Family Guide to Progress Reports

Communication between parent/guardians and teachers by means of progress reports and conferences is essential in understanding the needs and progress of each child.

The report card reflects:

• personal and social development
• present academic learning/progress
• a plan for future learning

The report card is only one component of the reporting process. We value the ongoing partnership between home and school. This relationship supports the successful development of each child.

November - parent/teacher conference held and written report available in PowerSchool

March - parent/teacher conference held and written report available in PowerSchool

June - written report available in PowerSchool

The following rubric will be used to reflect student progress toward learning targets that lead to mastery of end-of-year standards in mathematics, English-Language Arts, and other content areas.

M = Demonstrates mastery of grade level learning targets and applies concepts and skills independently in most situations; demonstrates achievement at or above grade level standards; completes work thoroughly; consistently and independently applies strategies for learning; demonstrates active participation in all learning activities.

P = Progressing: applies concepts and skills in most situations; demonstrates progress toward mastery of grade level standards and expectations; completes assigned tasks but may not demonstrate full understanding; applies strategies for learning but some support may be needed; participates in most learning activities.

L = Limited or inconsistent evidence of progress in skill and concept development; significant support is needed to develop grade level concepts and skills; assignments may not be complete; has difficulty applying strategies for learning; participates inconsistently in learning activities.

Our marking system reflects progress toward mastery of specific concepts or skills toward end of year standards. Many concepts and skills that build toward those year-end standards are introduced and reinforced at various points in the year (e.g., reading independently at grade level, communicating math reasoning). Other concepts and skills are taught toward grade level mastery standards within specific units of study each marking period. So students might have indicators of both progressing (P) and mastery (M) in a given marking period. A student might also move from Mastery (M) to Progressing (P) or vice versa for a specific learning indicator if that same indicator continues with new skills introduced at a more rigorous level into the next marking period.

A dashed area (-) on the report card indicates that the objective is not taught or not formally assessed at this point in the year.

1 = Exceeds Expectations

2 = Meets Expectations

3 = Not Yet Meeting Expectations

Progress reports reflect student progress toward grade level standards in the general education curriculum.

If your child has an Individualized Education Plan (IEP), individual goals, objectives, and accommodations are included in the report provided by your child's team on CT-SEDS.

Students receiving special education services will receive modifications to the general education curriculum as per individual education plans.