Elementary Report Cards

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Elementary Report Cards

Overview

Elementary report cards reflect a standards-based approach to evaluating student performance. They identify grade level Learner Expectations for student learning in each subject area. More detailed information about the specific concepts and skills students are expected to know, understand, and be able to demonstrate at each grade level can be found in the Colorado Academic Standards.

The purposes of a standards-based report card are:

  • Report overall performance: Communicate students’ overall Academic Performance Levels for Learner Expectations, Independent Level, and Achievement during the trimester in each subject area.
  • Report progress toward grade level expectations: Communicate students’ mastery of specific Learner Expectations in each subject area, describing the concepts and skills associated with grade level standards, during the trimester.
  • Provide multiple measures of achievement: Provide both standards-based performance levels and traditional letter grades to give families a comprehensive view of student achievement and progress.

Note: Not all Learner Expectations are addressed or assessed during every trimester. Expectations that are not assessed will be marked “NA” (Not Assessed).

Resources For Families

Report Card Guide for Families

Report Card Samples

Grading Windows

View Elementary Report Cards Online

Families of SVVSD students can access elementary report cards through the Infinite Campus Portal.

FAQs

What are standards?

Colorado has established a set of academic standards that outline the concepts and skills students are expected to learn at each grade level, from pre-kindergarten through high school. Known as the Colorado Academic Standards, these standards establish clear, high expectations for student learning and achievement. They describe what students need to know, understand, and be able to demonstrate to progress through school at grade level.

Here are some examples:

  • Fifth Grade: Add and subtract fractions with unlike denominators (including mixed numbers).
  • Third Grade: Develop and strengthen writing as needed by planning, revising, and editing.
  • Kindergarten: Use and share observations of local weather conditions to describe patterns over time.

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 lauer_diane@svvsd.org or 303-702-7591.