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1. What is a standards-based report card?
1. What is a standards-based report card?
A standards-based report card (SBRC) is designed to inform families about their child’s progress toward meeting Arkansas standards. The standards-based reporting system is different from a traditional A, B, C, D, F system. It is based on a specific set of standards that children need to meet for each grade level. Each child is measured against the grade level standards, not against his/her peers.
A standards-based report card (SBRC) is designed to inform families about their child’s progress toward meeting Arkansas standards. The standards-based reporting system is different from a traditional A, B, C, D, F system. It is based on a specific set of standards that children need to meet for each grade level. Each child is measured against the grade level standards, not against his/her peers.
2. How will the standards-based report card benefit my child?
2. How will the standards-based report card benefit my child?
• You and your child will know what is expected and assessed in his or her learning.
• You and your child will know what is expected and assessed in his or her learning.
• The standards-based report card shows how your child is performing on priority standards at a given point and time.
• The standards-based report card shows how your child is performing on priority standards at a given point and time.
• Each family will receive feedback on ways to provide support at home.
• Each family will receive feedback on ways to provide support at home.
3. How will families know if their child is performing on grade level?
3. How will families know if their child is performing on grade level?
Level 3 indicates that a child is independently meeting the grade level standards adopted by the Arkansas Department of Education. Some children are approaching the grade level standards or may be showing growth in areas. This is to be expected since all learners enter a grade level with a different readiness level.
Level 3 indicates that a child is independently meeting the grade level standards adopted by the Arkansas Department of Education. Some children are approaching the grade level standards or may be showing growth in areas. This is to be expected since all learners enter a grade level with a different readiness level.
4. Does a Level 4 equate to an “A” and a Level 3 equate to a “B”?
4. Does a Level 4 equate to an “A” and a Level 3 equate to a “B”?
It is important to note the traditional A - F grading scale does not directly correlate with Levels 1 - 4. They are two different reporting systems. Elementary schools will use the following descriptors to communicate a child’s performance related to the standards.
It is important to note the traditional A - F grading scale does not directly correlate with Levels 1 - 4. They are two different reporting systems. Elementary schools will use the following descriptors to communicate a child’s performance related to the standards.
5. Why aren’t the grades just averaged?
5. Why aren’t the grades just averaged?
The purpose is to report what children know and are able to do. Averaging scores does not represent an accurate picture of where a child is in the learning process. For example, a child who struggles in a class at the beginning of a grading period may receive poor grades, but can keep working and learning. Eventually, one can clearly demonstrate competence in a standard and should receive a score that reflects their new ability instead of be being penalized for not knowing the standard in the beginning.
The purpose is to report what children know and are able to do. Averaging scores does not represent an accurate picture of where a child is in the learning process. For example, a child who struggles in a class at the beginning of a grading period may receive poor grades, but can keep working and learning. Eventually, one can clearly demonstrate competence in a standard and should receive a score that reflects their new ability instead of be being penalized for not knowing the standard in the beginning.
6. Can a child show growth from the first quarter to the fourth quarter?
6. Can a child show growth from the first quarter to the fourth quarter?
Yes, growth is expected for all children throughout the school year. Adult conversations such as parent-teacher conferences and other communication between home and school will help families know what support is available at school and how families can offer support at home.
Yes, growth is expected for all children throughout the school year. Adult conversations such as parent-teacher conferences and other communication between home and school will help families know what support is available at school and how families can offer support at home.
7. If my child receives a Level 4, does that mean my child is performing above grade level?
7. If my child receives a Level 4, does that mean my child is performing above grade level?
A child who earns a Level 4 is consistently completing work above the highest level of expectation for that grade level standard. As educators, the role is to challenge children at their readiness level and to differentiate instruction in order to support the child's understanding.
A child who earns a Level 4 is consistently completing work above the highest level of expectation for that grade level standard. As educators, the role is to challenge children at their readiness level and to differentiate instruction in order to support the child's understanding.
8. How do I help my student “get a 4?”
8. How do I help my student “get a 4?”
Remember, a mark of “3” indicates that a child is meeting grade-level expectations with independence and excellence. With high and challenging expectations, a “3” is exactly where a competent child should be. The shift in thinking from the A, B, C, D, F letter grades is that “3” is the top for the grade level and should be celebrated as such. "Getting a 4" is not about what more a child does. It is what a child knows, and at what level she/he applies what she/he knows to new and higher-level situations that exceeds what is explicitly taught in class. As evidenced by the standards-based report card, few standards have the option of receiving a "4".
Remember, a mark of “3” indicates that a child is meeting grade-level expectations with independence and excellence. With high and challenging expectations, a “3” is exactly where a competent child should be. The shift in thinking from the A, B, C, D, F letter grades is that “3” is the top for the grade level and should be celebrated as such. "Getting a 4" is not about what more a child does. It is what a child knows, and at what level she/he applies what she/he knows to new and higher-level situations that exceeds what is explicitly taught in class. As evidenced by the standards-based report card, few standards have the option of receiving a "4".
9. How will the teacher collect evidence to show where my child is performing?
9. How will the teacher collect evidence to show where my child is performing?
A child's performance is measured in a variety of ways. Work that is sent home comprises only a portion of the evidence that teachers use to rate a child's performance. Teachers will use assessments, work samples and other evidence to determine performance.
A child's performance is measured in a variety of ways. Work that is sent home comprises only a portion of the evidence that teachers use to rate a child's performance. Teachers will use assessments, work samples and other evidence to determine performance.
10. If my child receives a Level 1 does that mean my child will be retained?
10. If my child receives a Level 1 does that mean my child will be retained?
A Level 1 on the SBRC can be a sign that a child is in need of additional support in the areas identified. If a child needs to be retained, this decision will be determined by a school based committee which will include the parents.
A Level 1 on the SBRC can be a sign that a child is in need of additional support in the areas identified. If a child needs to be retained, this decision will be determined by a school based committee which will include the parents.
11. How are children who are identified as English language learners graded?
11. How are children who are identified as English language learners graded?
English learners are graded the same as any other child. Each child is expected to meet grade-level standards aligned to the ELL Language Proficiency Assessment Committee (LPAC) Report and the English Language Proficiency (ELP) Standards.
English learners are graded the same as any other child. Each child is expected to meet grade-level standards aligned to the ELL Language Proficiency Assessment Committee (LPAC) Report and the English Language Proficiency (ELP) Standards.
12. Are children who are identified as English language learners with low English proficiency graded differently?
12. Are children who are identified as English language learners with low English proficiency graded differently?
English learners with very low English proficiency (sometimes referred to as Newcomers) are graded the same as any other child. They are expected to meet grade-level standards aligned to the ELL student’s Language Proficiency Assessment Committee (LPAC) Report and the English Language Proficiency (ELP) Standards. In this case, due to a child’s low English proficiency, they may initially have difficulty demonstrating their progress in English toward content standards for the grade level. However, our new grading descriptors allow teachers to grade them on their progress toward the standard. It is likely that as their English language proficiency improves, they will demonstrate more growth.
English learners with very low English proficiency (sometimes referred to as Newcomers) are graded the same as any other child. They are expected to meet grade-level standards aligned to the ELL student’s Language Proficiency Assessment Committee (LPAC) Report and the English Language Proficiency (ELP) Standards. In this case, due to a child’s low English proficiency, they may initially have difficulty demonstrating their progress in English toward content standards for the grade level. However, our new grading descriptors allow teachers to grade them on their progress toward the standard. It is likely that as their English language proficiency improves, they will demonstrate more growth.
13. How are children who receive special education services graded?
13. How are children who receive special education services graded?
• For children in co-taught, inclusion or indirect services, the child will be instructed and assessed in the general education curriculum with access to and the implementation of all modification’s/accommodations as outlined in the IEP. The SBRC grade will be assigned by the general education teacher.
• For children in co-taught, inclusion or indirect services, the child will be instructed and assessed in the general education curriculum with access to and the implementation of all modification’s/accommodations as outlined in the IEP. The SBRC grade will be assigned by the general education teacher.
• For children who receive direct special education services delivered by a special education teacher through a resource setting, the SBRC grade will be assigned by the special education teacher and will be in line with the IEP goals. The box for additional data on the SBRC will be checked and a copy of the IEP goals with progress updated for the 9 weeks will be attached.
• For children who receive direct special education services delivered by a special education teacher through a resource setting, the SBRC grade will be assigned by the special education teacher and will be in line with the IEP goals. The box for additional data on the SBRC will be checked and a copy of the IEP goals with progress updated for the 9 weeks will be attached.
• For children who receive direct special education services by a special education teacher through a structured learning setting, the SBRC grade will be provided by the special education teacher and in line with the IEP goals and the Curriculum Assessment for Structured Learning Classrooms. The box for additional data on the SBRC will be checked and a copy of the IEP goals and the Curriculum Assessment for Structured Learning Classrooms will be attached.
• For children who receive direct special education services by a special education teacher through a structured learning setting, the SBRC grade will be provided by the special education teacher and in line with the IEP goals and the Curriculum Assessment for Structured Learning Classrooms. The box for additional data on the SBRC will be checked and a copy of the IEP goals and the Curriculum Assessment for Structured Learning Classrooms will be attached.
• For children receiving instruction in both the general education setting and direct special education services in a resource or structured learning setting a joint or combined SBRC grade will be given through collaboration by the general education teacher and special education teacher. The SBRC grade should be assigned by the general education teacher. The box for additional data on the SBRC will be checked and a copy of the IEP goals with progress updated for the 9 weeks will be attached.
• For children receiving instruction in both the general education setting and direct special education services in a resource or structured learning setting a joint or combined SBRC grade will be given through collaboration by the general education teacher and special education teacher. The SBRC grade should be assigned by the general education teacher. The box for additional data on the SBRC will be checked and a copy of the IEP goals with progress updated for the 9 weeks will be attached.
If you have further questions, please contact your child’s teacher or principal.
If you have further questions, please contact your child’s teacher or principal.
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