Reporting Student Progress
EKES Philosophy of Reporting on Student Progress*
A critical element of any student's learning experience is the need for informed and meaningful feedback to those invested in the student's progress. Reporting on student progress must have a well-defined purpose for it to be meaningful. It must clearly identify the information needing to be communicated, the audience it is intended for and how that information will be used to improve future or related learning.
Our School has identified three primary purposes for reporting student progress:
- To communicate student growth to parents and the broader community.
- To provide feedback to students for self-evaluation.
- To document student progress and the effectiveness of instructional programs.
Because reporting student progress serves a variety of purposes, we believe no one method of reporting is capable of serving all purposes well. A multi-faceted comprehensive reporting system is essential. Multiple means of reporting progress is divided into two subsets, individual and whole school reports. Within these subsets, the means for reporting may include but are not limited to:
Individual Subset - report cards, progress reports, standardized testing, evaluated projects and assignments, portfolios and exhibitions of student work, homework, individual web pages, parent-teacher conferences, student-teacher conferences, and student led conferences.
Whole School Subset- Standardized testing, open houses, classroom and school-wide newsletters, portfolios and exhibitions of student work, and school wide web pages.
Each means of reporting on student progress will include a statement of purpose. The statement of purpose may vary according to the specific type of reporting taking place and the audience it is directed toward.
Sample statement of purpose:
“This document is part of the EKES comprehensive system for reporting on student progress.”
EKES Philosophy of Grading*
The philosophy of grading at East Kingston Elementary School is based on three underlying principles of learning. The first is our commitment to shared district and SAU standards of learning. The adoption of shared standards requires clear and common performance indicators at each grade level. The second principle that guides learning at our school is a strong commitment to and belief in supporting the individual learner. It is critical that each child has a means to recognize and pursue individual interests, unique abilities, and to have his or her personal learning style honored. Finally, the third principle that guides learning at our school is the importance of communicating individual student progress to those with a stake in the learner’s growth and performance. These principles serve as the basis of learning in our school, and define the fundamental importance and structure for reporting and grading individual student progress.
To fully support our school’s principles of learning, we believe we need to report on student growth in three ways:
Student progress or the performance of each learner is measured in relationship to the shared standards that have been established at both the SAU and district level, irrespective of peer progress toward these same standards. Progress is recorded to show student growth over time. The fundamental questions that underlie teacher interpretation of the standards are: What should students learn, and what criteria do they need to meet to be considered working at grade level, as characterized by the typical learner?
A product of student work is best characterized as what a student knows and can do at a particular point in time. The work a student produces is most typically demonstrated through the completion of ongoing assessments, assignments, presentations and projects. While teachers will use the quality of a student’s product to assess progress toward meeting the standards, developmentally appropriate criteria and grading will be used to support students in the completion of the work they produce.
The process each learner uses to enhance his/her achievement is measured by the student’s attitude toward learning, effort, work habits and utilization of developing learning strategies.
Our school recognizes that students, parents and teachers alike must work together to support student learning. Effective, meaningful and regular communication of student progress allows for open and constructive dialogue with parents and others; supports student self-evaluation and goal setting; and, provides important documentation for program evaluation and improvement. Ultimately, our means of grading student progress will support and accentuate a desire for life long learning.
*The development of our school's Philosophy of Reporting on Student Progress and Philosophy of Grading were most influenced by the writings of Dr. Thomas Guskey, professor of Educational Policy Study at the University of Kentucky.
Below are copies of EKES standards based report cards and curriculum guides:
- Kindergarten Report Card
- Grade 1-3 Report Card
- Grade 4-5 Report Card
- Kindergarten Curriculum Guide
- Grade 1 Curriculum Guide
- Grade 2 Curriculum Guide
- Grade 3 Curriculum Guide
- Grade 4 Curriculum Guide
- Grade 5 Curriculum Guide