Report cards are shared at the end of each trimester (usually December, March, and June). We use standards-based grading at the elementary lever in the MURSD, which means our report cards share information about your child's progress toward meeting the grade level standards.
Progress is reported using a 1-4 scale. I like to use an analogy about riding a bicycle to help explain the scale.
4 - A common misconception is that a "4" is like an "A," but this is not the case and "4's" are not the goal. Imagine a child being able to do all kinds of unexpected tricks and jumps on their bike. This isn't the goal of learning to ride a bike, but some kids exceed the expectation with lots of independent practice. A "4" means the student consistently and independently exceeds the grade-level standard.
3 - Think of "3" as the goal. This means the child is able to demonstrate mastery of the grade level standard consistently and independently, like being able to ride a bike safely without help or falling off.
2 - A "2" means the student still needs some help to meet the standard. This might mean working in a small group, using a tool to support learning, or needing a few more exposures/ practice before getting it right. Think of a "2" like a child needing training wheels or an adult to help keep balance while still learning to ride their bike.
1 - A "1" means the student needs specialized instruction, modifications, or a different access point. It doesn't mean the student will never meet the standard-- it's just a different starting point that requires more specialized instruction. The bike is in pieces and we need to help the student put the bike together before we can start to practice riding it.
Assessments
At the elementary level in the MURSD, we use a variety of common assessments to help guide our curriculum design and instruction, as well as progress monitor and help identify students who may need more academic intervention or individualized instruction. Some of these assessments are:
iReady - A computer-based math and ELA assessment
DIBELS - A reading fluency assessment & progress monitoring
MCAS - Students take MCAS for the first time in the spring of Grade 3. The scores from this assessment are not available until the fall of the following school year. The score reports are used by Grade 3 teachers to fine tune our instruction/ find gaps in our curriculum materials so we can better tailor our units and lessons. Grade 4 teachers will also use the score reports to identify areas that may need remediation.
Wonders - We utilize common grade-level assessments from our Wonders Reading program, which we have modified as a team to best assess our students in reading fluency, comprehension, and writing. These are typically given at the end of each unit.
Bridges - Common grade level assessments from our math program, Bridges, are given at the end of each unit. We also utilize a math inventory to assess baseline skills at the start of each school year.
We also understand that these formal assessments are just a snapshot. They are not a complete picture of our students. We also utilize a variety of informal (or "formative") assessments throughout the day to help inform instruction and better understand the needs of our students. These informal assessments include things like exit slips, checkins, rubrics, quick baseline assessments, oral assessments, and classroom observations. We use ALL of this information together to help us create the best possible learning experience for all of the unique needs and strengths in our classroom!