A Parent Guide to the Third Grade Standards Based Report Card

Tewksbury Public Schools - Center Elementary School - Room 224

How are standards-based report cards different from traditional report cards? 

With Tewksbury’s former report cards, students received one grade for each subject. On the new standards-based report cards, each of the subject areas is divided into a list of standards that outline specific skills and knowledge that students are expected to master by the end-of-year. The list of standards will grow with each term as new standards are introduced. Students receive a separate performance indicator for each standard. The achievement level indicates a child’s progress toward meeting the specific grade-level standards. The standards-based report card uses representative categories that indicate a student’s growth towards mastery of the Massachusetts Curriculum Frameworks for third grade. You will notice effort is no longer part of the individual subject grade. A Habits of Character section with 18 indicators of social emotional learning (SEL) replaces the conduct and comments portion of the new report card.

The Performance Indicators

Not at Mastery: The student needs more time and support.  

Approaching Mastery: The student is making progress toward the standard. 

The student demonstrates varied consistency and independence. 

Near Mastery: The student is making significant progress with an increased level of consistency and independence.

Mastery: Student has mastered the standard.

What data do teachers use to assign performance levels? 

Teachers evaluate student learning in a variety of ways using classroom observations, class work and rubrics, along with assessments such as quizzes, tests.. The combination of these pieces of evidence provides a more detailed picture of student progress towards grade level expectations. Teachers use a variety of methods to provide feedback to students. Some teachers will still give students numerical  grades on some of the work students complete. In addition, teachers and students will review performance rubrics or learning targets before beginning and after completion of certain tasks. This is especially true for projects and writing assignments. 

Standards-Based reporting and Special Education

 Students with Individualized Education Programs (IEP) must be provided with the same opportunity to receive grades in relation to expectations for grade level standards; this is a civil right. Since special education students are a heterogeneous group with various disabilities, which impact learning, some may not achieve certain grade-level standards without special education services and supports. For students with accommodations, the content of the standard remains the same, but the method for learning and demonstrating mastery of a standard may be adjusted.  In accordance with the law, documentation of progress specific to IEP (Individual Education Plan) goals and objectives will be reported to parents on IEP progress report forms each term.