Today, October 12, is Indigenous People’s Day. Staff and students in the Eastside Native American Education Program (ENAEP) are honoring the first inhabitants in the United States by acknowledging and commemorating their contributions, history and culture.
Elementary Report Cards
The District’s foundation for determining what students should know and be able to do at each level is laid out in the Assessment Framework.
The report card system is designed to provide students, parents, and teachers information on how well students are performing as they progress through the curriculum. The committee of parents, teachers, and administrators who developed the reporting system adopted a set of beliefs aligning the report card system with the goals of the Teaching and Learning Framework. The reporting system:
- Is based on established Teaching and Learning Framework standards
- Reflects what students have learned
- Involves students meaningfully
- Provides for objective, consistent, and clear feedback
- Communicates useful information to parents, students, and teachers about student progress to direct and encourage future learning
- Connects learning, teaching, and assessment
Interdisciplinary skills and content are separate
A key feature of the report card is that students are graded separately on interdisciplinary skills and attributes, such as effort and cooperation, from what they learn in academic subjects, such as math and writing. In the past, a student who behaved well might be marked higher than their subject mastery indicated or vice versa. Now it is clear if a student is learning interdisciplinary skills and if they are learning specific content knowledge.
Content areas do not have letter grades
Instead, marks are made on a scale of one through four
- One = not at standard
- Two = approaching standard
- Three = at standard
- Four = exceeds standard
If a particular topic is not taught during a grading period, a slash mark is placed in that section of the report card.
Content area grades measure whether or not a student has mastered a concept or skill. They do not grade whether that student tried hard, turned in their work on time, or followed the rules. These interdisciplinary skills are graded in a separate section.
Parent letters explaining elementary report cards
The following letter is provided to parents with the January report card:
Interdisciplinary skills and attributes represent a successful system of personal conduct
Embedded in this system of personal conduct is student effort. The degree to which students are actively engaged in student work shows their effort. It is the intention of the district to ensure all graduates demonstrate these interdisciplinary skills, which lead directly to increased student achievement and life-long success.
Students with special needs are graded, too
Students involved in a special education or English language learner (ELL) program will still be graded in relationship to the expected standards for the grade level. If the student's primary instruction in a content area is delivered by a specialists or directed by the child's IEP, a note will be placed in the grading area stating, "see attached report." Specialists will generate a goal report related to the child's IEP or ELL plan.
If a student is working on an IEP goal within the regular classroom, the teacher may use the "P" letter grade to inform the parent that the child is passing or making progress on IEP goals. If the child is not progressing, the teacher may use the "NP" to indicate that the child is not passing or making progress on their IEP goals.
Specialist areas like music or PE report on this year’s skills
When reporting progress, specialists (Library, Music, and PE teachers) will be reporting on what is taught during a specific year. Because curriculum content is taught over a three-year span of each level, specialists may not be teaching all skills in one year. The skills will all be taught sometime during the time span of that level.