Frequently Asked Questions
What is the difference between a standards-based report card and a traditional report card?
A standards-based report card provides information on your child’s progress towards meeting grade-level year-end standards outlined by the state of Massachusetts. Grades are comprised of multiple pieces of evidence demonstrating your child’s success. The new standards-based report card reports what students know and are able to do.
A traditional report card is based on achievement. Grades can be comprised of tests, quizzes, homework, effort, projects, extra credit, or classwork. Often times, traditional report cards are an average of all of the work a student completes or an average of weighted components of student work compiled into a single achievement grade.
What do the indicators emerging, progressing, and meeting mean for my child?
Meeting - Your child is able to independently and consistently demonstrate an understanding of the standard. Your child is able to apply and transfer their knowledge to novel problems and situations as evidence of learning. Formal and informal assessments show consistent understanding and application of concepts.
Progressing - Your child requires prompting and guidance to meet the end of the year expectations. Your child demonstrates an understanding of the key components and skills required of the standards, but continues to rely on cues from the teacher. Formal and informal assessments show inconsistent understanding and application of concepts. Your child may require re-teaching and re-assessing to meet the end of year expectation.
Emerging - Your child requires frequent teacher support to access or demonstrate any understanding of the end of year standard. Your child is beginning to learn the key components and skills required of the standard. Formal and informal assessments show limited understanding and application of concepts. Your child requires re-teaching, re-assessing, and/or alternative assessments to demonstrate progress in this standard.
What does “year-end mastery” mean?
It is expected that students will be able to independently and consistently demonstrate the skills outlined in the Massachusetts Curriculum Frameworks by the end of the school year. Students are given multiple opportunities throughout the year to demonstrate mastery of standards and data collection is ongoing to drive instruction.
Why do my child's standard summary sheets indicate "meeting" on one standard, however, the first semester report card indicates "progressing" toward the same standard?
Students have been receiving standard summary sheets throughout the semester, indicating performance on individual assessments. Because the report card standards incorporate multiple objectives, the full grade-level standard may not be reflected until June.
What happens if my child has “met” a standard before the end of the school year?
The standards outlined in the Massachusetts Curriculum Frameworks are intentionally designed to allow multiple opportunities for varying levels of complexity. It is possible that your child has met a standard before the end of the school year because the standard will not be explicitly taught again to the entire class. For example, if the geometry unit is completed, the teacher may not revisit these standards with the entire class again. If your child has met a standard that will continue to be taught, the teacher will provide opportunities for your child to delve deeper and challenge the complexity of the grade level concepts.
How do standards-based grading practices align with the district goals of differentiation and curriculum alignment?
Standards-based grading inherently demands differentiation. Students are able to demonstrate their knowledge in a variety of formats given a multitude of opportunities.
The elementary literacy and math coaches have been relentlessly working on aligning the curriculum using common assessments, common units of studies, and common standard summaries for formal assessments for each grade level unit.
How is my child’s grade determined?
Teachers constantly assess students formally and informally. Unlike traditional grading, standards-based grading is not an average of all the work completed throughout the semester. Instead, your child’s grade is based on their ability to independently and consistently demonstrate the standard. Your child will be given multiple opportunities for data to be collected. Your child’s grade will be a reflection of what they know and are able to to do. Teachers will use common standards summaries and rubrics to determine your child's progress towards meeting grade-level year-end standards. Teachers may use a variety of assessments, which may include, but are not limited to: formal district assessments, portfolios, anecdotal records, journals, and/or digital presentations.
What does it mean if my child is “progressing” in a standard at the end of the year?
The Massachusetts Curriculum Frameworks are horizontally aligned. The new standards-based report card mirrors this horizontal alignment. If your child continues to progress in a standard at the end of the year, this provides a starting point for the following year.
What is a “standards summary?”
A standards summary is a tool for teachers to assess students. These have been developed by a group of teachers in an effort to align our assessment practices across the district. Standards summaries provide feedback to students and parents on student progress between reporting periods.
Where can I find more information about the state standards?
All of the state standards for content areas and special subjects may be found digitally on the Massachusetts Department of Elementary and Secondary Education website.