SWAMPSCOTT
PUBLIC SCHOOLS
STANDARDS-BASED REPORT CARDS
2018-2019
Revision
Information for Parents and Guardians
SWAMPSCOTT PUBLIC SCHOOLS
207 Forest Avenue
Swampscott, MA 01907
781-596-8800
www.swampscottps.org
Developmental Progress: Approaches to Learning &
Prerequisites for Learning
�Social and behavioral development and work habits provide an important foundation for academic success. When practiced effectively by students, these skills help to create a positive learning climate for all children in our schools. These essential skills are addressed, developed, and supported throughout the Swampscott Public Schools curriculum.
Examine this section carefully and realize that these indicators are developmental in nature.
Numbers are used to indicate progress in these areas.
�4 – Student consistently
demonstrates this skill
�3 – Student demonstrates this skill
most of the time.
�2– Student demonstrates this skill
some of the time.
�1– Student requires ongoing
intervention to develop this skill.
Please work with your student at home to encourage progress and growth with these behaviors.
How can I help my child to achieve the Massachusetts Standards?
�It is helpful for parents and guardians to be be familiar with grade level end-of-year standards. The curriculum frameworks for all subjects can be found on the Department of Elementary and Secondary Education website.:
�What if I have more questions?
�Please view the Frequently Asked Questions link on the school website under Parent Resources. �
Swampscott Public Schools does not discriminate on the basis of race, color, national origin, sex, gender identity, disability, religion or sexual orientation
How To Think About ACADEMIC BENCHMARKS
N
NEEDS CONSIDERABLE SUPPORT TO DEMONSTRATE PROGRESS TOWARD THE STANDARD
You are riding a tricycle�
A student who is still acquiring the prerequisite skills needed to understand the content of the grade-level standard may need significant adult assistance, increased time, smaller chunks of learning, and/or alternative strategies for gaining foundational skills that will lead to mastery of the grade level standards.
P
PROGRESSING TOWARD THE STANDARD INDEPENDENTLY
You are peddling well and staying upright as long as someone is nearby
Indicates that the student is progressing toward consistent and independent mastery of/proficiency in the grade-level standard. A student who is progressing toward the standard is demonstrating a level of understanding that is typical and expected during the course of the academic year.
M
MEETING THE STANDARD (TARGET)
Congratulations! You are riding a two-wheeled bike all by yourself.
Indicates that the student has reached a level of performance expected of grade-level students for that standard with consistency, accuracy, independence, and quality. Teaching and learning do not end, the student will continue with more complex work related to the standard.
B
BEGINNING TO PROGRESS TOWARD THE STANDARD WITH SOME SUPPORT
You are riding a two-wheeled bicycle with training wheels.
Indicates that the student is beginning to progress toward the grade-level standard, with additional time and support. A student who is beginning to progress toward the standard may require supplemental support, additional monitoring, and/or assistance to develop proficiency.
STANDARD: Student will ride a two-wheeled bicycle themselves
COMMON MISCONCEPTION about Performance Indicators...
Q. Isn’t an M” just another way of saying the student earned a traditional “B”?
�A. One of the biggest differences between a traditional letter-grade report card and a standards-based report card is assessing what students have “learned” not “earned” based on very clear and specific expectations defined by Massachusetts Standards.. A traditional letter grade is an average of the points earned on tests, quizzes, assignments, and so on but does not tell the progress towards the specific standards-based expectations for a grade level. Benchmarks measure progress towards a goal. There is no direct correlation between benchmarks and conventional letter grades.