It was wonderful to see so many parents at the report card parent meeting held at FWS on Wednesday night. Dr. Conti reviewed the standard based focus of the report cards and the new marking system. Parents also viewed a copy of the new report card format and got a sense of the detailed standards that are now the main focus of the report card. We are expecting that once parents actually experience the new report cards, there will be more questions and helpful feedback. Parents are encouraged to note their feedback on the yellow response sheets that are sent home in the report card folder. The topic of report cards will also be on the agendas of both the Principal's Coffee on January 10 at 9:00 am and PTO Meeting on January 1 at 7:00 pm. Below you will find the information regarding the new academic marking key.
Massachusetts Common Core Standards are the basis for grade level expectations identified on Burlington Public Schools progress reports. Many of the standards are not expected to be met until later in the year, so parents should expect students marks to reflect growth that progresses towards end of the year grade level standards.
Academic Marking Key
(Standards are end of the year expectations)
E- Exceeding the Grade Level Standard
The student demonstrates an in-depth understanding of concepts, and/or skills. Performance is characterized by the ability to apply concepts and/or skills consistently, accurately, and independently.
M- Meeting the Grade Level Standard
The student demonstrates a solid understanding of concepts and/or skills. Performance is characterized by the ability to apply concepts and/or skills consistently and accurately.
P1- Progressing Within the grade-level range for this time of year
The student demonstrates an understanding of basic concepts and/or skills and is working within the grade-level range. Performance is characterized by mostly consistent application of concepts and/or skills. Support and guidance are sometimes needed.
P2- Progressing Below the grade-level range for this time of year
The student demonstrates an understanding of basic concepts and/or skills but is working below the grade level. Performance is characterized by inconsistent application of concepts and/or skills. Support and guidance are often needed.
N- Minimally Progressing Below the grade-level range for this time of year
The student demonstrates minimal understanding of basic concepts and/or skills. Performance is characterized by attempts to try new skills with partial success. Performance is inconsistent requiring additional support and guidance.
Gray Shaded Box- Not Applicable
During this marking period, the benchmark has not been taught or assessed.
Learner Qualities, Personal and Social Growth, Art, Music and Physical Education are reported by how often the target behaviors are demonstrated:
Massachusetts Common Core Standards are the basis for grade level expectations identified on Burlington Public Schools progress reports. Many of the standards are not expected to be met until later in the year, so parents should expect students marks to reflect growth that progresses towards end of the year grade level standards.
The academic key for grades kindergarten through grade five indicates the student’s progress as follows:
(Standards are end of the year expectations)
E- Exceeding the Grade Level Standard
The student demonstrates an in-depth understanding of concepts, and/or skills. Performance is characterized by the ability to apply concepts and/or skills consistently, accurately, and independently.
The student demonstrates a solid understanding of concepts and/or skills. Performance is characterized by the ability to apply concepts and/or skills consistently and accurately.
The student demonstrates an understanding of basic concepts and/or skills and is working within the grade-level range. Performance is characterized by mostly consistent application of concepts and/or skills. Support and guidance are sometimes needed.
The student demonstrates an understanding of basic concepts and/or skills but is working below the grade level. Performance is characterized by inconsistent application of concepts and/or skills. Support and guidance are often needed.
The student demonstrates minimal understanding of basic concepts and/or skills. Performance is characterized by attempts to try new skills with partial success. Performance is inconsistent requiring additional support and guidance.
During this marking period, the benchmark has not been taught or assessed.
- Consistently
- Frequently
- Occasionally
- Yet to be demonstrated
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