January 2008

Report Card Information

First semester report cards will be sent home with students in grades K-5 on Feb. 8. This is the fifth year that Federal Way's elementary schools have used this updated standards-based report card. Following are eight questions and answers that parents need to know in order to understand their child's report card. As you will see, grades don't carry the same meaning today that they did when we were in school!

Parents' Report Card Questions Answered:

Q: What is the main purpose of the report card?
A: Its main job is to inform parents of their children's progress toward meeting state standards for their grade level. This is a big change from report cards of 10 or 20 years ago. More often than not, former report cards showed a child's achievement compared with other students in the class, and grades were strongly influenced by a student's efforts. The current report card shows progress toward meeting "grade level expectations," which are the standards for every child in the state.

Q: Who created the standards for the State of Washington?
A: Washington is one of 49 states in the country to adopt a standards-based K-12 education system. In 1993, the Washington State Legislature outlined a process for setting achievement standards for K-12 students, and for measuring students' success in meeting them. The grade level expectations (GLEs) describe what students should know and be able to do. They also form the basis of what teachers teach at each grade level. (For a complete list of the GLEs for your child's grade level, contact the school office, or visit this website www.k12.wa.us and look under "Curriculum and Instruction.")

Q: How can parents know if their children are meeting the standards?
A: First, they can look at results of the Washington Assessment of Student Learning (WASL), given each spring. Two years ago the test was expanded to cover grades 3, 4, 5, 6, 7, 8 and high school. Beginning in 2008, students must pass the high school WASL in order to graduate. Second, parents should look at their child's report card. The report card grades for K-2 and 3-5 describe each child's progress toward meeting the state standards:

Key for K-2 Report Card"Scale Model"

E- Exceeding Grade Level Standard (Above Grade Level Standard)
M- Meeting LevelStandard
A- Approaching Grade Level Standard
B- Below Grade LevelStandard

Two Keys are not related (An A is not an E)

Key for 3-5 Report Card"Grade Model"(or schools may adopt the "Scale Model" for gr. 3-5)
A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F+, F

Q: Isn't it confusing for kids and parents that "A" and "B" report "approaching" and "below" standard for students in grades K-2, but when you get to grades 3-5, these same grades stand for "exceeding" and "meeting" standard?
A: Yes. This is a possible area of confusion with the current reporting system. Pay close attention to the "key" for your child's report card, so you can understand each mark.

Q: Aren't D's and F's a harsh way to report progress that is "approaching" or "below" the standard for students in gr. 3-5 if they are doing their best?
A: Yes, this is a big change in the current reporting system. When we were in school, D's and F's were often associated with poor effort or poor work habits. Now for students in grades 3-5, they simply attempt to communicate how far a student is from meeting the grade level standard. Two groups of students are not graded in this format. Students who qualify for help through special education receive individualized reports on their specific learning goals. And students in our English Second Language (ESL) program receive a separate report in reading and writing, which does not involve letter grades. Also, a number of schools, including Twin Lakes, have adopted the "scale version" of the report card for their 3rd, 4th and 5th grade students.

Q: What is the school doing to help my child be successful?
A: The state has provided detailed "grade level expectations" for teachers in reading, math and writing. The teachers' yearlong plans and daily lessons are carefully selected in order to give students plenty of practice on each important skill. In addition, we have a number of teacher specialists and Para educators who work with students both during the school day and outside the school day to improve specific skills. We carefully track each child's progress through regular assessments, student-led conferences and other parent contacts, and through the semester report cards.

Q: What can I do if my child is "approaching" or "below" the standards for his/her grade level?
A: First, make sure that your child is completing all assigned work, and reading at home each day for 20-30 minutes. Next, ask the teacher for specific information: (1) Which skills need to be mastered? (2) What activities can we do with our child at home to help him/her gain these skills? Finally, check in often with the teacher through a weekly note or phone call to monitor your child's progress. Students who are meeting or approaching their grade level reading and math standard by the end of the year will qualify for promotion to the next grade. Students who are below the standard in reading or math may need summer school, or may need another whole year to acquire the necessary skills.

Standards provide clear targets, and parents and teachers working together provide the strongest possible team for helping our students reach them. We will work closely with you to clearly communicate the standards, and to provide multiple opportunities at school and at home for your children to practice and master each one! Parents are encouraged to contact your child's teacher if you have questions about the report card, or about your child's progress in school.

Sincerely,
Guy Gamble, Principal