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.
Structure of the Standards-Based Growth Report and Qualifiers
Standards-Based Growth Report Example
The standards-based growth report will include the following:
Proficiency Scale for Standards-Based Growth Report Example
The following is an example of a teacher-friendly proficiency scale for reaching the end of the year expectations:
Visual Representation of the Qualifier (Score)
How is the Report Organized?
Standards-Based Learning Growth Report Guide