On Friday, March 22 we will be sending home will your child’s report card for Trimester Two. The purpose of the report card is to communicate student progress and growth toward essential grade level learning targets and life skills so that teachers and families can work together to support students in their next steps of learning. We consider report cards to be one component of a comprehensive plan for ensuring communication and developing partnerships with our families. Daily work, information found on Schoology, Seesaw, conferences and emails/phone calls are all imperative to sharing student progress and planning instructional experiences for our children.
The report card grade shows your child’s progress toward end-of-year learning targets based on multiple measures at this point in time, including a variety of assessments, ongoing daily work and daily observations by the teacher. You may also notice that some learning targets have not been graded (marked N/A). These are learning targets that have already been taught or will be taught/assessed later this school year.
In the past, we have completed end of trimester summative assessments for both reading and math. As a reminder, this year we are no longer doing these specific assessments across the district. Instead, we are utilizing end of unit assessments for these two subject areas. Along with these summative end-of unit assessments, we are and will continue to utilize formative assessment practices to measure student progress and inform instruction.
If you have any questions about how to interpret report card grades, please don’t hesitate to contact your child’s teacher.
As we move into the final trimester of the school year, we have refined and improved our K-4 instructional schedule. While there were no household changes, there were small improvements designed to increase the quality of the learning experiences students are engaged in during core reading and targeted instruction time. The improvements will allow more opportunity for teachers use of flexible grouping strategies that enhance personalize instruction in reading and math.
In a nutshell, our improvement reflects the district’s top priorities for reading instruction:
- Ongoing development of key reading skills, particularly mastery of phonics at the lower grades and comprehension at the upper grades, through systemic and explicit instruction
- Exposure to grade-level (or above grade-level) texts through focus lessons and read alouds to ensure students grapple with texts and meet grade-level standards
- Application and practice of reading skills and strategies through small group reading with lessons that match the right book and the right learning with the right students
- Time every day for application of learning differentiated for each student
If you have questions, please do not hesitate to contact your child’s teacher or me.