Our report card has been replaced by standards based progress reports.
As with any new process, the change created new learning, systems, and response.
I like the targeted nature of the new reports since the marks directly respond to students place on the learning continuum related to each standard. As I marked the report, I thought specifically about each child's program and the supports/teaching available. I also like the way that I can relay the standards to the children and help each child set goals related to the standard. For example, one standard is that all fourth graders learn their multiplication/division facts up to 12X12. We expect most students to achieve this standard with a proficiency of 50 facts in three minutes or less (3 or fewer errors) or 100 facts in five minutes or less (3 or fewer errors). Children understand this goal, and the best way to get there is through targeted online/offline practice.
The challenge is to match the teaching/learning and assessment well to the progress report so that the marks reflect the standards well. The standards reflected on the report are end-of-year standards so few students' will receive mastery scores at this reporting session, and most students will receive varying progressing marks.
This progress report will serve as a guide for learning design, student effort, and family/teacher support.
