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Report cards are a tool to create a connection between students, parents and teachers. Parents need to know their child’s progress in school to understand how to best help them along the way. Our elementary report cards go beyond the traditional report card to assure continued communication between you, your child, and your child’s teacher.

1st 9 Weeks Grading Rubrics:

2nd 9 Weeks Student Learning Objectives:

3rd 9 Weeks Student Learning Objectives

4th 9 Weeks Student Learning Objectives

TOP QUESTIONS ABOUT STANDARD-BASED REPORT CARDS:

Why are report cards for Lytle Elementary different from more traditional report cards?

The simple answer is that they provide a more comprehensive assessment of student performance. Consider the following analogy:

“What if, before getting your driver’s license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver’s license—not a reflection of all the driving practice that leads to it.” (Garrison and Ehringhaus)

How is this report card different from the old report card?

The new report card is aligned with the state curriculum that is taught in every subject area. The old report card was not. The curriculum, Texas Essential Knowledge and Skills (TEKS), is what the state says every student should know and be able to do. Those skills are reflected on the report card for every subject

What is a Standards-Based Report Card?

It reports a child’s progress toward meeting state and district standards in areas of content and performance. It gives specific information on a student’s level of proficiency on a given standard at their grade level.

Who Benefits from the Standards Based Report Card?

Parents/Guardians and children can be more aware of what is expected.

It provides parents/guardians with a more detailed outline of the expectations in each of the major academic areas.

It breaks down the state’s standards (TEKS), so parents/guardians can see the specific area, or areas, in which their child could use extra practice.

Teachers can get a better understanding of what each child should know and be able to do.

How does the Standards-Based Report Card compare to the Number Grade System?

Number grades measure how well children do in comparison to their classmates.

Traditional report cards use grades, which can reflect student effort and teacher expectations.

The standards-based report card measures how well an individual child is doing in relation to the grade level standards, not the work of other children.

This gives parents/guardians a better understanding of their child’s strengths and weaknesses and encourages all children to do their best.

Why Did We Need a Change?

The traditional system was based on many factors including work habits, attitude and other variables.

A standards-based report card gives specific information concerning a child’s level of proficiency on a given standard.

The focus is on what the child actually learns. It’s best for the child!

How will student achievement on a standard be assessed?

Student achievement can be assessed in a variety of formal and informal methods:  Observations, portfolios, group discussions, quizzes and tests, reflections, performances, interviews, graphic organizers, journals, performance tasks, games, projects, anecdotal records, reports, class work and debates.

How does this report card transfer to other districts and states?

The state curriculum is aligned with national standards. What that means is that national standards exist for all subject areas. Those national standards identify the skills/concepts that students should learn at each grade level. Another district, state would be able to look at the skills/concepts in each of the subjects and look at your child’s rubric score in each subject and determine whether or not he/she has successfully mastered grade level curriculum.

If my child has an area of concern noted for a nine week marking period, how will I know whether or not he/she masters that skill/concept later?

If a child has an area of concern at the end of a marking period and later acquires that skill, it will be noted on the following nine week marking period.

So does that mean once a skill is taught in a nine week period, it is never reviewed or discussed again?

No. Once a new skill or concept is taught teachers continue to spiral back through the curriculum to ensure that students are maintaining the skill.

How is my child’s teacher monitoring my child’s progress to know if she/he is mastering the skills/TEKS?

Each teacher uses progress monitoring to record notes on your child's progress in reading, math, science, social studies, and writing. There are a variety of ways used to gather this data including checklists, teacher notes, informal and formal assessments, running records, writing drafts, etc.

What is a Standard?

A standard is a statement of what children should know and be able to do.  In Texas, the standards are called the Texas Essential Knowledge and Skills, or TEKS. 

You can explore the TEKS at:  http://www.tea.state.tx.us/index2.aspx?id=6148