Elementary Parent & Family Engagement
Welcome to the Elementary Parent & Family Handbook site! This page is designed to provide information about standards-referenced grading that can be shared with parents, families, and community members.
What Is This New System?
This video provides an overview of the system. *USD259 will be using Standards-Referenced, not Standards-Based.
Click here to view the difference:
What does this mean for my child?
Parent Q&A Sessions
In 2019, four sessions were held in each quadrant of the city during the month of September. The presentation, questions, and answers can be found here:
Parent Q&A for 259 Website.docxResources for Parents & Families
Progress Reports
In a standards-referenced system, progress is reported related to specific standards. Standards are to be mastered over the course of a school year, which means parents will notice scores on the progress report may be lower in the first, second, or even third quarter. This is normal and should be expected as students are learning and working to master standards by the end of the year.
Mastery is at a level 3 in our system. This is the goal and should be celebrated!
Proficiency Scales
Elementary teachers, K-5, will use proficiency scales developed at the district level to plan and measure student progress toward learning targets in all content areas during the 2019-2020 school year.
This video explains how proficiency scales are developed.
Listed below are the four grading practices that are to be followed at each elementary school in grades PreK-5.
0 to 4 Point Scale with Performance Indicators
Behaviors vs. Academic Grades
Social skills, turning in and completing assignments, effort, and behavior are reported separately on the progress report when implementing Standards-Referenced Grading and using Proficiency Scales. These are important aspects for success in school and life; however, they should not inflate or deflate a students academic grade which reflects their understanding of grade level standards.
Student Evidence of Learning
Body of Evidence
A body of evidence is a collection of the student’s work on an academic standard. A proficiency score should not be derived from a single assessment/task. Best practice is to have at least three data points. Also, a score should be the most reasonable representation of a students' status at a particular point in time. The intent for each learning task assigned by teachers will determine whether the task is formative or summative.
Formative Tasks
Formative tasks are designed to provide practice opportunities toward gaining proficiency. Formative tasks are used to provide meaningful feedback and the information gained is used to adjust instruction to support students.
Summative Tasks
Summative tasks are designed to assess student proficiency toward mastery. Summative tasks are provided after sufficient formative assessment and instruction have occurred. Informal observations of students demonstrating proficiency or unit assessments are examples of summative tasks.
Frequently Asked Questions
What are standards?
Standards are statements about what students should know and be able to do within each content area, at each grade level.
How is standards-referenced grading different than what we're currently doing?
Traditionally, many elements are combined to determine your child’s grade – test scores, quizzes, completed homework, classroom participation, coming to school on time, extra credit – then, the average of the quarter or semester’s work equates into a percentage for a grade.
Standards-referenced grading separates those elements. Parents will be able to see specifically if their child needs help with an academic concept, or if he or she can’t remember to turn in homework.
Standards-referenced grading measures a student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance.
What are the benefits of using standards-referenced grading?
For Students:
Learning targets are clearly defined and aligned with state standards.
Students are offered multiple opportunities and ways through which to demonstrate proficiency
Students monitor their own progress toward the achievement of specified targets
Specific feedback on progress helps build self-esteem, pride, and motivation
For Parents:
Progress reports are less mysterious and have more meaning
Parents are aware of exactly what their child knows, is able to do, and next steps for progress
Parents know in what areas their child needs more support
Parents are empowered to increase their child's confidence and help their student set goals
For Teachers:
Teachers know exactly where students stand in their progress toward learning targets and what support needs to be provided
Teachers of the same courses have aligned expectations and standards
Assessment results help teachers determine when students need extra help and when they need more challenging work
When will this go into effect?
Implementing standards-referenced grading district-wide is a process that is already under way. Teachers, principals, students, parents and district staff will be included throughout the process. Kindergarten through fifth grade will implement in the 2019-2020 school year. Prekindergarten and sixth through eighth grade will implement in 2020-2022 (2 years), followed by high schools in 2022-2023.
How will this affect students with special needs?
Students with an IEP, 504, or English Language Learning needs will continue to receive the accommodations they are eligible to receive and they will continue to receive appropriate support and/or interventions. Students will continue to work on identified goals just as they have in the past. All teachers involved in a child's education will work collaboratively to report student progress.
How do I understand the progress report my child brings home?
Proficiency scores are not and cannot be related to a traditional grade. When a parent sees proficiency scores on a report, they should consider that the goal of that report is to give them information regarding how their student can perform as measured against content standards. Parents can still contact teachers and principals directly when they have questions or they can look at the legend on the report card.
Where can I find more information/research?
We invite you to follow the link below for more information.
Family_Reading_Activities_Focused_on_the_5_Big_Ideas_of_Reading__ALL_.pdfThis document contains multiple activities families can do at home!