’s are critical skills to prepare our students for the future workforce and receive effort grades.
- Communication – Sharing thoughts, questions, ideas, and solutions
- Collaboration – Working together to reach a goal – putting talent, expertise and smarts to work.
- Critical Thinking – Looking at problems in a new way, linking learning across subjects & disciplines
- Creativity – Trying new approaches to get things done equals innovation & invention
ELD section has been changed from reporting Listening, Speaking, Reading, and Writing to report progress in the designated ELD program, SRA Language for all.
Visual and Performing Arts
Student performance on VAPA standards is communicated through effort indicators.
Science and Social studies sections are intended to report progress on skills, processes, and facts based on Science and Social Studies content standards distinct from Language Arts integration.
The Social-Emotional Learning has been redesigned to encompass facets from the previous “Responsibility for Learning” and “Responsibility for Behavior” sections while aligning to the Positive Behavior Intervention and Supports initiative. Descriptors were based on researched-based materials, such as Second Step and Social Skills Improvement System, a social skills intervention system that identifies the skills students need to be successful in an academic setting.
Social studies sections are intended to report progress on skills, processes, and facts based on Science and Social Studies content standards distinct from Language Arts integration.