No, you won’t see A’s and B’s or even one grade for reading, one grade for math, one grade for science, etc. With our standards-based report card, each of these same subject areas is divided into a list of skills and knowledge that students are responsible for mastering. Students receive a separate indicator for each learner expectation.

Standards Based Progress Report
The Standards Based Progress Report is a reporting tool that allows a teacher to communicate accurately a student’s progress towards meeting standards at critical junctures throughout the school year to help support student achievement.

Definitions of Proficiency Levels
Each trimester a student’s progress toward mastery of the grade-level standards is reported for student performance in relationship to the grade level expectations. Not all learner expectations are addressed each grading period as indicated by an N/A. Progress is rated on a scale of 1 to 4 with the following indicators:

Exceeds Expectations (4) – Student is on track for exceeding grade-level expectations in this standard; skills and concepts are accomplished independently and consistently; creates products that are exceptional and demonstrate in-depth thinking.
Meets Grade Level Expectations (3) – A score of 3 indicates that your child is showing mastery of the end of year standard.
Approached Expectations (2) – Student has made some progress and demonstrates partial proficiency of grade-level expectations; skills and concepts are emerging with practice and teacher assistance; not yet on track and may need extra support to reach the standard. This means your student is making progress toward mastery of this standard, but as we are only 1/3 of the way through the year we have not taught all of the grade level content yet, so it is typical that your child is making progress toward the standard but has not mastered it yet. Please normalize this with your student. This does not indicate that your child is performing below grade level.
Partially Meets Expectations (1) – Student is not yet on track but demonstrates beginning states of grade-level expectations; skills and concepts need repeated practice and frequent guidance from teacher; may need extra support to reach the standards.
Not Assessed at this Time (N/A) – Not all learner expectations are addressed during reporting periods.

Academic Content Indicators
Academic content is measured using the following indicators:

Grade Level (GL) – Student is working on grade-level content standards
Individualized Education Plan (IEP) – Student is working on grade-level content standards with an individualized plan
Advanced Learning Plan (A) – Student has an Advanced Learning Plan (ALP) in this content area
Modified (M) –
- Student is working on above grade level standards, OR
- Student has been identified by the IEP team as working towards Extended Evidence Outcomes.
- Extended Evidence Outcomes provide the alternate standards in Mathematics, Science, Social Studies and Reading, Writing and Communicating for students with significant cognitive disabilities who qualify for the alternate assessment. These alternate exceptions are directly aligned to the grade-level expectations for all students.