Fact Sheet - WCPSS Elementary Report Card
2001 was the first pilot year for Standards-based grading and by 2004 all elementary schools adopted it as the basis for all grading in the elementary school. The purpose of the adoption was to improve consistency in the grading process from grade to grade and school to school based on the state standards listed in the NC Standard Course of Study for each grade. Additionally, the report card was revised to align with new laws and policies such as the NC Student Accountability Standards and the WCPSS Promotion policy.
The report card informs students and parents about a student’s performance on the grade level standards. Grades are a summary of assessments and evidence that is collected throughout the grading period. Information related to growth, overall strengths, and needs are captured in the teacher comment section. Samples of student work representing Levels 1, 2, 3, and 4 should be posted in the classroom so students have a clear idea of how to perform better than is expected.
The report card has helped administrators and teachers at schools to improve
assessment practices, guide instruction of the state standards, and provide
more deliberate development of enrichment activities.
The student performance levels of 1, 2, 3, or 4 indicate the degree to which
students have met the expectations set by the state in the Standard Course
of Study and whether the student has the necessary skills and concepts to be
successful in the next quarter or next grade. Examples of work at each performance
level are readily available through student work samples and system-wide rubrics
so learners know the expectations for each level. Rigorous opportunities for
students to demonstrate understanding and skills beyond the state’s expectations
are offered regularly in the general education setting. This provides chances
for all children to show their talents and to stretch their learning.
Student performance levels
The student performance level is determined by a variety of assessment data
for each object that is addressed that grading period. Work habits and conduct
grades are separate from the student’s content proficiency.
Level 4 - Extends targeted grade level standards: represents
the student exceeding grade level expectations set by the state and that
a student will be successful in the next grade or quarter and whose curriculum
may be enriched.
Level 3* - Demonstrates proficiency of targeted grade level standards
with evidence of application over time: represents the student meeting
the grade level expectations set by the state with evidence of application
and that a student has the necessary skills and concepts to be successful
and confident in the next grade or quarter. Example: A third-grader clearly
understands the concept of multiplication, can recall the facts quickly,
and can use the multiplication to solve everyday problems. The teacher has
collected evidence of this mastery and recorded it on the student’s
math profile.
Level 3 - Demonstrates proficiency of targeted grade level standard:
represents the student meeting the grade level expectations set by the state
and indicates that a student has the necessary skills and concepts to be
successful in the next grade or quarter.
Level 2 - Inconsistent and needs support to meet targeted grade level
standards: indicates that the student has not yet met grade level
expectations set by the state and that a student does not have the necessary
skills and concepts to be successful in the next grade or quarter. The student
still needs teacher support to be successful with the concept or skill; the
student is not yet independent. This should alert parents that close communication
is needed for further student support.
Level 1 - Insufficient performance of targeted grade level standards
with support: indicates that the student has not yet met grade level
expectations set by the state and that a student does not have the necessary
skills and concepts to be successful in the next grade or quarter. This should
alert parents that close communication is needed for further student support.
Grades are provided twice a year for weekly special classes such as art and
music, instead of quarterly. This provides special teachers the time with students
they need to assess each student’s work.
Reporting on classroom behavior
Reports on the student’s conduct and work habits are also included. In reporting on conduct, the teacher can indicate whether the student meets expectations in cooperating with others, respecting others, and observing rules and procedures. In reporting on work habits, the teacher can indicate whether the student uses time wisely, listens carefully, completes assignments, writes legibly, works independently or seeks help when needed, and completes work.
Students are rated with a 1, 2, or 3 scale for Conduct and Work Habits.
3 - meets expectations
2 - inconsistently meets expectations
1 - does not meet expectations
Comments
The comments section enables the report card to take the place of a separate Personal Education Plan that is necessary for students performing at Levels 1 or 2. The report card provides space for teachers to list the individual interventions such as a volunteer tutor, mentoring program, or Accelerated Learning Program instruction in which some students participate. The comments should be specific enough for a tutor or student helper to know the focus of the intervention. Interventions should not address goals in an IEP nor should they report on enrichment or AG services. These are separate reports that can be sent with the report card. A reader should be able to predict the report card grade based on the comments.
The elementary report card provides one way for the teacher to communicate with the student and parent about the student’s success in meeting the state standards for that grade and reporting on the student’s classroom behavior and work habits.
More detailed information can be found at http://www2.wcpss.net/departments/c-and-i/elementary/reportcards/index.htm . Click on “Guide to Reporting Student Progress”.