What is the difference between a Standards-Based Report Card and a Traditional Report Card?
A standards-based report card measures a student’s performance against specific learning standards or objectives (in this case, the NYS Next Generation Learning Standards). It provides detailed feedback on mastery of skills and knowledge within each subject area and focuses on what students should know and be able to do at a particular grade level. A standards-based report card encourages a growth mindset by focusing on progress and proficiency and separates academic achievement from work habits and behavior.

A traditional report card uses broad subject areas such as math, reading, or science, and provides one overall grade. This grade reflects general performance without specifying strengths or areas needing improvement. These broad grades may include both academic and non-academic factors like participation, homework completion or effort. 

Why are all standards not listed on the report card?
The new report cards were developed collaboratively with a team of teachers and administrators. They reflect curriculum work that we have accomplished over the past few years to identify the key or priority standards that are most critical for a student’s foundational learning and future success. The New York State Next Generation Standards are comprehensive and detailed. While our curriculum touches upon all the standards, we are reporting to parents and families the skills that are of highest priority and require support and intervention if students are not achieving proficiency.

Does the report card give information about behavior, effort, and study skills?
Yes. We have clustered those skills in the section entitled Habits of Lifelong Learning. These habits are directly related to the descriptors of the Arlington Portrait of a Graduate. The Portrait of a Graduate Competencies reflects our collective understanding of the skills necessary for our Arlington Graduates to be successful as both citizens and members of the workforce. Teachers will evaluate student’s learning behaviors based on what is developmentally appropriate for students at each grade level.

Why are all indicators not scored in each marking period?
Our ELA and Math curriculums focus on specific standards/skills at different points during the school year. If an indicator is grayed out on the report card or the teacher has marked it with an N/E, it means that not enough student work was done in this area to evaluate progress. It will be marked at a later point in the school year. 

How do teachers determine my student’s performance level?
Teachers determine a student’s performance level on a standards based report card through a combination of assessments, observations, and professional judgement. This process focuses on how well a student meets specific learning standards. We have also developed a set of rubrics which describe a student's level of performance (exceeding, meeting, approaching, not yet achieving) for each indicator. Teachers can use data gathered through assessment and observation of classroom performance to match the child’s level of performance with the rubric. Teachers at each grade level within buildings and across the district have worked together to align their expectations and scoring to maintain consistency. 

What report card scores can I expect to see if my child is meeting the standards?
In standards-based report cards with scores ranging from 1-4, 3 represents “meeting grade level expectations. If your child is meeting grade-level expectations, you can expect to see 3’s for most standards by the end of the school year. However, your child may receive 2’s, especially during the first marking period, if they are working toward end-of-year grade level expectations, but not there yet. Occasionally, a 4 will appear in an area where your child excels by consistently demonstrating advanced understanding and application of the skill or standard. Scores on a standards-based report card should not be equated with more traditional numeric or letter grades (eg. 85%, B+). Rather, these scores reflect how well the student demonstrates a standards-based skill in their classroom performance.  

How can I learn more about the extra academic support being provided for my student?
If your student receives additional support through the AIS reading and math program, you will receive a progress report from the AIS teacher. If the student has an IEP, they will receive an IEP goals progress monitoring report at the time that classroom report cards are issued. If your child is receiving extra support in an academic area, you may notice that they receive report card scores indicating that performance is not yet meeting grade level expectations. The progress reports from the AIS and Special Education teachers will help you understand how your student is progressing toward mastery of foundational skills necessary for grade level success.