Family Guide to Standards Based Report Cards
- Printable Document
- Letter from Jason D. Magao, Director of Teaching and Learning
- Frequently Asked Questions
- Achievement Scale/Grade Scale Explanation
- Understanding the Details
- Vision of the Graduate
- Sample Report Card
Vernon Public Schools strive to improve education for every student. We recognize that families are our most valuable asset for continued growth and success. The Connecticut Core Standards (http://ctcorestandards.org) were created to set high achievement expectations for every student. These standards describe what students should know and be able to do in each academic area. Our goal is help students master each standard by the end of the school year.
Families deserve actionable and meaningful feedback on their children’s strengths and challenges in relation to these standards. This feedback will provide families with a clear understanding of where to support students in their learning journey. Therefore, we have embarked on creating a family-friendly Standards Based Report Card over the past year. We will be sending these new report cards home in early December. The report card will provide families valuable information on their student’s academic performance as well as work habits known as Skills for Learning.
In addition to providing feedback to families, the report card also serves to help teachers and students in a variety of ways. It gives teachers a wealth of information so they can adjust their instruction and focus on individual students’ needs. It also provides opportunities for teachers and students to set individualized goals to achieve mastery of grade-level standards by the end of the school year.
The following documents were compiled to help families better understand our new Standards Based Report Card. Please feel free to contact your child’s school or the Director of Teaching and Learning with any questions that may arise.
Jason D. Magao
Director of Teaching and Learning
1. Should I be concerned if my child is receiving a grade of “AP” during one of the earlier trimesters?
• No, based upon the rigor of the Common Core State Standards, it is not expected for children to master all components of the standards until the end of the school year.
2. Will the family guide be available on the Vernon Public Schools’ website?
• Yes, the family report card guide will be linked to the district website at www.vernonpublicschools.org
3. How does a standards-based report card help parents?
• They create an environment for open and detailed discussions between parents and teachers with the focus on student achievement.
• They provide the added benefit of keeping teachers and parents focused on student learning goals from the very beginning of the year.
• They paint a clearer picture for parents on how their students’ are currently meeting grade level expectations.
• They encourage teachers to provide students opportunities to go beyond “grade level.”
4. Why are some boxes shaded gray?
• Boxes that are grayed out are not taught during that particular trimester and therefore not scored.
5. Are all students going to be receiving a standards-based report card?
• Yes, for students with accommodations, the content standards remain the same but the method and strategies we use to get them there, differs.
• For all students with an IEP, a supplemental progress report will be provided outlining what is contained in the goals and objectives and progress toward their achievement.
6. Who should I contact if I have questions about the standards-based report card?
• You can contact your child’s school or The Director of Teaching and Learning.
E - Exceeds: Excels at grade level expectation, self-motivated to produce exemplary work
• Demonstrates an in-depth understanding of concepts and skills taught and exceeds required performance
• Produces work beyond their grade-level expectations
• Requires no support to complete work
M - Meets: Performing at grade-level expectations, produces quality work
• Demonstrates an understanding of concepts and skills taught
• Requires minimal support to complete work once taught
AP - Approaching: Progressing toward meeting grade-level expectations
• Develops an understanding of concepts and skills taught
• Requires additional support to reach outcomes
• Requires moderate support to complete work
LP - Limited progress: Does not meet grade-level expectations
• Demonstrates minimal understanding of skills
• Requires teacher direction, significant support and assistance to learn and apply skills, concepts or strategies
• Produces work that does not meet grade-level expectations
• Requires additional time to complete work
Teacher comments will address:
• Student strengths and/or areas for growth and development both academic and behavioral
• Individual student goals and/or action plans regarding how to reach grade level expectations
Vision of the Graduate Skills for Learning:
M – All/Most of the time
S – Some of the time
L – Limited amount of time
The Vision of the Vernon Public Schools is that every graduate is a Critical Thinker, Collaborator, Communicator, Resilient Individual, and Responsible Citizen by the time they graduate high school. We believe that instilling these qualities at every age is imperative for our success. Please refer to the Vision of a Graduate document included in this packet for additional information.
Student scores will be determined by:
• Student work over time
• Daily written or oral tasks
• Application of skills
• Common assessments (quizzes, unit assessments, performance tasks)
The Vision of the Vernon Public Schools is that every graduate is a
Critical Thinker, Collaborator, Communicator, Resilient Individual, and Responsible Citizen.
• Works through difficult challenges with analytic reasoning
• Solves novel and complex problems with innovative and creative thinking
• Functions as a problem solver by identifying and using appropriate resources, tools and technology to approach and solve challenges
• Critically evaluates ideas and evidence by asking relevant questions, analyzing multiple sources of information, identifying and considering the reliability of sources, deliberately questioning competing information, and drawing
• Demonstrates openness to different viewpoints while demonstrating respect for others’ assets and contributions
• Effectively works with, and within, diverse groups to plan, strategize, make decisions, and successfully execute tasks
• Seeks and utilizes feedback from others in solving tasks
• Actively listens to understand the perspectives of others
• Communicates thoughts and opinions clearly and respectfully
• Utilizes multiple communication mediums to express viewpoints effectively to a wide range of audiences for a variety of contexts
• Uses technological skills and social media appropriately to meet goals
• Perseveres through challenges and setbacks while embracing failure as an opportunity for growth
• Demonstrates flexibility by adapting approaches to the given situation and context taking appropriate risks as necessary
• Demonstrates stamina in multiple contexts and persists in completing tasks
• Possesses self-confidence and independence
• Recognizes the experiences and needs of others, demonstrating empathy, compassion and respect for all
• Communicates and acts with ethics and values
• Positively contributes to the quality of classroom, school, community and the environment
• Possesses and acts with self-awareness
The Vernon Public Schools, in partnership with family and community, is committed to provide a quality education, with high expectations, in a safe environment where all students become independent learners and productive contributors to society.
Connecticut Core Standards - http://ctcorestandards.org
Connecticut State Department of Education - https://portal.ct.gov/SDE/Math/Mathematics; https://portal.ct.gov/SDE/Language-Arts/Literacy-English-Language-Arts
Great Schools - https://www.greatschools.org/
Norwich Public Schools - https://www.norwichpublicschools.org/