ELEMENTARY STANDARDS BASED REPORT CARDS
(Visit the links below for OPS grading information)
OPS Elementary Grading Brochure (English)
OPS Elementary Grading Brochure (Spanish)
OPS Common Grading Practices (English)
OPS Common Grading Practices (Spanish)
A standards-based report card gives information about a student’s achievement of the Focus School’s learning standards, which are aligned with the Nebraska State Standards (learning requirements).
The primary goal of any standards-based learning system is for students to meet the standards set by the district. This means that everything teachers do, including grading, must be targeted toward the standards and indicators students must learn.
What is the difference between a Traditional Report Card and a Standards-Based Report Card?
A traditional report card has a letter or number grade to identify achievement for a subject. They are based on averages and do not accurately portray a student’s progress.
Students in a Standards –based report card receive marks to represent the level of mastery of each standard in a specific content area.
The standards-based report card gives more detailed and accurate information about a student’s academic achievement.
How do the marking codes reflect the change and what are they on a standards- based report cards?
The marking codes on a standards-based report card reflect the student’s mastery of a district’s adopted standards, not an average of scores. The codes do not align with letter grades and districts may have different marks.
Final report card marks are determined by looking at the body of evidence over the quarter. Teachers look for consistency of scores over time, the most recent scores or may ask students to do additional assessments.
Extra Value Standards/Rubrics
Our extra value standards are included within Capstone Projects that follow the Capstone rubrics and use the same marking system except there is an Advanced Marking beyond the 3 mark.
How are marks determined within this standards-based system?
When determining marks, teachers consider a “body of evidence” using both summative assessments and professional judgment. Marks are based on indicators for each content area and reflect only academic achievement, not behaviors. Classroom work will be in two categories:
• Formative assessments allow teachers to monitor student learning. The results are used to make on-going instructional decisions and give students feedback to monitor their learning. All the work done to introduce and practice a concept or skill that builds towards proficiency of the standard (for example: daily work in class, assignments, projects, quizzes, etc…)
• Summative assessments allow teachers to evaluate student learning at the end of teaching to an objective or at the end of a unit of study. The results are used to make judgments about student mastery of content standards. All the assessments used to determine the level of proficiency.
Balanced assessments are used and we understand that no single assessment gives the true picture of a student’s learning and the growth taking place. Rebecca and Robert DuFour said it best: “balanced assessments utilize multiple measures of student achievement including formative assessments for learning and summative assessments of learning.”
Formative assessments may be marked in several ways. Classroom teachers will determine the marking system used in each classroom.
Late Assignments will be accepted within a reasonable time limit and will receive full credit. Individual circumstances can be used to gauge the time frame allowed.