The Tri-Valley Central School District is committed to ensuring that students are well prepared for the future. Providing a clear, complete communication tool is the main goal of the report card, which is standards based.
There are four components of a standards based system
- The content standards as outlined by the NYS standards that describe what a student should know and be able to do at an identified point in time.
- The standards based curriculum that a teacher uses to ensure that classroom instruction tar-gets these standards
- The assessments that a teacher uses to measure learning and the extent to which a student has met each standard.
- The communication tool that allows a teacher to accurately, clearly and specifically report a student’s progress towards meeting a standard throughout the year.
What you will see on a standards based report card
- Category titles and descriptors reflecting the NYS Learning Standards
- Learning Behaviors reflecting student skills necessary to be a successful learner.
- Grading keys reflecting progress towards the standards using the same 4-1 score used in NYS grade level assessments. These numbers mean:
- 4: Exceeds current grade level expectations
- 3: Meets current grade level expectations
- 2: Approaching current grade level expectations
- 1: Well below current grade level expectations
- NA: Not yet assessed
Frequently Asked Questions
Why use a standards based report card?
Standards based report cards provide:
- In-depth student assessments
- Individual instruction information
- Consistent evaluations between students
- Consistent evaluations and reporting across grade levels and years.
How does this help parents?
Standards-based report cards enable parents to receive accurate information based on cumulative student progress throughout the marking period and year. They also:
- Promote more detailed, focused, meaningful conversations at parent/teacher conferences.
- Allow for precise monitoring of student achievement.
- Reflect grade-level standards so parents gain a complete idea of student progress.
Why are there no letter grades?
A standards based report card’s rubric approach (4,3,2,1) provides information without the need for grades.
Can a student perform at level 3 and then move to a lower level?
Yes. Grade level expectations change from one marking period to the next and increase in rigor and complexity from the beginning to the end of the year. A student’s level may go down because:
- A student may meet grade-level expectation during the first marking period, but as expectations increase, the student many not demonstrate the same level of proficiency during the next marking period.
- When the student does not receive a 3 or higher, this is an indication to the teacher, student and parent that this standard needs additional focus.