Curriculum has changed, instructional methodology has expanded, and research findings have extensively informed the “teaching and learning” process in a powerful way. As such, BH-BL’s classroom teachers need for a tool that more accurately represents what students know and are able to do. With BH-BL’s report card, parents will find:
- Descriptors reflecting current BH-BL curriculum and skills
- Consistency reflecting the social skills and work habits necessary to be a successful learner
- Report cards issued three times a year (see page 5 for more information)
Kindergarten through Grade 2 Academic Achievement
4+/- | Exceeding Grade-Level Expectations: Student excels in this academic area/skills
Students who receive a 4 are excelling in the skills for their grade level. “Mastery of” or “Proficiency in” the skill does not mean that teaching and learning end; rather, it indicates that the student has reached a level of performance expected of grade-level students for that skill with consistency, accuracy, independence, and quality. Instruction will focus on more complex problems within the skill, offer more levels of challenge for the learner in applying that skill, and provide more in-depth and critical thinking in the area of that skill. As is true in current practice, teachers will continue to plan challenging learning tasks for students who meet the end-of-year skills.
3+/- | Meeting Grade-Level Expectations: Performance is at grade level
Students who receive a 3 are proficient in the skill and are demonstrating a level of understanding that is typically expected during the course of the academic year.
2+/- | Progressing Toward Grade-Level Expectations: Demonstrating the skills necessary to progress toward meeting grade-level expectations
Students who receive a 2 are beginning to progress toward a standard and may require regular support, monitoring, and/or assistance from an adult for clarification in order to progress.
1+/- | Needs Improvement: Performing Below Grade Level
Students receiving a 1 are still acquiring the prerequisite skills in order to understand the content and/or apply the skills of the grade level. Students need additional adult assistance, increased time, smaller chunks of learning and/or alternative strategies for gaining foundational skills that may lead to the grade-level expectations.
Grades 3 through 5 Academic Achievement
Academic achievement for students in grades 3 through 5 will be represented as a letter scale as shown below:
- A+/- is 90 to 100
- B+/- is 80 to 89
- C+/- is 70-79
- D+/- is Below 69
Q: How will student progress be reported in the academic areas?
A skills-based report card uses academic performance indicators that are observable and objective. The skills themselves are based on benchmarks that specify what students should know and be able to do at each grade level. They serve as a basis for BH-BL’s curriculum, instruction, and assessments.
Q: How will student progress be reported for work habits and social behaviors?
Work habits and social behaviors encompass personal development and classroom and community skills. Individual student work/study habits will also be reported by the teacher to ensure that parents are informed of their child’s
attitudes and dispositions toward learning skills. Numbers will be given to indicate progress in these areas as follows:
- 4 – Exceeding Grade-Level Expectations
- 3 – Meeting Grade-Level Expectations
- 2 – Progressing Toward Grade-Level Expectations
- 1 – Needs Improvement
Sample Report Card
Other Important Information
The implementation of BH-BL’s skills-based elementary report card resulted in a few changes from prior years. These include:
- There are three, 13-week marking periods. This gives teachers a longer period of time to assess how each student performs.
- Parent-teacher conferences are scheduled in late October, November, and December, prior to the end of the first trimester. Teachers will report on student progress and engage parents in a collaborative academic goal-setting process for every child. The Burnt Hills-Ballston Lake Central School District believes strongly that a partnership between school, teacher, and parents is crucial and must be established early in the school year. The opportunity provided via parent-teacher conferences to ask questions and seek clarification is an essential step. At the conference, teachers and parents will discuss baseline data on their child’s performance.
- At the conclusion of the second and third trimesters teachers will complete student report cards using the eSchoolData student information system. Shortly after the close of each trimester, report cards will be sent home. Parents will also be able to view their child’s report cards using the eSchoolData link found on www.bhbl.org. Additionally, some elementary teachers are piloting an eSchoolData Parent Portal.
- Additional conferences may also be scheduled by teachers and/or parents whenever a need arises during the school year. Parents may communicate with teachers through email, agendas, and phone calls any time they feel it is necessary.
Frequently Asked Questions
Q: Why a skills-based report card?
Skills-based report cards provide in-depth student assessments, consistent evaluations throughout the year, individualized instruction information, and consistent evaluations between students.
Q: How does a skills-based report card help parents?
Skills-based report cards enable parents to receive accurate information based on cumulative student progress throughout the marking period. In addition, they:
- Promote more detailed and meaningful conversations at parent/teacher conferences,
- allow for careful and precise monitoring of student achievement, and
- reflect grade-level expectations so parents gain a more complete idea of student progress.
Q: Are all content areas included in the report cards?
Yes, teachers from every content area and building worked in collaboration to develop a report card that reflects each area of the curriculum. The report card includes an achievement grade for special area classes, such as physical education, library, music, and art. Under BH-BL’s approach, all standards are measured using the same scale. This will make it easier for parents/guardians to understand their child’s progress.
Q: Can a student perform at a level 3 and then move to a lower level in the next
The expectations change from one marking period to the next as students move toward the end of grade-level expectations. This means:
- A student may meet the grade-level expectation during the first marking period, but as the expectations increase, the student may not demonstrate the same level of proficiency during the next marking period, and
- a student might receive a 3 in the first marking period and then receive a 2 in the second marking period.
Q: What does the report card mean for students with disabilities?
The report card provides parents with information about their child’s progress toward meeting the New York State Learning Standards. Every Student Succeeds Act and the Individuals with Disabilities Act are federal laws that require each state, school district, and school to ensure all students receive instruction aligned with the standards.
For students with disabilities, the report card isn’t the only means for reporting to parents their child’s progress. Parents will also receive an Individualized Education Plan (IEP) progress report. Each special education student receives a skills-based progress report that reflects his or her progress toward meeting individual goals and NYS Learning Standards. Additionally, and in compliance with the law, documentation of progress specific to IEP goals and objectives will be reported to parents on IEP progress reports.
Q: I still have questions about the report cards. Who should I contact?
For families that still have questions about the report card, please contact the principal of your child’s school.
- Charlton Heights Elementary School
Tim Sinnenberg, Principal
firstname.lastname@example.org or 518-399-9141, ext. 85500
- Pashley Elementary School
Jill Bonacio, Principal
email@example.com or 518-399-9141, ext. 84500
- Francis L. Stevens Elementary School
Rick Evans, Principal
firstname.lastname@example.org or 518-399-9141, ext. 83500