Skip To Main Content

Report Card Parent Guide

 

The primary purpose of the elementary report card is to communicate student progress to parents, students and other staff. The report card documents student performance over a period of time and provides feedback regarding progress and opportunities for growth. Progress is determined through multiple measures (classroom assignments, assessments, student artifacts, informal observations, etc.). It is not the intent of the report card to report on every aspect of learning that occurs in the classroom. Please connect with your child’s teacher if you have any questions.

Explanation of Academic Expectation:
ES

Excels at Standards - Consistently shows depth of understanding and flexible application of grade-level concepts and beyond.

  • The student, with relative ease, grasps, applies, and extends key concepts, processes, and skills for the grade level and beyond
MS

Meets Standards - Consistently and accurately demonstrates skills

  • Independently applies the knowledge, skills and standards appropriate to their grade level.
  • Shows evidence of mastery on multiple and varied assessments over time
AS

Approaching Standards - Demonstrates skills inconsistently

  • Shows progress, but is not at grade level standard yet.
  • Requires some support
CA

Concerns in this Area
Needs considerable assistance and is performing below standards

  • Struggles in this area; shows little or no progress
  • Requires support
N Not Graded

Explanation of Benchmarks:

+ 

@ 

X 


Blank

       +     Area of Strength

       @    Meets Expectations 

       X     Area in Need of Improvement 


Blank:  Not assessed this marking period 

  • Skills may be practiced but due to pacing guide are not formally assessed 

Explanation of Effort:

1

2

3

Consistently Demonstrates

Usually Demonstrates 

Inconsistently Demonstrates 

 

Marking Period Academic Expectations and Benchmarks are relative to learning up to the time of reporting. The first semester marking period report card indicates the student’s learning relative to January expectations; the second semester marking period indicates learning relative to June expectations.