Standards Based Report Cards
The Neptune Township School District is implementing Standards Based Report Cards (SBRC) in grades K – 5, through an incremental roll out, to be completed by 2019. This initiative commenced in 2013 with a committee of teachers and administrators, who began the background work and set the stage for moving forward with planning how to create, structure, and implement a SBRC. This is still underway. Below, please find our implementation plan:
- 2013 – 2015 Kindergarten and Grade 1 Committee Work
- 2015 – 2016 Finalized Kindergarten and Grade 1 Documents and Initial Professional Development Opportunities
- 2016 – 2017 Use of SBRC paper templates in Kindergarten and Grade 1; Grades 2 & 3 Committee Work; PowerSchool Gradebook Exploration
- 2017 – 2018 Use of SBRC paper templates in Grades 2 & 3; Kindergarten and Grade 1 Template in PowerSchool; Grades 4 & 5 Committee Work
- 2018-2019 Use of SBRC paper templates in Grades 4 & 5; K -3 Template in PowerSchool
- 2019-2020 All SBRC templates in PowerSchool
What is a Standards Based Report Card?
- Identifies the most important skills in each grade level and content area in alignment with standards and district curriculum.
- Tells how a child is doing in school and specifically identifies what needs improvement.
- Puts the emphasis on learning, rather than on comparisons among students.
What is the Purpose of a Standards Based Report Card?
- To provide accurate information and feedback to students and their families on the student’s progress towards meeting grade level standards.
- A SBRC separates student academics from student social skills and work habits.
Why Did Neptune Township Make the Switch?
- Traditional grading categories are broad and make it difficult to give a clear and accurate picture of students’ skill, progress and capability levels.
- Traditional grading (A, B, 87, 79) is more subjective, based on assignments given by the individual teacher rather than progress towards the identified standard.
- Standards based reporting aligns with current district, state and national standards.
- Describes what a student should know and be able to do at a given grade level.
- Use of curriculum that is aligned ensuring the instruction targets the standards.
- Assessments used measure learning and the extent a student has mastered the standards.
- Tool that communicates accurately (primarily to parents) progress towards meeting the standards.
Levels of Performance
4 – Exceeds the end of year grade level standard
3 – Meets the end of year grade level standard
2 – Developing towards the end of year grade level standard
1 – Experiencing difficulty
NE – Not Evaluated at this time
Used to address Behaviors that Support Learning
CD – Consistently Demonstrates
UD – Usually Demonstrates
RD – Rarely Demonstrates
ND – Not Demonstrating
- Students will be graded based on the END of YEAR expectation. Therefore, a student mastering everything being taught would receive a 3 -Meets EOY Expectations.
- The score of a 4 does not equate to the traditional grade of an A. It means that the student consistently exceeds grade level standards and expectations. Performance is characterized by self-motivation and the ability to apply the skills with consistent accuracy, independence, and a high-level of quality.
- In order to provide a score, multiple (at least 3) pieces of evidence need to show mastery/non-mastery of grade level content.
- Allows parents and students to understand more clearly what is expected of students and how to help them be successful in a rigorous academic program.
- Gives a general idea of how the student is performing.
- Looks at the standards, rather than the indicators
- Distributed home 3 times a year, approx. 30 days after the trimester begins
- DRA levels will be noted on the interim report, not the report card. It indicates where the student is performing based on a grid of grade level expectations.
- Gives families general suggestions on how to help their students in ELA, math, and daily practices.