Webster Groves School District
Student Success Reporting System
Elementary Report Card

http://schools.webster.k12.mo.us/reportcard_parent

A informational powerpoint and grade level indicators may be downloaded from the bottom of this page. Click on the My Files folder.

The WGSD believes that assessing students is essential to learning.  We assess to further learning, not just what has been learned.  The WGSD also believes that student success is defined both by academic AND personal achievement; we are committed to the development and success of the whole child.  These two beliefs are at the heart of the district's Student Success Reporting System. 

As part of the district's Strategic Plan , the community defined its mission to be: The Webster Groves School District is committed to academic and personal success of every student.   Academic and personal success was then further defined by ten Indicators of Student Success.   These ten indicators have become the guiding principles of our classrooms and the measure by which we evaluate our work.  For this reason, the Indicators of Student Success have been integrated into our Student Reporting System.  This means teachers are constantly modeling, monitoring, and promoting these indicators of success.  Additional information about the Strategic Plan and Indicators of Student Success can be found on the Webster Groves School District's webpage .

The WGSD Student Success Elementary Progress Report is an important means of communication to parents and students about what a teacher has observed and recorded related to specific grade level expectations.  Included in the Elementary Progress Report are the achievement levels of students in all academic areas (reading, writing, mathematics, science, and social studies), the arts (music and visual art) and physical wellness.  In addition to these reports, a student's tendency to demonstrate other indicators of student success as defined in the WGSD's Strategic plan, such as study habits, strong character qualities (responsibility, empathy, integrity, and leadership), working well with others, are reported.  Finally, a report of a student's use of "21^st century Tools of Learning," the key strategies used by independent, self-directed learners is provided. These strategies have also been found to be most significant in preparing learners for living and working in the 21^st century; a future dependent on the ability to access information, create alternatives, and connect with others to negotiate solutions.

The WGSD Student Success Reporting System also reflects the belief that assessment is part of the learning process, not just a record of what has been learned.  By providing detailed indicators in each subject area along with the student's level of performance on each indicator, parents and students are able to identify the specific concepts, strategies, and attitudes contributing to overall performance in an area.  In other words, the Student Success Progress Report becomes a tool to promote further learning, not just report what has been learned.  When a student is motivated to learn for the personal satisfaction of learning, then rewards and other extrinsic motivators are not as important or necessary for student success.  For more information about Assessment for Learning, www.assessmentinst.com.  

History:
During the 2002-03 school year, a committee of K-12 teachers, coordinators, and administrators came together to consider overall assessment beliefs and practices in the district.  Extensive research and reading was done by the committee to determine current best practices in assessment.  At the same time, the district's Strategic Plan was approved by the Board of Education.  As a result, two of the critical issues of the Strategic Plan became the focus of work for the assessment committee.  One, "Establish benchmark assessments for all subjects," and the other, "Design and implement an assessment plan to track individual and group student achievement longitudinally."  After creating benchmarks in each subject area (critical issue #1), and based on the research and readings discussed, the committee recommended changes to be made to the K-12 Report Cards.  At 9-12, the recommendation was to add an additional score for each subject area, called "Citizenship."  This allowed a teacher to report on both academic and personal success (key to the district's mission statement) each grading term.  At 6-8 grade, it was recommended teachers in each subject area provide an academic letter grade as well as a score for four indicators directly related to the Strategic Plan and the Indicators of Student Success.  Recommendations at the Elementary level (K-5) were extensive.  It was suggested the Report Card be aligned with the benchmark assessment, Indicators of Student Success be incorporated into the reporting system, and the report card would promote student personal success by providing an assessment for learning.  More information about assessment for learning is provided in the Background Information and Rationale section or www.assessmentinst.com.  Pre-K has used the Elementary Progress Report as a guide, particularly the Kindergarten Report Card, as a guide in developing a Progress Report for parents.

After developing a new Reporting System, K-8, an extensive pilot was conducted during the 05-06 school year.  Teachers from every grade level and at every building (K-8) were selected to implement the new Pilot Progress Report and provide feedback.  Parents in these classrooms were also involved in training and provided substantial feedback regarding the new report.  As a result of teacher and parent feedback, significant changes were made to the Pilot Progress Report Card.  It was decided that a second pilot year was needed.  Additional teachers were added to the pilot, including all of 6^th grade.  Again, feedback was collected (including focus groups led by an outside consultant) and revisions made.  During this second pilot year (06-07), one elementary school also piloted a data-based student information system (SIS) to generate and print the elementary Pilot Progress Report. During the three years, the assessment committee presented updates and received recommendations from the district's Curriculum Coordinating Council (CCC), System-wide Administrative Team (SAT), and Board of Education.  After this extensive pilot, the committee recommended a full implementation of the Progress Report, K-8 during the 2007-08 school year, generated and printed through the SIS student information data base. 

Indicators:
"Indicators" refer to the concepts, strategies and attitudes for which each elementary student is evaluated and reported on the Webster Groves School District  K-5 Elementary Progress Report. Indicators are aligned with district grade level expectations. They are written in such a way that both parents and students understand the meaning and can further learning based on the feedback. Indicators are grouped according to the following sections:

0. Living and Working in the Classroom - These indicators reflect 4-5 or the WGSD Indicators of Student Success that define the district's missions statement of  "academic and personal success for every student."  They include the age-appropriate habits necessary for student success.  They are evaluated on the consistency with which the child demonstrates each habit or trait.
0. 21^st Century Tools of Learning - The indicators in this section are the key strategies used by independent, self-directed learners.  These strategies have also been found to be most significant in preparing learners for living and working in the 21^st century; a future dependent on the ability to access information, create alternatives, and connect with others to negotiate solutions.  Again, students are evaluated on the consistency with which he/she demonstrates each skill.
0. Science - Outcomes specific to grade level science units are monitored and reported in this section.
0. Social Studies - Outcomes specific to grade level social studies units are monitored and reported in this section.
0. Reading - This section emphasized the strategies that strong readers use to comprehend written material.  These strategies are introduced as early as kindergarten and practiced throughout the elementary years and beyond.  Specific phonics, vocabulary, and word skills are also evaluated.
0. Writing- A student's written work is evaluated using six traits, including ideas, organization, sentence fluency, word choice, voice, and conventions.  Again, these traits are emphasized from the beginning of elementary school and beyond.
0. Mathematics - Grade specific "focal points" are grouped around 6 themes in mathematics, including Number and Operations, Algebra, Geometry, Measurement, Data Analysis & Probability, and Tools of Learning.  Indicators are provided for each of these themes and evaluated on the level of independence and thoughtfulness in performance.
0. Visual Arts - A student's performance in Art is evaluated according to district goals for art production, art history, criticism and analysis, aesthetics, and general participation.
0. Music - A student's performance in Music is evaluated according to district goals for music appreciation, production and expression, and participation.
0. PE - A student's performance in Physical Education is evaluated according to district goals for physical health and development as well as participation and sportsmanship.  

Grade Level Indicators: 
Specific grade level indicators that will be scored on the report card in each of the subject areas are located at the bottom of this page. These pages are downloadable and can be printed.  

Levels:
Two systems are used to provide a level of performance.  One system is used to evaluate Living and Working and 21^st Century Tools of Learning.  This scale includes three levels, each indicating the consistency and frequency with which the student displays the habit or skill.  The three levels are Seldom, Sometimes, and Usually.   The chart below provides further explanation for determining a student's level of performance.

The second leveling system is used to evaluate concepts related to reading, writing, science, social studies, mathematics, visual arts, music, and physical education.  There are three levels of performance, Beginning, Developing, Secure .   Grade level expectations have been established for each indicator for each grading term and a student is evaluated on his/her performance in meeting the specific expectation.  If a student has NOT met grade level expectation for the term, Beginning will be marked.   The other two levels indicate that a student is meeting grade level expectation for the grading term.  Developing is marked if the student is meeting the expectation with some support and Secure is marked if the student is meeting the expectation independently and with confidence.  A colored graph line is used to designate a student's level of performance on each indicator.  The color codes are:

Beginning = blue
Developing = yellow
Secure = green

Overall Performance:
Students will receive a score in Overall Performance in the subject areas of Reading, Writing, Mathematics, Science, and Social Studies (Kindergarten will also receive an overall score in Language).  The Overall Performance Scores are provided on a separate page (p. 2) of the Progress Report, as well as on each subject page.

Responsive Learning:
All instruction is intended to be personalized and "responsive," meaning it addresses the unique needs and interests of each leaner.  Teachers are "responsive" to all learners and so personal comments are provided for each student so that a teacher can communicate the types of instruction that work best, along with the strengths and areas of growth for the individual student.  For some students, the "accommodations" a teacher or team of teachers make to support the individual growth of the child are significant enough and will be recorded on the specific content area (ie., Living and Working, Reading, Mathematics,…) under "Responsive Learning." If a student's overall performance in the area is significantly below grade level expectation, even with the accommodations and interventions made to the curriculum and instruction, then this area will be marked, AREA OF CONCERN and a comment will be provided.  When appropriate, the comment will direct the parent/student to the additional progress report provided by a support teacher (SSD, Reading or Math Specialist).  Several of the indicators in this section would be marked "Beginning" if this is an Area of Concern.  If a student is making progress and approaching, but still below grade level , even with the accommodations and interventions, the responsive learning area will be marked BEGINNING.  If a student's overall performance is significantly beyond grade level expectation, this section will be marked EXCEEDING EXPECTATIONS and the accommodations to the curriculum and instruction will be included. Most of the indicators in this section would be marked "Secure" if the student is Exceeding Expectations.  When appropriate, the comment will direct the parent/student to the additional progress report provided by the support teacher (Wings, Project Plus). If a student is meeting grade level expectations with the support of accommodations, this section will be marked MEETING EXPECTATIONS.  This means the student is meeting expectation because of the support provided, and without the support, the student may not be meeting expectation.  When appropriate, the comment will direct the parent/student to an additional progress report provided by a support teacher (SSD, Reading or Math Specialist). 

Important vocabulary in Responsive Learning:

0. Accommodations refers to the adaptations made to instruction and the modifications (changes) made to the curriculum to support a student's success.
0. Interventions refers to the specific, direct teaching provided to support a student's success

Additional Reports:
Progress Reports from SSD (for students with IEPs ONLY), Reading Specialists, and Project Plus will be provided to the classroom teacher and should be included with the WGSD Progress Report each term (Project Plus Report Card is distributed twice a year and may not accompany the Progress Report)

5^th Grade Letter Grades:
During the last elementary year, 5^th grade, a letter grade is provided for Overall Performance, in addition to the 3 levels of Beginning, Developing, Secure, as a means of transitioning to 6-12 grades when letter grades are provided.  Teachers are NOT expected to maintain two grading systems.  Instead, a correlated letter grade is determined by finding a central tendency in performance level in each area.

5^th grade Effort Grade:
An effort grade is included on the 5^th grade report card under the letter grade for each section.  It is evaluated for consistency, just like Living and Working indicators and 21^st Century Tools of Learning indicators.  Grade K-4 students are evaluated on effort through the Living and Working section.  For this age learner, it is believed that natural curiosity remains a first motivator and any resistance to learning is related to needed skills and connections than to motivational attitudes. 

Summary of Grade Level Expectations Covered This Term:
On the cover sheet of the Elementary Report Card there is a section for the teacher to include specific objectives that were the focus during the grading term.  These can be written as an outline, in bullets, or in a paragraph.  It is beneficial for a grade level team to compose this summary together.  Whenever possible, the summary should remain on the first page. 

Retention Is Being Considered:
There is a section that can be marked if a child is being considered for retention.  This section will remain invisible when printed, unless it is marked.

Additional Program Information:
There is a section for marking participation in additional programs, such as Wings, Special Reading, Project Plus.

Indicators NOT ASSESSED in Science and Social Studies:
Science and Social Studies outcomes are written on the report card in relation to units. This means that during a grading term, only one and sometimes two units will have been taught and assessed.  For this reason, the units not assessed will be marked with a gray shading, indicating to parents/students that the unit concepts were not assessed during the term.

Specialists (Art, Music, PE):
Art, Music and PE teachers will enter scores for Term 2 and Term 3 only.  Specialists have the option to write comments that will appear on the last comment page, but are not required.

Report Card Distribution:
Report Cards are distributed three times per year, November, February, and May.

Parent Teacher Conferences:
Conferences are held in November and March. 
November conferences are conducted at the end of Term 1 and Report Cards are distributed at this time.  Teachers have the option of sending the Report Card home a few days early or inviting parents to come 10-15 minutes early to preview the report card on their own, prior to conference time, in order to save conference time for additional conversation.
March conferences are conducted 3-5 weeks AFTER Term 2 Report Cards have been distributed.  This provides an opportunity for parents and teachers to review student work more extensively.  Some teachers select to include students in these Spring conferences.  No "official" written report is distributed to parents at this conference.

Comments:
Teacher comments are the most important section of the report card to parents and students.  It is through this section teachers are able to further explain and describe a student's progress.  Comments also provide an opportunity to communicate specific skills, strategies and concepts that a parent can further support at home.

Middle School:
Background Information and Rationale:
The WGSD believes that assessing students is essential to learning.   We assess to further learning, not just what has been learned.   The WGSD also believes that student success is defined both by academic AND personal achievement; we are committed to the development and success of the whole child.  These two beliefs are at the heart of the district's Student Success Reporting System and the Middle School Student Progress Report. 

  As part of the district's Strategic Plan , the community defined its mission to be: The Webster Groves School District is committed to academic and personal success of every student.   Academic and personal success was then further defined by ten Indicators of Student Success.   These ten indicators have become the guiding principles of our classrooms and the measure by which we evaluate our work.   For this reason, the Indicators of Student Success have been integrated into our Student Reporting System.   This means teachers are constantly modeling, monitoring, and promoting these indicators of success.  Additional information about the Strategic Plan and Indicators of Student Success can be found on the Webster Groves School District's webpage.

  The WGSD Middle School Student Progress Report is an important means of communication to parents and students about what a teacher has observed and recorded related to specific grade level expectations.   Included in the Middle School Student Progress Report are the achievement levels of students in all core subject areas (communication arts, mathematics, science, and social studies) and Elective courses (PE, band, foreign language, art, etc.).. In addition to these reports, a student's tendency to demonstrate other Indicators of Student Success as defined in the WGSD's Strategic plan, such as study habits, strong character qualities (responsibility, empathy, integrity, and leadership), and working well with others are reported.   Critical thinking, another WGSD Indicator of Student Success, and often referred to a student's use of "21^st century Tools of Learning," the key strategies used by independent, self-directed learners is also reported.  These strategies have been found to be most significant in preparing learners for living and working in the 21^st century; a future dependent on the ability to access information, create alternatives, and connect with others to negotiate solutions.

  The Middle School Student Progress Report also reflects the belief that assessment is part of the learning process, not just a record of what has been learned.   By providing an average of academic progress, a level of performance on critical habits and skills that are Indicators of Student Success, and by providing personal teacher comments, parents and students are able to identify the specific concepts, strategies, and attitudes contributing to overall performance in each subject area.   In other words, the Middle School Student Progress Report becomes a tool to promote further learning, not just a report of what has been learned.   When a student is motivated to learn for the personal satisfaction of learning, then rewards and other extrinsic motivators are not as important or necessary for student success.   For more information about Assessment for Learning, www.assessmentinst.com. 

History:
During the 2002-03 school year, a committee of K-12 teachers, coordinators, and administrators came together to consider overall assessment beliefs and practices in the district.   Extensive research and reading was done by the committee to determine current best practices in assessment.   At the same time, the district's Strategic Plan was approved by the Board of Education.   As a result, two of the critical issues of the Strategic Plan became the focus of work for the assessment committee.   One, "Establish benchmark assessments for all subjects," and the other, "Design and implement an assessment plan to track individual and group student achievement longitudinally."  After creating benchmarks in each subject area (critical issue #1), and based on the research and readings discussed, the committee recommended changes to be made to the K-12 Report Cards.   At 9-12, the recommendation was to add an additional score for each subject area, called "Citizenship."   This allowed a teacher to report on both academic and personal success (key to the district's mission statement) each grading term.   At 6-8 grade, it was recommended teachers in each subject area provide an academic letter grade as well as a score for four indicators directly related to the Strategic Plan and the Indicators of Student Success.   Recommendations at the Elementary level (K-5) were extensive.   It was suggested the Report Card be aligned with the benchmark assessment, Indicators of Student Success be incorporated into the reporting system, and the report card would promote student personal success by providing an assessment for learning.   More information about assessment for learning is provided in the Background Information and Rationale section or www.assessmentinst.com.   Pre-K has used the Elementary Progress Report as a guide, particularly the Kindergarten Report Card, as a guide in developing a Progress Report for parents.

 After developing a new Reporting System, K-8, an extensive pilot was conducted during the 05-06 school year.   Teachers from every grade level and at every building (K-8) were selected to implement the new Pilot Progress Report and provide feedback.   Parents in these classrooms were also involved in training and provided substantial feedback regarding the new report.   As a result of teacher and parent feedback, significant changes were made to the Pilot Progress Report Card.   It was decided that a second pilot year was needed.   Additional teachers were added to the pilot, including all of 6^th grade.   Again, feedback was collected (including focus groups led by an outside consultant) and revisions made.   During this second pilot year (06-07), one elementary school also piloted a data-based student information system (SIS) to generate and print the elementary Pilot Progress Report. During the three years, the assessment committee presented updates and received recommendations from the district's Curriculum Coordinating Council (CCC), System-wide Administrative Team (SAT), and Board of Education.  After this extensive pilot, the committee recommended a full implementation of the Progress Report, K-8 during the 2007-08 school year, generated and printed through the SIS student information data base.

 Indicators of Student Success/Supporting Skills:
WGSD has identified 10 Indicators of Student Success.   Being an integral part of classroom instruction, several of these Indicators of Student Success will be reported on the Middle School Student Progress Report.   They include:

Study Habits - Students utilize effective study habits that enable them to achieve success through independent efforts.  Students complete assignments, use organizational skills, and work to their potential.

Citizenship - Students exhibit strong character through qualities such as responsibility, empathy, integrity, and leadership.  Students work well with others in all settings.
Communication Skills - Students communicate effectively and to their full potential in all subject areas.  Students read, write, and speak about the subject matter.
Critical Thinkers - Students are critical thinkers able to make decisions, solve problems, and apply skills to future tasks.

Students will be scored in each subject on each of these four "supporting skills." Core teachers and Elective teachers who have students for one semester or more will provide a score in each of the supporting skill at every grading term.  A number scale will be used to indicate the consistency and frequency with which the student displays the supporting skill.