Policy Statements - Reporting to Parents

The Elementary Back-to-School Night

A parent-teacher back to school night is held early in the school year before the fall parent-teacher conference. A written statement, including systemwide program outlines, a list of instructional materials, and a schedule of standardized tests, is prepared by the teacher and sent home before or distributed during the fall event.communicated during the first month of school. Specific grade- level objectives to be achieved by students during the elementary years are detailed in materials available in each school:

The Elementary Program of Studies, Services, and Policies Handbook
Curriculum guides in each content area which incorporate the Standards of Learning
Instructional Resources
The Standards of Learning (SOL) for Virginia Public Schools

The purpose of the parent-teacher event is to discuss the written statement that was sent home, describe any unique program plans for the year, discuss the homework policy, and share instructional materials.

Reporting Student Progress and Grades

The Superintendent and staff are to prepare for Board approval the reporting plans to be used at each grade level. The Chief of Academics and the Chief of School Support, working through the building principals, will be responsible for devising and implementing the reporting plans. Teachers will keep detailed and systematic records of the achievements of each student and report periodically on the progress of each student to parents/guardians according to the reporting form for the grade level in which the student is enrolled. Except for the final annual grade reports, teachers shall have at least two full school days after the marking period ends before grades must be submitted.

Procedures And Guidelines Providing Information to Parents/Guardians

“At the beginning of each school year, each school shall provide to its students’, parents, or guardians information on the availability of and source for receiving:

The learning objectives developed in accordance with the provisions of 8 VAC 20-131-70 to be achieved at their child’s grade level or, in high school, a copy of the syllabus for each of their child’s courses, and a copy of the school division promotion, retention, and remediation policies;
The Standards of Learning applicable to the child’s grade or course requirements and the approximate date and potential impact of the child’s next SOL testing; and
An annual notice to students in all grade levels of all requirements for Standard and Advanced Studies Diplomas, and the Board’s policies on promotion and retention as outlined in 8 VAC 20-131-30. The division superintendent shall report to the Department (Virginia Department of Education) compliance with this subsection as required by 8VAC20-131-390 A.” (8 VAC 20-131-270)

Communicating and Assessing Student Achievement

Prior to the beginning of each school year, each teacher will establish the standards and requirements to be used in each class for the purpose of determining students’ course grades incorporating the standards and objectives set within the Arlington Public Schools curricula and according to systemwide direction within each curricular area. These standards and requirements will be provided to students and parents/guardians at the beginning of the school year. Student grades reflect student achievement and not student behavior.

Student performance on district created benchmark assessments is reported to parents/guardians and shall not be included in the calculation of student grades.

Reporting To Parents/Guardians Of Elementary School Students

All parents/guardians receive a report of progress. The Superintendent has approved two reporting systems, standards-based and traditional at the elementary level. A description of each system is provided below. The decision to move from one approved grading system to another is made by the Superintendent with input from the school community including school staff and should be based upon the specific needs of the school community, pedagogy, and assessment.

Standards-Based Reporting Grades K-5

Students in Kindergarten through fifth grade will receive a standards-based progress report for English language arts (reading/ writing), math, science, social studies, art, music, physical education, and social emotional learning. Kindergarten students receive the report twice a year and students in Grades 1-5 receive a quarterly report.

Four written reports will be scheduled on a nine-week basis. Two parent/guardian-teacher conferences will be scheduled - one in the fall and one in the spring. The first conference will occur mid-way between the opening of school and the first written report. The second conference will occur between the second and third written reports.

Parent/guardian-teacher conferences will be scheduled on an appointment basis. Before the fall conferences, a written statement, including system wide program outlines, a list of instructional materials, and a schedule of standardized tests, will be shared with parents/guardians. A parent/guardian teacher group meeting will also be held in the fall to discuss the written statement, to describe program plans for the year, and to display instructional materials.

Regular parent/guardian teacher conferences will include:

twenty minutes for a conference and ten minutes between conferences;
flexibility, and compensatory time, when it is necessary to hold conferences outside regular school hours; and
a schedule with approximately twelve conferences for one day.

Conferences shall not infringe on a teacher's unencumbered planning time; substitutes shall be used if necessary.

The standards-based progress report helps inform parents/guardians of students’ academic progress based on the Virginia Standards of Learning (SOL) and Arlington Public Schools learning expectations established for each grade level. The report highlights learning successes and opportunities for growth. Standards-based progress reports do not utilize traditional letter grades and report progress on identified key learning standards for each content area using performance levels. The report also includes teacher comments which may more fully explain a student’s proficiency level on identified standards.

Arlington Public Schools Standards-Based Reporting Performance Levels

Level	Description
Meets Standard	The student shows full and consistent understanding of the standard independently.
Approaching Standard	The student shows partial and/or inconsistent understanding of the standard independently.
Developing Standard	The student shows initial understanding of the standard with support.

Reporting for Special Populations in Standards-based Reporting System Special Education:

If a student receiving special education services is unable to perform within grade level expectations and requires substantial modifications to the standard curriculum, subject, or skill area, they should be graded based on the achievement of specified Individual Education Program (IEP) goals. Modifications in such cases mean a significant change in the course, standard, or test preparation that provides access for a student with a disability to the extent where it fundamentally alters or lowers the standard or grade level expectation of the course, standard, or test.

Modifications are communicated to parents/guardians through narrative comment on the progress report.

English Learners: English learners will have access to scaffolded grade level content. Comments on the progress report should indicate how differentiation for the English learner has been provided.

Gifted Learners: Learners who have been identified as receiving curriculum modifications to the standards, subject, or skill areas for appropriate pacing and rigor will also receive a quarterly differentiation report. As outlined in Virginia Code 8VAC 20-40-40, parents/guardians receive quarterly differentiation forms reporting student outcomes and growth based on these modifications.

Social Emotional Learning for Standards-based Reporting System

In addition to the proficiency of curricular skills, the standards-based progress report also reports on social emotional learning. The Standards-based Progress Report includes proficiency of skills within the VDOE Social Emotional Learning Guidance Standards in five competency areas: self-management, self-awareness, social awareness, relationship skills, and decision making. These standards are also reported using the identified performance levels.

Traditional Reporting Grades K-5

Kindergarten through Five

Students in Kindergarten through fifth grade will receive a traditional report card for English language arts (reading/writing), math, science, social studies, art, music, and physical education. Kindergarten students receive the report twice a year on a semester basis and students in Grades 1-5 receive a quarterly report on a nine week basis. Written reports will include the use of the following performance level descriptors at the grade levels indicated:

Kindergarten-2nd GRADE

Arlington Public Schools Marking Code for Kindergarten - Grade 2 Progress Report
M- Meeting	Student consistently meets behavior or skill. Student independently demonstrates an understanding of the key concepts and skills.
P- Progressing	Student is in the process of developing a behavior or skill. Student demonstrates or applies key skills, strategies, or concepts inconsistently. Student partially meets the standard.
B- Beginning	Student is beginning to demonstrate a behavior or skill. Student is beginning to understand concepts and skills and requires teacher support to complete these tasks.
N- Not Yet	Student is not yet demonstrating behavior or skill.
NI- Not Introduced	Skill has not been introduced.

Grades 3-5

Grades 3-5 for Language Arts (Writing and Reading), Math, Science, and Social Studies

Reporting Grade and Percentage Equivalency	Grade Descriptor
A 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100	Excellent Achievement Demonstrates accurate and thorough understanding of course content; Creatively applies and extends knowledge and skills in content area; Consistently meets course standards; Overall performance and student products reflect a deep level of analysis of the content and critical thinking
B+ 87, 88, 89	Good Achievement Demonstrates an accurate understanding of course content; Applies knowledge and skills in content area; Consistently meets course standards; Overall performance and student products reflect a consistent understanding of the content and critical thinking
B 80, 81, 82, 83, 84, 85, 86
C+ 77, 78, 79	Satisfactory Achievement Demonstrates acceptable understanding of course content; Consistently demonstrates basic knowledge and skills in content area; Meets course standards; Overall performance and student products reflect a consistent understanding of most of the content and reflect some degree of critical thinking
C 70, 71, 72, 73, 74, 75, 76
D+ 67, 68, 69	Unsatisfactory Achievement (Passing) Demonstrates limited understanding of course content at this time; Inconsistently demonstrates knowledge and skills in content area around some standards; Inconsistently meets course standards; Overall performance and student products reflect an inconsistent understanding of the content
D 60, 61, 62, 63, 64, 65, 66
E 0 – 59	Unsatisfactory Achievement (Failing) Demonstrates minimal understanding of grade level content at this time; Inconsistently demonstrates knowledge and skills in content area around most standards; Overall performance and student products reflect minimal understanding of the content

Reporting Grade and Percentage Equivalency

Grade Descriptor

90, 91, 92, 93, 94, 95,

96, 97, 98, 99, 100

Excellent Achievement

Demonstrates accurate and thorough understanding of course content; Creatively applies and extends knowledge and skills in content area; Consistently meets course standards; Overall performance and student products reflect a deep level of analysis of the content and critical thinking

B+

87, 88, 89

Good Achievement

Demonstrates an accurate understanding of course content; Applies knowledge and skills in content area; Consistently meets course standards; Overall performance and student products reflect a consistent understanding of the content and critical thinking

80, 81, 82, 83, 84, 85, 86

C+

77, 78, 79

Satisfactory Achievement

Demonstrates acceptable understanding of course content; Consistently demonstrates basic knowledge and skills in content area; Meets course standards; Overall performance and student products reflect a consistent understanding of most of the content and reflect some degree of critical thinking

70, 71, 72, 73, 74, 75, 76

D+

67, 68, 69

Unsatisfactory Achievement (Passing)

Demonstrates limited understanding of course content at this time; Inconsistently demonstrates knowledge and skills in content area around some standards; Inconsistently meets course standards; Overall performance and student products reflect an inconsistent understanding of the content

60, 61, 62, 63, 64, 65, 66

0 – 59

Unsatisfactory Achievement (Failing)

Demonstrates minimal understanding of grade level content at this time; Inconsistently demonstrates knowledge and skills in content area around most standards; Overall performance and student products reflect minimal understanding of the content

Achievement in Music, Physical Education and Art for Grades 3-5

In the content areas of music, physical education and art, achievement will be reported using the following symbols:

B (Beginning): The student has been exposed to the content material.
P (Progressing): The student is presently developing skills and an understanding of the content materials.
S (Skilled): The student has demonstrated skills in authentic application and has understanding of when and how to perform the content material.
O (Outstanding): The student has demonstrated outstanding skills and understanding and has been exposed to the learning standards and has gone beyond them.

Effort/Work and Social Skills/Participation for Traditional Reporting System Grades 1-5

In addition to achievement, the student's effort in each academic area, achievement in some special subjects, work habits, and social skills will be evaluated and marked using the following symbols:

Grade	Description
O	Outstanding
S	Satisfactory
I	Improving
N	Needs Improvement

Special Education:

If a student receiving special education services is unable to perform within grade level expectations and requires substantial modifications to the standard curriculum, subject, or skill area, they should be graded based on the achievement of specified IEP goals. Modifications in such cases mean a significant change in the course, standard, or test preparation that provides access for a student with a disability to the extent where it fundamentally alters or lowers the standard or grade level expectation of the course, standard, or test.

The use of an asterisk (*) next to an assigned grade indicates use of modifications and refers parents/guardians to the presence of a narrative section where an explanation should be provided. The (*) should not be used if the student is receiving accommodations to access the curriculum. The asterisk should only be used if substantial modifications to the standard curriculum, subject, or skill area have been provided.

English Learners:

English learners will have access to scaffolded grade level content. The use of a carrot symbol (^) next to an assigned grade indicates the presence of a supplement (i.e. additional comment on the report card) where an explanation of the differentiation for the English learner should be provided.

Gifted Learners:

Learners who have been identified as receiving curriculum modifications to the standards, subject, or skill areas for appropriate pacing and rigor will also receive a quarterly differentiation report in addition to the progress report. As outlined in Virginia Code 8VAC 20-40-40, parents/guardians receive quarterly differentiation forms reporting student outcomes and growth based on these modifications.