Elementary Report Cards
Welcome to the St. Vrain Valley School District’s elementary report card website. Our elementary schools have been using a standards-based report card since 2003. The standards-based report card is designed to inform parents about their student’s progress towards mastering the Colorado Academic Standards.
During the 2020-2021 school year, we adopted newly worded report cards aligned to the Colorado Academic Standards in English Language Arts, Math, Science, and Social Studies.
Overview
In 2003, the St. Vrain Valley School District implemented a new Standards-Based Report Card. A standards-based report card lists the most important skills students should learn in each subject at a particular grade level. Specifically, 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.
Standards-based report cards provide more consistency because all students are evaluated on the same grade-appropriate skills. Parents can see exactly which skills and knowledge their children have learned.
Resources For Parents
Report Card Samples
Kindergarten English Spanish
First Grade English Spanish
Second Grade English Spanish
Third Grade English Spanish
Fourth Grade English Spanish
Fifth Grade English Spanish
Grading Windows
View Elementary Report Cards Online
Parents and guardians of SVVSD students can access elementary report cards through the Infinite Campus Portal.
- Click here to access the Infinite Campus Portal
- Steps to Create Infinite Campus Account English Spanish
FAQs
What are standards?
Colorado has adopted its own list of the skills that students should learn at each grade level from pre-kindergarten through high school. These standards set clear, high expectations for student achievement. Standards tell what students need to do in order to progress through school on grade level. Here are some examples:
- Fifth graders are expected to formulate, represent, and use algorithms to add and subtract fractions with flexibility, accuracy, and efficiency.
- Third graders should be able to implement the writing process successfully to plan, revise, and edit written work.
- Kindergarteners are expected to observe, explain, and predict natural phenomena governed by Newton’s laws of motion, acknowledging the limitations of their application to very small or very fast objects.
Are districts required to adopt the state standards?
According to Colorado Revised Statute S 22-7-1013(b) “in revising its preschool through elementary and secondary education standards, each local education provider shall ensure that it adopts standards, at a minimum, in those subject matter areas that are included in the state preschool through elementary and secondary education standards, including but not limited to English language competency and visual arts and performing arts education.”
Thus each district is required to adopt standards that meet or exceed the state standards and develop a plan for revising curriculum and programs of instruction to ensure that each student will have the educational experiences needed to achieve the adopted academic standards.
What is the purpose of the comment sections of the report card?
The grades given should not be the only form of communication between school and home. Other communication methods include conferences, newsletters, and portfolios. The comment section provides an avenue to expand the communication between teacher and parent.
What kinds of evidence should a teacher collect to support the grade they give to my child?
Teachers should use a combination of your student’s assignments, assessments, and communication with your child and observations to determine their performance reporting and grades. The evidence should provide a rationale for the rating given.
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 differentiations 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.
Who should I contact if I have questions regarding my child’s report card?
The first contact should be your child’s teacher. If questions still persist please contact your building principal. Questions regarding the purpose and design of the report card should be directed to Diane Lauer, Chief Academic Officer, at [email protected] or 303-702-7591.