APS Report Cards

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hate standards based grading.”Meets” strikes me as a synonym for “competent” or “adequate”. I wish there was something equivalent to an A my kids could strive for. When I ask my 4th grader to review and correct his mistakes on papers he brings home, he balks because he “already got a Meets”.

I feel like middle school is going to be a rough adjustment.

At least some of the APS middle schools (most? All?) use SBG. However, for report cards they convert those standards back into grades.

Swanson does not. Not sure about others.

We still get letter grades from Gunston

Yes, on the report card, but grades throughout the year on each assignment are SBG.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hate standards based grading.”Meets” strikes me as a synonym for “competent” or “adequate”. I wish there was something equivalent to an A my kids could strive for. When I ask my 4th grader to review and correct his mistakes on papers he brings home, he balks because he “already got a Meets”.

I feel like middle school is going to be a rough adjustment.

At least some of the APS middle schools (most? All?) use SBG. However, for report cards they convert those standards back into grades.

Swanson does not. Not sure about others.

We still get letter grades from Gunston

Yes, on the report card, but grades throughout the year on each assignment are SBG.

Is this true? I mean DS is at Gunston and he seems to get letter grades? if I look in grade book it will give me a % with a letter grade and his individual assignments say things like 9/10 or whatever.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hate standards based grading.”Meets” strikes me as a synonym for “competent” or “adequate”. I wish there was something equivalent to an A my kids could strive for. When I ask my 4th grader to review and correct his mistakes on papers he brings home, he balks because he “already got a Meets”.

I feel like middle school is going to be a rough adjustment.

At least some of the APS middle schools (most? All?) use SBG. However, for report cards they convert those standards back into grades.

Swanson does not. Not sure about others.

We still get letter grades from Gunston

Yes, on the report card, but grades throughout the year on each assignment are SBG.

Is this true? I mean DS is at Gunston and he seems to get letter grades? if I look in grade book it will give me a % with a letter grade and his individual assignments say things like 9/10 or whatever.

Same for us. He may have rubrics for an assignment but I get weekly letter grade updates from Parentvue

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hate standards based grading.”Meets” strikes me as a synonym for “competent” or “adequate”. I wish there was something equivalent to an A my kids could strive for. When I ask my 4th grader to review and correct his mistakes on papers he brings home, he balks because he “already got a Meets”.

I feel like middle school is going to be a rough adjustment.

At least some of the APS middle schools (most? All?) use SBG. However, for report cards they convert those standards back into grades.

Swanson does not. Not sure about others.

We still get letter grades from Gunston

Yes, on the report card, but grades throughout the year on each assignment are SBG.

Is this true? I mean DS is at Gunston and he seems to get letter grades? if I look in grade book it will give me a % with a letter grade and his individual assignments say things like 9/10 or whatever.

Same for us. He may have rubrics for an assignment but I get weekly letter grade updates from Parentvue

My kid just finished 9th, but the three years before, was at Gunston & they made a big deal about using SBG. Each teacher seemed to “convert” it to letter grades in a different way, though. Maybe they changed things last year.

[Anonymous]

the report card tells me absolutely nothing about what my student learned this year.

So a “B” in “math” tells you more than the 4 different standards your student worked on in quarter 4 separated out and rated for each one of those standards? Just a generic letter “B” tells you more about your student?!
You don’t want to know that
-your kid can do single/multistep word problems with decimals to the thousandths involving all 4 operations
-they struggled to add/subtract fractions with unlike denominators
-they were able to determine elapsed time over a 24 hour period given a scenario
-they needed significant help to convert metric measurements between each other for length and volume

Teachers over here working their butts off trying to get multiple grades for each skill to demonstrate meeting/approach/develop and you just want whatever we grade lumped into one big pot and averaged? Instead of knowing exactly what your kid needs more work on?

How does SBG not tell you anything? You just don’t want to understand is what it is.

[Anonymous]

Anonymous wrote:

the report card tells me absolutely nothing about what my student learned this year.

So a “B” in “math” tells you more than the 4 different standards your student worked on in quarter 4 separated out and rated for each one of those standards? Just a generic letter “B” tells you more about your student?!
You don’t want to know that
-your kid can do single/multistep word problems with decimals to the thousandths involving all 4 operations
-they struggled to add/subtract fractions with unlike denominators
-they were able to determine elapsed time over a 24 hour period given a scenario
-they needed significant help to convert metric measurements between each other for length and volume

Teachers over here working their butts off trying to get multiple grades for each skill to demonstrate meeting/approach/develop and you just want whatever we grade lumped into one big pot and averaged? Instead of knowing exactly what your kid needs more work on?

How does SBG not tell you anything? You just don’t want to understand is what it is.

Exactly.

[Anonymous]

Anonymous wrote:

the report card tells me absolutely nothing about what my student learned this year.

So a “B” in “math” tells you more than the 4 different standards your student worked on in quarter 4 separated out and rated for each one of those standards? Just a generic letter “B” tells you more about your student?!
You don’t want to know that
-your kid can do single/multistep word problems with decimals to the thousandths involving all 4 operations
-they struggled to add/subtract fractions with unlike denominators
-they were able to determine elapsed time over a 24 hour period given a scenario
-they needed significant help to convert metric measurements between each other for length and volume

Teachers over here working their butts off trying to get multiple grades for each skill to demonstrate meeting/approach/develop and you just want whatever we grade lumped into one big pot and averaged? Instead of knowing exactly what your kid needs more work on?

How does SBG not tell you anything? You just don’t want to understand is what it is.

No, I don't find the standards based report card helpful at all and am not alone in that feeling. The format does nothing at all to let me know my child's strengths and weaknesses. My child "meets" every standard that's listed and they're so general as not to demonstrate learning. For instance, this quarter my child "Used Oral Language for Different Purposes," "Decoded general multisyllabic words," and "Determined sums and differences using various methods." There's no feedback for whether my child is completing assignments, producing quality and accurate work, participating in class, showing growth, working above grade level in any subject, or receiving additional extension activities. There's also no feedback on classroom behaviors.
The only feedback is whether the child "meets" basic standards based on assessments.

In the traditional format there's a table with skills and behaviors with a score of Outstanding, Satisfactory, Improving and Unsatisfactory for things like class participation, checking work for accuracy, working independently, following instructions, group participation, etc, which show development of these behaviors. This is really helpful to break down what a child needs to work on to succeed. There are also letters grades that reflect both understanding and effort, as you have to accurately complete projects, classwork, homework, and writing assignments, in addition to doing well on the assessment to get an A. I also understand that and A demonstrates above grade level work (unlike a "meets") whereas a B is supposed to be on grade level and a C is below grade level. There's also a separate score for effort (U, I, S or O), which really helps show where the student is engaged and actively participating or struggling.

[Anonymous]

From someone that has a kid that basically did no schoolwork for two years until he was diagnosed with ADHD. IF they are not completing assignments or producing quality work they will NOT meet the standard. Its pretty clear if your kid is struggling in school from SBG.

ALSO SBG has a whole section about behavior regarding achieving goals, managing emotions, making healthy and supportive relationships, etc. Guess what if your kid is acting up those are also not going to be at meets.

[Anonymous]

Anonymous wrote:From someone that has a kid that basically did no schoolwork for two years until he was diagnosed with ADHD. IF they are not completing assignments or producing quality work they will NOT meet the standard. Its pretty clear if your kid is struggling in school from SBG.

ALSO SBG has a whole section about behavior regarding achieving goals, managing emotions, making healthy and supportive relationships, etc. Guess what if your kid is acting up those are also not going to be at meets.

This doesn't appear in our APS report card. There's no information about behaviors at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:From someone that has a kid that basically did no schoolwork for two years until he was diagnosed with ADHD. IF they are not completing assignments or producing quality work they will NOT meet the standard. Its pretty clear if your kid is struggling in school from SBG.

ALSO SBG has a whole section about behavior regarding achieving goals, managing emotions, making healthy and supportive relationships, etc. Guess what if your kid is acting up those are also not going to be at meets.

This doesn't appear in our APS report card. There's no information about behaviors at all.

The very top section under the comments has the behavior/social emotional standards and grades. Self management, self awareness, etc are on there. It used to be called “CARES”.

[Anonymous]

PP here- it’s listed under “homeroom”.

[Anonymous]

Anonymous wrote:PP here- it’s listed under “homeroom”.

I suppose it must be optional if teachers complete that section because it doesn't appear. There are instructions at the top but nothing appears for my student.

[Anonymous]

Oh weird, yeah that is 100% in my kids report card. Maybe ask your teacher why its not being completed then.

[Anonymous]

Anonymous wrote:

the report card tells me absolutely nothing about what my student learned this year.

So a “B” in “math” tells you more than the 4 different standards your student worked on in quarter 4 separated out and rated for each one of those standards? Just a generic letter “B” tells you more about your student?!
You don’t want to know that
-your kid can do single/multistep word problems with decimals to the thousandths involving all 4 operations
-they struggled to add/subtract fractions with unlike denominators
-they were able to determine elapsed time over a 24 hour period given a scenario
-they needed significant help to convert metric measurements between each other for length and volume

Teachers over here working their butts off trying to get multiple grades for each skill to demonstrate meeting/approach/develop and you just want whatever we grade lumped into one big pot and averaged? Instead of knowing exactly what your kid needs more work on?

How does SBG not tell you anything? You just don’t want to understand is what it is.

It used to be that your kid would bring home an actual paper math test that was graded, and you could see which types of problems they got right or wrong if you wanted to know more details.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

the report card tells me absolutely nothing about what my student learned this year.

So a “B” in “math” tells you more than the 4 different standards your student worked on in quarter 4 separated out and rated for each one of those standards? Just a generic letter “B” tells you more about your student?!
You don’t want to know that
-your kid can do single/multistep word problems with decimals to the thousandths involving all 4 operations
-they struggled to add/subtract fractions with unlike denominators
-they were able to determine elapsed time over a 24 hour period given a scenario
-they needed significant help to convert metric measurements between each other for length and volume

Teachers over here working their butts off trying to get multiple grades for each skill to demonstrate meeting/approach/develop and you just want whatever we grade lumped into one big pot and averaged? Instead of knowing exactly what your kid needs more work on?

How does SBG not tell you anything? You just don’t want to understand is what it is.

It used to be that your kid would bring home an actual paper math test that was graded, and you could see which types of problems they got right or wrong if you wanted to know more details.

APS SBG teacher here- we do that too. We do check ins by standard and by unit and on the unit assessment we will even break out which questions went with which standard and give different scores for each standard. And we put the standards and the proficiency scales at the top of the test for parents to see.