Standards-Based Reporting

An Overview of Standards-Based Reporting

A standards-based report looks different than a traditional report card. A standards-based report provides information about how each child is progressing towards proficiently meeting the end of the year standards. The standards-based report lists the priority learning targets that each child should know and be able to do independently by the end of the school year. Students will not receive letter grades. Students will receive a mark or qualifier that shows their proficiency level at the time of the report. Each child's report is individual, meaning a parent cannot compare a child's growth to another child. Each child learns at a different pace.

Marks on the Standards-Based Growth Report

ME (3.0) - Meeting Expectations

AEG (2.5) - Approaching Expectations with Growth

AE (2.0) - Approaching Expectations

TEG (1.5) - Targeting Expectations with Growth

TE (1.0) - Targeting Expectations

EE (4.0) - Exceeding Expectations

The Difference Between Standards-Based Reporting and Traditional Grading

Standards-Based Reporting	Traditional Grading
Only achievement or learning evidence related to standards is assessed and reported	Grades are a combination of achievement, attitude, effort, completion, and behavior
Individual performance in comparison to the standard is assessed and reported	Grades may include a combination of individual performance and group project performance
Mark is based on the most recent evidence of learning	An average or collection of points used to quantify a grade
Multiple marks are acquired throughout the year	A single grade is given per subject
Only measures achievement-not extra credit or zeros	Often includes extra credit or zeros for incomplete assignments or poor single test scores
Based on proficiency levels of performance toward the standard	Inconsistent grading measures based on course or teacher

What to Expect

The goal for all children in elementary schools is to provide an equitable journey toward understanding and proficiently meeting the end of the year standards. Each child has the entire school year to reach proficiency in multiple ways to demonstrate they have met the final goal-"ME (3.0)"-Meeting Expectations.
One of the biggest adjustments will be for parents and children to understand the purpose of the standards-based growth report that focuses on end-of-the-year learning goals.
In the first or second quarter, instead of getting A's or EE's (4.0) for trying hard, doing well on tests, and/or completing assignments, a proficient student may have marks that indicate they are not yet proficient in some skills.
This may be disconcerting for parents or children to see that they do not have an "ME (3.0)", or "EE (4.0)". Please remember that the purpose of the standards-based report is to communicate each child's individual progress towards achieving proficiency by the end of the school year for each learning goal.

Parents should expect to see lots of "AE" (Approaching Expectations) or "AEG" (Approaching Expectations with Growth) throughout the school year. "ME (3.0)" is the goal for all students to achieve by the end of the school year.

Letter Grade Equivalent

There is no equivalency to letter grades. The standards-based report provides parents and students the specific learning goals to reach proficiency by the end of the school year.

Exceeding Expectations

Standards-Based reports encourage students to demonstrate their ability to apply skills and knowledge in depth beyond what was taught. Standards cannot be compared across grade levels. Standard learning goals increase in complexity and rigor in each grade. Therefore, a child is not measured on the next grade-level standards. Typically, few students demonstrate this application of knowledge and skills.

Differentiated Instruction

If a child has shown proficiency in meeting the learning target, teachers will utilize individual student measures to determine a personalized learning path to allow the student to grow and progress. With the various personalized learning tools available, each child will be able to have meaningful and challenging work to grow.

Structure of the Standards-Based Growth Report and Qualifiers

Standards-Based Growth Report Example

The standards-based growth report will include the following: