The standards-based report card is the summary statement of a student’s performance in content areas each reporting period. This academic evaluation will represent what students have achieved academically, not how hard they have worked, how much they have improved, how they compare with classmates, or how well they have behaved. The standards-based report card is another tool that will be used to communicate to students and parents regarding student academic progress. A student’s work habits, Learner Profile, and conduct will be evaluated and reported separately on the Standards-Based Report Card.

Establishing a Standards-Based Reporting System

Report cards are an important part-of an integrated system that emphasizes continuous assessment of a student’s progress and achievement.

An integrated assessment system should include the following:

• Scoring and grading systems that integrate assessment into instruction so that classroom assessment is integral to the learning process, providing the constructive and formative feedback both students and teachers need to do their work more effectively. City School of Decatur uses MAP assessments to assist teachers with this process. However, students are assessed in a multitude of ways including projects, tests, performance tasks, teacher observations, and conversations.

• A system whereby student proficiencies are communicated to students and parents, along with expectations that will improve their understanding of what work is required and where the student is strong or weak.
• MAP assessments, common assessments, and classroom performance tasks with correlating scoring guides/rubrics along with samples of student work which demonstrate levels of mastery relative to the GPS.

These efforts will bring about the systemic reform needed to ensure that all students meet/exceed the standards. Assessment is a teaching tool that measures student progress toward the proficiency of the standards.

Our Grading Scale

4: Exceeds Standards- Demonstrates understanding of the central idea within the unit of inquiry and takes action as a result of the learning; shows evidence of mastery at and above grade level standards

3: Meets Standards- Demonstrates understanding of the central idea within the unit of inquiry; consistently shows evidence of mastery of grade level standards

2: Approaching Standards- Demonstrates some understanding of the central idea within the unit of inquiry; shows some understanding of grade level standards

1: Does not meet standards- Demonstrates limited understanding of the central idea within the unit of inquiry; shows inconsistent understanding of grade level standards even with frequent support and guidance

N/A: Not Formally Assessed