Report Cards and Curriculum
WHY STANDARDS-BASED REPORTING?
The Illinois Learning Standards define what students should know and be able to do as a result of their schooling. The District #300 curricula is written to align with the IL Learning Standards. The standards/curriculum gives teachers, students, and parents an understanding of what students need to be considered successful in the various academic areas. It is essential to have a system of reporting that reflects and aligns to the standards. The purpose of the standards based system of reporting is to reflect actual student achievement with meeting the academic standards.
WHAT DO THE LEVELS OF PERFORMANCE MEAN?
4-"Exceeds Standards" means that a student consistently demonstrates mastery of the content beyond what would be expected of a student at a particular grade level.
3-"Meets Standards" indicates that a student demonstrates a clear understanding of the concepts and can apply the skills independently. Meeting standards challenges the students because of the rigor and high standards set by District #300.
2-"Approaches Standards" means the student has some understanding of the concept and with assistance is able to apply the skills.
1-"Begins Standards" indicates the student is having difficulty understanding a particular concept and in performing the related skills.
If a student is graded at the "approaches" or "begins" level, this indicates a change is needed. The student needs more opportunity to learn the concept, instruction needs to be adjusted, and/or additional support is needed.
WHAT IS DIFFERENT THIS YEAR?
The report card has been modified to add clarity and improve communication. The outcomes are included on the report card as stated in the curriculum. Each outcome was than divided to facilitate reporting of each particular area. Rubrics were developed to provide clarity related to level of performance. (A rubric is a chart of criteria that describes the carious levels of proficiency for learning performance). This information will assist teachers, students and parents in knowing what areas may need improvement and what skills are necessary to move to the next level of performance.
WHY IS "MEETS" THE HIGHEST LEVEL OF PERFORMANCE FOR SOME AREAS?
Again, given the rigor of the curriculum, to "meet" a standard, according to the definition, a student will be challenged academically. One some outcomes, identified by an asterisk (*), "meets" is the expectation for all students. The "exceeds" level for these outcomes will be measured in later grades or outcomes. The rubrics provide clarity on these outcomes and ensure consistency in grading throughout the district.
WHAT DO THE SHADED AREAS ON THE REPORT CARD MEAN?
Students will receive a grade on portions of the outcome during the trimester the concept has been taught. If the summative assessment for the outcome is not being given in a particular trimester, the grading box is shaded. (A summative assessment provides information about a student's achievement at the end of a sequence of instruction). The grade is determined using multiple and varied assessment of student proficiency. If a student is at the "begins" or "approaches" level at that time, reteaching and reassessment will occur. At the end of the school year, students will receive an overall grade for the entire outcome. In order to "meet" or "exceed" on the overall outcome, a student must "meet" or "exceed" on all portions of the outcome.
WHEN IS MY CHILD EXPECTED TO MEET THE OUTCOMES?
The outcomes are written to identify what a student should know and be able to do at the end of each grade level.
CLICK ON GRADE LEVEL TO VIEW OUTCOMES BY SUBJECT:
First Grade