St. Vrain Valley Schools
2017-2018 Grading Windows
Grades Due By 11:59 p.m.
Reports Cards Available By
Trimester = 12 weeks
A student must be enrolled 40 school contact days to receive a report card. Anything less than 40 contact days of enrollment, a student would be issued a progress report.
Parent/Teacher Conference Windows
Trimester 1 – September 25 – October 12
Trimester 2 – January 22-February 9
These teacher guidelines are intended to assist teachers in completing the District elementary standards-based report card. The report card provides a summary of a student’s achievement of the Colorado Academic Standards. However, the report card should serve as only one component of a comprehensive communication system. Other elements of such a system include notes, phone calls, conferences, projects, portfolios, open houses, newsletters, school web-pages, brochures, etc.
Since 2003, the St. Vrain Valley School District has utilized a Standards Based Report Card. The purposes of a Standards-Based Report Card are:
- To provide more detailed feedback to parents regarding the progress their children are making toward specific learning expectations at their grade level.
- To allow parents and students to understand more clearly what is expected of students and how to help them be successful in a rigorous academic program.
- To provide traditional grades along with scores for each learning expectation addressed in a grading period.
Report Card Samples
In school year 2017-2018, the following standards-based report cards will be used.
Report Card Guide
These guidelines are intended to assist parents in understanding the District’s elementary standards-based report card.
Report Card Indicators
The following documents map the evidence outcomes to the report card by content and trimester. Be sure to use the links in the upper left hand of the front page for easy navigation.
Report Card Data Collection
The following Excel Spreadsheets are provided to assist teachers will data collection per trimester.
Parent Brochures – Spanish
Grading for Students with an IEP
1. Letter Grades: If a student is not going to be graded in the same manner, with the same expectations as general education students, then it must be noted in the IEP what the differentiation and grading would be. Based upon that documentation, that is how the student will be graded. If it is not noted in the IEP, then the student is graded in the same manner as the general education students.
2. Standards: Grading according to the IEP is separate from Standards attainment. The Standards attainment should always reflect what the student actually attained. In other words, a student could be meeting just one of the math Learner Expectations (with a score of 1 or 2) and still have an A for a grade. The IEP for that student must reflect the grading parameters and reflect the standards that the student will be working toward and graded on.
3. All of this is agreed upon in the IEP staffing. The regular and special education teacher should collaborate on the entire process.
4. Differentiation or exceptions to the grading scale may be identified as long as the notation of differentiations or exceptions does not identify the student as having a disability or being in special education. These differentations or exceptions must be available to any student, not just those students with disabilities (including students performing above grade level). Example: An asterisk after the grade may denote that the student received differentiation grades or completed work at a lower grade level. However, the explanation of the asterisk on the report card may not indicate the student’s participation in special education. In Infinite Campus, in the overall comment section, you may use Canned Comment #18; Modified Curriculum.
Components of a Standards-Based System
The SVVSD Teaching and Learning Cycle was created to identify and describe those practices that have been found to be essential in providing a comprehensive standards-based education.
We need to identify specifically and clearly the standards, grade level expectations, and evidence outcomes that all students should learn. The academic standards, (as outlined by the Colorado Department of Education) describe what a student should know and be able to do at a given grade-level. The standards-based curriculum as depicted in the unit plans identifies what a teacher uses to ensure that curriculum targets the Colorado Academic Standards.
In order to ensure students learn the grade level expectations, evidence outcomes, 21st century concepts, and skills identified in district curricula, we must regularly monitor student learning through a variety of assessment strategies.
Effective instruction is what causes students to learn. In standards-based district and schools, research-based instructional methods and strategies are used to deliver standards-aligned curricula and ensure students have adequate and equitable opportunities to learn.
In standards-based districts and schools, students are provided multiple opportunities to learn, both in the classroom and beyond the classroom, through interventions, supplemental programs, or other support systems. Such supplemental learning opportunities are provided both to students who are not reaching mastery and/or who are performing above mastery.
Our report card is the reporting tool that allows a teacher to communicate accurately a student’s progress towards meeting standards at critical junctures throughout the school year.
Definitions of Proficiency Levels
Each trimester a rating is given for student performance in relationship to the grade level expectations. Performance is rated on a scale of 1 to 4. Not all learner expectations are addressed each grading period as indicated by an N/A.
Advanced/Exceeds Expectations (4)
Demonstrates Advanced Achievement of Grade Level Benchmark
Exceeds End of Trimester Grade Level Expectation
The student is exceeding the grade level expectation; skills and concepts are accomplished independently and consistently; creates products that are exceptional and demonstrate in-depth thinking.
Mastery/Meets Grade Level Expectations (3)
Demonstrates Mastery of Grade Level Expectation
Meets End of Trimester Grade Level Expectation
The student is achieving grade level expectations; skills and concepts are consistently accomplished with minimal or no assistance; creates products that are of high quality.
Partial Proficiency/Working Towards Expectations (2)
Demonstrates Partial Proficiency of Grade Level Expectations
Partially Meets End of Trimester Expectation
The student is performing near grade level expectation; skills and concepts are emerging with practice and teacher assistance; creates products that need refinement. Progress is being made towards the attainment of expectations.
Needs growth/Below Grade Level (1)
Demonstrates Beginning Stages of Grade Level Expectations
Does Not Meet End of Trimester Expectation
The student is demonstrating minimal progress toward grade level expectations; skills and concepts need repeated practice and frequent guidance from the teacher; inconsistent quality of related products.
Before making a determination regarding student proficiency and marking it on the report card, you should analyze a student’s progress over the course of the trimester. It is important to note that you have been reviewing the results of assessments and student work throughout the reporting period to determine the next steps for instruction.
This analysis for student proficiency is based on key pieces of evidence. This process requires that you:
• Collect key samples of student work in a body of evidence.
• Analyze this entire body of evidence in comparison to end of trimester grade level expectations.
A Body of Evidence
The following list indicates the types of evidence a teacher could collect in preparation for using the standards-based report card. While it is not required that a teacher collect every piece of evidence listed below for every student, these pieces of evidence will create a well-rounded picture of student progress towards meeting end of the trimester learner expectations.
- Galileo assessments
- End of unit assessments
- Theme tests
- Running Records
- Reading assessments (PALS, Dibbles)
- Anecdotal records
- Teacher Observation
- Independent reading/writing conferring notes
- Small group instruction
- Writing samples
- Math Expressions – Assessment Guide, Unit Assessments (ExamView, Test [Forms A & B], and/or Unit Performance Assessment)
- FOSS Kit End-Of-Module Assessment
Process for Analyzing a Body of Evidence
In order to determine report card marks, you should analyze a student’s body of evidence using the following process.
Step 1: Analyze the body of evidence for completeness
- Assure that there is sufficient evidence for each of the learner expectations.
- Gather additional evidence as needed.
Key questions to consider:
- What’s in the body of evidence?
- Is the body of evidence complete?
- How does the body of evidence align with end of the trimester grade level expectations?
- If not, how will you collect what you need?
Step 2: Analyze the Body of Evidence for Quality
- Analyze the quality of student work across the trimester.
- At the end of the trimester, organize and synthesize these assessments to determine the proficiency level for each of the learner expectations. The new Infinite Campus grade book will be a great tool for this process.
Key questions to consider:
- What is the quality of this body of evidence?
- What parts of the body of evidence are Beginning? Partially Proficient? Mastery? Advanced?
- How do you know?