Report Card Family Guide
- PRINTABLE DOCUMENT
- LETTER FROM ANNALIESE SPAZIANO, ASSISTANT SUPERINTENDENT
- FREQUENTLY ASKED QUESTIONS
- VISION OF THE GRADUATE
- SAMPLE REPORT CARDS
As East Lyme Public Schools continues to improve the teaching and learning process for all students, we know that parents and families are our most valuable partners. That is why we want to provide families with a report card that provides accurate and meaningful information, particularly about student strengths and challenges as it relates to grade level expectations.
The standards-based report card is a way to clarify and reinforce consistent end of year grade level expectations for each of our students. It is important to note that our shift to standards-based reporting will happen over the course of this year and next. This year, our focus is on English Language Arts and Mathematics. Next year, we will examine other areas of the report card such as Social Studies, Science, and the Specials Areas.
In previous years, we have sent home report cards two times a year. This year, we are moving to sending out report cards three times a year. Click here for the tentative dates associated with each trimester grading period for the 2021-2022 school year. Please note that if you had a parent teacher conference in November, there will be no teacher comments on the 1st trimester report card for your child.
All report cards will be accessible through Infinite Campus. If need assistance accessing your child’s report card in infinite campus, please contact the main office of your child’s school.
You can review each grade level report card by clicking on links below.
Please utilize this parent guide to help you become more familiar with the new report card. If you have specific questions about the report card, please contact your child’s teacher.
Frequently Asked Questions
1. Should I be concerned if my child is receiving a “1” during one of the earlier trimesters?
No, based upon the rigor of the Common Core State Standards, it is not expected for children to master all components of the standards until the end of the school year.
2. Will the family guide be available on the East Lyme Public School’s website?
Yes, the family report card guide will be linked to the district website: click here
3. How does a standards-based report card help parents?
- They create an environment for open and detailed discussions between parents and teachers with the focus on student achievement.
- They provide the added benefit of keeping teachers and parents focused on student learning goals from the very beginning of the year.
- They paint a clearer picture for parents on how their students are currently meeting grade level expectations.
4. Why are some boxes shaded gray with an N/A?
Boxes that are grayed out that are marked with an N/A are standards that are not a focus area of the trimester at that time. It does not necessarily mean that those standards are not taught as there may be certain skills that are being introduced over time; however, they are standards that are not yet ready to be assessed during that trimester.
5. Are all students going to be receiving a standards-based report card?
- Yes, for students with accommodations, the content standards remain the same but the method and strategies we use to get them there, differs.
- For all students with an IEP, a supplemental progress report will be provided outlining what is contained in the goals and objectives and progress toward their achievement.
6. Who should I contact if I have questions about the standards-based report card?
For help regarding the report card please contact your child’s teacher.
7. What Student Evidence Determines Grades?
- As students work toward achieving grade level expectations in all curriculum areas, teachers carefully consider the following in determining progress in all academic and special areas:
- A collection of work overtime
- Daily written or oral tasks
- Application of skills
- Formative and Summative Assessments
8. How Are Standards-Based Report Cards Different from Traditional Report Cards?
On a standards-based report card, each of the subject areas is divided into a list of skills and knowledge that students are responsible for learning. Students receive a separate performance level score for each standard. The achievement performance level indicates a child’s progress toward meeting specific grade-level standards. The student’s effort is reported separately from his or her achievement level.
9. What does the code after each standard mean?
Each standard has the corresponding reporting code taken from the Common Core State Standards. The code indicates the strand, grade & corresponding standard number. For example:
English Language Arts: Ask and answer questions about key details in a text (RL1.1)
10. Will I receive a printed copy of my child’s report card?
- All report cards will be accessible through Infinite Campus. Click the link below for a short video on how to access your parent portal in infinite campus.
- If you still need assistance accessing your child’s report card, please contact the main office of your child’s school.
- If you need assistance accessing your infinite campus account, please email: email@example.com
Academic Performance Levels & Descriptors: Student progress toward meeting the standard is scored with a 1-3 scale. Early in the year, students strive to approach (2) the standard with the expectation of reaching the meets (3) level by the end of the year. The final score reflects the student’s actual achievement of the standard.
Common Core State Standards: The Common Core State Standards (CCSS) are high-quality, rigorous standards adopted by Connecticut along with most other states. Part of a national movement, CCSS provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. (http://www.corestandards.org). Designed to develop twenty-first century, globally competitive students, the CCSS were carefully constructed using evidence-based research.
Standards-Based Grading: Grades represent student progress toward meeting standards. Grades are a description of what students know and can do. Standards-based grades are not an average of test and assignment scores. They are an indicator of a student’s progress toward mastery of the assessed standard. Scoring levels with performance descriptors are used to describe a student’s progress toward mastery of the assessed standard. Work habits, such as effort, are assessed separately from academic content.
OUR MISSION STATEMENT
East Lyme Public Schools will inspire, engage, and educate each student to become a
contributing citizen and a responsible, independent, and critical thinker.
• able to write and speak clearly for a variety of purposes
• adept at conveying ideas with mindfulness and purpose
• confident in advocating for solutions, suggestions, theories, actions, and oneself
• skilled at academic and interpersonal discourse across multiple forms of media and digital platforms
• ready to work effectively and respectfully for a diverse audience and with a diverse team
• able to adapt and perform a variety of roles and responsibilities within a group
• capable of sharing ownership of the successes and failures of a group
• able to deliver cooperative and responsible contributions to groups
Deep Thinkers and Active Learners
• able to respond to both success and failure with reflection and resilience
• competent at posing and pursuing substantive questions
• effective at interpreting, critiquing, and synthesizing information
• ready to identify and solve problems by exploring resolution and designing solutions
• designer of innovative ideas, products, and original content
• proficient in a variety of subject areas and are well-rounded students
• willing to become community servants and leaders aware of the needs and issues of society
• capable of establishing persistent positive relationships aimed at caring for local organizations and programs
• generous with their knowledge and skill by caring for their community
• caretakers of a diverse array of school clubs and civic organizations
• capable of being openminded and respectful towards the perspective of others
• practitioner of habits that promote physical and mental well-being