A Standards-Based Progress Report gives you information about how your child is progressing toward meeting the Waukee Community School District’s Standards during the course of the school year in each class. Standards specify what all students should know and be able to do.
- Your child’s performance is measured against the standard, rather than simply being compared to other students in his or her class.
- It gives every child the opportunity to meet or exceed our district’s standards.
- It gives you, parents or guardians, a more detailed and honest assessment of how your child is progressing academically.
- Behavior is reported out separately and is as important as the academic report, as they are the habits that students will need to be successful in high school and beyond.
Standards-Based Reporting Supports:
- Our district’s mission, vision and theory of action
- High-level learning and differentiated instruction to meet the needs of all students
- The Iowa Core’s Characteristics of Effective Instruction, including a focus on assessment for learning
Each indicator shows progress towards each specific learning targets for each course:
- EE: Exceeds Expectations – Student demonstrates above grade level understanding for the targeted skill or concept.
- SC: Secure – Student can apply the skill or concept correctly and independently.
- DV: Developing – Student shows some understanding. Reminders, hints, and suggestions are needed to promote understanding.
- BG: Beginning – Student shows little understanding of the concept. Additional teacher support is needed.
- ID: Insufficient Data
- – -: Not Assessed – The standard was not assessed during the reporting term.
- Differentiation of instruction is necessary in order for students to grow and progress.
- Behavior is not included in the proficiency indicator and will be reported separately.
- Extra credit will not be given at any time.
- Retakes and Revisions will be allowed at teacher discretion. Students will be allowed multiple opportunities to show mastery in various ways.
- Teachers will determine proficiency by considering multiple points of data using the most recent data and provide evidence to support their determination.
- Independent practice will be meaningful, purposeful, of high quality and aligned with objectives. Students will have multiple opportunities for practice before the objectives are assessed for a proficiency score.
- Students are expected to complete all assigned work. Teachers will allow students opportunities to complete work with no consequence to the proficiency indicator.