Elementary Standards-Based Report Card
What is a standards-based report card?
A standards-based reporting system is designed to inform parents/guardians about their children’s progress toward specific learning standards set forth by the Pennsylvania Department of Education and adopted by the district. These standards serve as the basis for the Boyertown Area School District’s model of curriculum, instruction, and assessment. As such, the report card lists the state standard as well as a description of what specific skills or content students should know and demonstrate by the end of that specific grade level.
How does the standards-based grading system work?
Each report card has an area that defines the skills area and special subjects indicators.
Exceeds the Standard
Meets the Standard
Approaches the Standard
Below the Standard
The following is an explanation of each category:
4=Student’s independent achievement meets and goes beyond grade level expectations. Achievement that earns a “4” is exemplary.
3=Student’s independent achievement consistently meets grade level expectations. Achievement that earns a “3” is proficient.
2=Student’s independent achievement shows inconsistent application of skills but is progressing towards meeting grade level expectations.
1=Student’s achievement needs continual support on grade-level expectations.
How will I know if my child is “on target” with what he/she should know and be able to do?
A “3” shows that a student has demonstrated competency on a specific skill up to the point it was taught. In a standards-based grading system, a three is where we want students to be. A “3” indicates that a student is achieving at the appropriate level of expectations for that grade at the time of this reporting period.
For each skill on the report card, there is a designated quarterly benchmark that we want each child to attain as they progress toward the end-of-the year skill. Below is a grade 4 math example:
Report card descriptor:Solves problems using addition, subtraction and multiplication
In order to get a “3” for that skill in the first marking period, students solve single- and double-digit addition and subtraction problems vertically or horizontally.
In order to get a “3” for that skill in the second marking period, students solve three-digit addition and subtraction problems with and without regrouping vertically or horizontally.
In order to get a “3” for that skill in the third and fourth marking periods, students solve three-digit addition and subtraction problems with and without regrouping vertically or horizontally and they must consistently explain the addition and subtraction processes in writing. Students also solve multiplication problems through the 9’s tables.